中国基础教育日语课程改革发展综述——课程标准及教科书的研制

本文在梳理1980年代以后历次基础教育日语课程改革及教科书发展状况的基础上,主要应用文献法,重点阐述2000年以来基础教育课程改革中日语课程标准和教科书的研制问题。分析新一轮课程改革背景下日语课程标准的研制背景、缘由和特色及其与教学大纲的异同;介绍依据课程标准编写日语教科书的创新点,探讨了日语教科书编制理论的相关问题等。     

Sociolinguistic Variation in the Speech of Learners of Chinese as a Second Language

With Chinese native‐speaker data as the baseline, this study investigates the use of the morphosyntactic particle DE by learners of Chinese as a second language. The general patterns are as follows: (a) DE tends to be deleted more in informal speech than in formal settings; (b) higher proficiency and longer residence in China—more interactions with native speakers—promote DE deletion; and (c) females tend to adopt more formal language style and use DE more than males. The study also found that teachers and textbooks use DE much more often than native speakers. Learners’ patterns of DE use closely follow those of their teachers and textbooks, suggesting the necessity of explicit instruction in sociolinguistic variants in L2 classrooms.     

Grammar exercises in Dutch,Finnish and global textbooks for teaching German as a foreign language

In foreign language (FL) teaching and learning, a substantial amount of content is provided in grammar exercises supplied by textbooks. The main focus of this study concerns the selection of grammar exercise types in FL textbook series. In our analysis, we focus on Dutch, Finnish and global textbooks for beginners aged approximately 13–15 years who are learning German (A0–A2 on the CEFR scale). Furthermore, an insight into the pedagogical approaches to grammar learning favoured in these textbooks is provided. The findings show that blank-filling exercises are the most frequently used exercise type in all the textbooks, with the amount ranging from 30.8% to 59.0%. The results of the analysis also indicate that the approach to learning grammar is a mixture of the Presentation-Practice-Production approach and strongly controlled learner-centeredness. Finally, based on the results of our study, we suggest that more variation within grammar exercises is required to meet the needs of different learners and their learning styles. Above all, we conclude that there is still a gap to be bridged between the reality in FL textbooks and the ideal presented in the research literature.     

Research on university-based Spanish heritage language programs in the United States: The state of affairs in 2022

Research on Spanish heritage language (SHL) education has grown exponentially in the last two decades. The most recent nationwide study on SHL programs in US postsecondary institutions was conducted a decade ago. To continue this line of research, the primary aim of this study is to provide an update about the current state of SHL course offerings at 4-year universities in the United States. SHL programs can promote academic success for Latinx students who see their language and culture asserted. In turn, valuing their heritage language skills and supporting their language development can help Latinx students expand their multilingual abilities for use with their families and communities, as well as in professional contexts. Results reveal that the last decade (2012–2022) witnessed tremendous increase in the availability of SHL programs, although some of the challenges reported in prior research still remain nationwide.     

Singaporean Preschoolers’ Oral Competence in Mandarin

Singapore’s bilingual policy is widely regarded as having been successful. Mostly realized in the educational realm as “language-in-education planning” (Cooper, 1989), where English is legitimized as the medium of instruction and the mother tongues as subjects in the school system (Silver, 2005) the bilingual policy is connected explicitly to overall national goals of economic development and social harmony. In reporting detailed research data collected within the framework of a language in education planning program, this article addresses how language planning can respond to the Singapore context where the dominant spoken language, Mandarin, has been continually constituted as a “problem”. Singapore has undertaken frequent reforms of its Chinese language (CL) teaching system, seeking ever greater levels of achievement and more cohesion in the role of Mandarin as the “culturally” unifying form for the majority of its people. Official policy announcing the two most recent reforms in 2000 and 2004 (Silver, 2005; Tan, 2006) has shifted emphasis towards a newly emerging binary that seems to assume increasing importance in Singapore’s language planning paradigm: the English-speaking family (ESF) versus the Chinese-speaking family (CSF). The present article reports on the language proficiency of preschoolers, particularly their oral competence in Mandarin, with the objective of both reflecting on the success, assumptions and strategies of the new policy moves as well as proposing new ways to look at language-in-education planning for Chinese acquisition in a society that is, ethnically-speaking, dominantly Chinese.     

Suggestions: What should ESL students know?

This paper describes the linguistic forms used to perform the speech act of suggestions in both real language and ESL textbooks. Comparisons between suggestions in two authentic settings in a corpus, professor–student interaction during office hours and student–student study groups, and six popular ESL textbooks, three old and three recent, were made to evaluate the extent to which textbook materials reflect real-life language use. Register differences between office hours and study groups demonstrate the contextual sensitivity of certain linguistic forms and the complexity of performing speech acts. Although the new generation textbooks introduce more linguistic structures for suggestions than the old generation textbooks, the discrepancies between real language use and ESL textbooks are still apparent. The author recommends that, instead of simply teaching lists of grammatical structures as decontextualized language points in monotonous drills and unnatural dialogues, ESL textbooks should include background information on appropriateness when presenting linguistic structures, provide classroom tasks drawn on naturally occurring conversations, and raise learners’ awareness of the different socio-cultural assumptions underlying various linguistic forms for the same speech act.     

从一项调查看教材在外语教学过程中的地位与作用

本文以一次有关教材在外语学习过程中的作用和使用情况的问卷调查为基础 ,分析外语教材在外语教学过程中应有的地位和作用 ,讨论在中国的特殊语言环境中 ,外语教材的编写、使用的原则和方法。     

运用真实语料开发国际汉语教材:理论与实践

语料真实性是第二语言教学中长期受到关注的问题.本文梳理了关于语料真实性的讨论,提出真实性的本质特征是"交际性",指出真实语料是说话人以真实的交际目的、在真实的交际语境中、以真实的交际反应而产出的言语产品,范围既包括母语者语料,也包括二语者语料.教材编写中运用真实语料有助于调动学习者的积极性,提高交际能力和自主学习能力,...     

Mismatches in Language Policy and Practice in Education: The Case of Gaelscoileanna in the Republic of Ireland

The purpose of this paper is to explore the link between national language policy and practice in Irish-medium schools,which are known in Irish Gaelic as Gaelscoileanna. The paper provides an overview of the state's language policy since 1922to promote Irish by using the schools as the primary vehicle for policy implementation. Based on a recent study, the paper describes various changes in the Gaelscoileanna movement over time, including the students' linguistic profile, pupil to teacher ratio, available teaching aids and textbooks in Irish, and teachers' belief regarding the potential impact of the schools on language revival efforts. Findings from the study reveal a mismatch between national language policy and educational supports necessary for schools to most effectively implement their curriculum. They also reveal teachers' skepticism that schools can impact on Irish revival. This finding is relevant given the current directions being taken in Irish language policy. This revised version was published online in July 2006 with corrections to the Cover Date.     

Language Policy and the Ideology of Bilingual Education in France

The aim of this article is to analyse the language policies and ideologies at work in the new bilingual education programmes being developed in France within a general reform for the teaching of foreign languages. The sociolinguistic context of languages present in the education system will be presented first in order to explain the categorisation of languages into ‘foreign’, ‘regional’ and ‘origin’ (which we shall translate as ‘migrant’). It will then be explained how the first two categories allow for various didactic models (partial vs total immersion, content language integrated learning models, ‘European’ and ‘international’ classes etc.),while references to migrant languages and their speakers remain limited, ambiguous and unclear. It will be argued that while recent official texts and the new curriculum for primary schools (2002) show a first acknowledgement of linguistic and cultural diversity in France, bilingualism and bilingual education are still envisaged differently according to the social status of the languages concerned. This revised version was published online in July 2006 with corrections to the Cover Date.     

Ethnolinguistic vitality and language use amongst Eastern European migrants in East Anglia

This paper discusses language usage patterns amongst Eastern European migrants living in the East Anglia region of Great Britain. It examines the relationship between individual speakers' language use and societal factors, with an emphasis of respondents' perceptions of ethnic, cultural and linguistic vitality. A linguistic vitality and language usage questionnaire adapted from Yagmur, and Yagmur and Akinci, capturing domain-specific language use as well as respondents' perception of their own and other ethnolinguistic groups, was completed by 58 migrants from new European Union member states. Data analysis uncovers three themes: first, language use is domain-specific, with preferences for the L1 in the home/family domain only, and L2 English being the language of choice elsewhere; second, there are low perceptions of ethnolinguistic vitality of the L1 group across the sample; and third, there is initial evidence for a potential longitudinal shift in language use as a result of an integrative attitude to migration by the respondents and long-term plans to reside in the UK from the outset.     

在华短期汉语教学项目中的文化因素——以普北班(PiB)为例

作为语言教学项目,在华短期汉语强化班一般不设单独的文化教学目标,但对中国文化的理解和反思却贯穿教学的始终。以普北班为例,从教材内容和课外活动两方面来分析该项目所蕴含的文化因素,可以为当前国内对外汉语教学提供启示。普北班的教材内容涉及文化的深层内涵,覆盖了中国社会生活的方方面面,具有鲜明的时代感和强烈的思辨性;课外活动充分利用了国内的语言和文化资源,将表层文化的感官体验与深层文化的学习思考相结合,推动了工具型学习动机和融入型学习动机的共同发展。受教师、学生、教材等因素制约,普北班的教学模式在推广应用上存在一定的局限性,但仍然有很多值得借鉴之处。     

英汉法律语言接触对中文法律语言变化的影响研究

本文在梳理英文法律文献汉译现状的基础上,概述了近年来语言接触视角下中文法律语言变化的研究现状,简要剖析了目前该领域研究存在的问题和机遇。研究发现,从研究内容看,关于英汉翻译对中文法律语言影响的研究多关注晚清时期和20 世纪初期的法律译介活动及其影响,且主要集中在词汇层面,重在探讨中文法律术语的输入、新词形成与词义的演变,以及翻译造成的术语失范等现象,对当代法律语言变化的研究未给予足够重视,句法层面的研究也未得到应有的关注。论文指出,当前研究缺乏大规模数据支持,素材来源和考察范围有限。借助语料库语言学工具进行语料驱动的法律语言多层面嬗变历时研究,将有助于挖掘语言接触渗透下的中文法律语言的时代特征。     

主动服务高质量发展,加快建设中国特色“新文科语言学”

本文以服务新时代中国高质量发展为目标,提出“新文科语言学”的概念,论述新文科语言学的内涵,梳理新文科语言学急需建设的若干重点学科方向,建议聚焦以下5个重点领域：一是开展语言安全研究,服务总体国家安全观;二是开展语言服务研究,服务我国高质量对外开放和发展;三是开展应急语言研究,应对突发事件和抢险救灾;四是开展语言智库研究,服务党和政府的决策;五是开展语言管理研究,服务治理能力现代化。     

Language change and linguistic inquiry in a world of multicompetence: Sustained phonetic drift and its implications for behavioral linguistic research

Linguistic studies focusing on monolinguals have often examined individuals with considerable experience using another language. Results of a methodological review suggest that conflating ostensibly ‘multicompetent’ individuals with monolinguals is still common practice. A year-long longitudinal study of speech production demonstrates why this practice is problematic. Adult native English speakers recently arrived in Korea showed significant changes in their production of English stops and vowels (in terms of voice onset time, fundamental frequency, and formant frequencies) during Korean classes and continued to show altered English production a year later, months after their last Korean class. Consistent with an Incidental Processing Hypothesis (IPH) concerning the processing of ambient linguistic input, some changes persisted even in speakers who reported limited active use of Korean in their daily life. These patterns thus suggest that the linguistic experience obtained in a foreign language environment induces and then prolongs restructuring of the native language, making the multicompetent native speaker in a foreign language environment unrepresentative of a monolingual in a native language environment. Such restructuring supports the view that one’s native language continues to evolve in adulthood, highlighting the need for researchers to be explicit about a population under study and to accordingly control (and describe) language background in a study sample.     

重音、信息和语言的分类

重音分词重音和语句重音,前者可因语言而异,后者是否因语言而异,看法不一。文章先介绍几个语句重音理论,并指出其弱点,然后提出一个新的理论,称为"信息-重音原则"。根据新的理论,语句重音由信息量决定,信息多的词要重读,信息少的词不用重读。词的信息量,可以由对话人和对话环境决定,也可以由信息理论、句法结构和上下文决定。新的理论,既比前人的简单,又能克服其弱点,还能简化语言的分类。     

《文镜秘府论》性质新探——一部由外国人编写的海外汉语写作教材

《文镜秘府论》过去一直被认为是一部文学批评论著,因其保存了许多国内今已散佚的文献而备受关注。但根据空海写作该书的宗旨及全书的结构安排和重点所在,从汉语作为第二语言教学的视角来看,它应当是一部以汉语作为第二语言的写作教材。本文对该书在编排体例上所呈现的二语教学理念进行了分析。     

Internet-assisted technologies for English language teaching in Turkish universities

Although the enormous potential of the Internet has gained attention in Internet-assisted language teaching (IALT), a solid background of research is still lacking about/investigating English as a foreign language (EFL) teachers' use of Internet assistive technologies. This study set out to determine Turkish university level EFL instructors' perceptions and perspectives on the use of the Internet for pedagogical purposes. A total of 486 instructors from 11 universities located in Turkey participated in a survey and responded to the questions about what type of resources they utilize on the Internet, how they perceive and use Internet-assisted language instruction, and how they assess themselves in terms of language learning technology. The findings reveal that although EFL instructors utilize the Internet densely and with a positive perception in their teaching, the quality of that utilization varies and needs to be improved via professional development programs for Internet-assisted language instruction. Suggestions were made for further research.     

A comparative analysis of cultural representations in collegiate world language textbooks (Arabic,French, and German)

In world language learning contexts, where learners may have infrequent contact with the target language speakers, learners are primarily exposed to these speakers and their cultures through textbooks. Therefore, the representation of the target language communities and their cultures in textbooks greatly influences language learners’ understanding of these communities. Drawing upon the concepts of imagined communities and identities (Kanno & Norton, 2003) and conducting a multimodal critical discourse analysis (Machin & Mayr, 2012), we analyzed three introductory level world language textbooks (Arabic, French, and German) used at a U.S. university. We examined how the texts imagine language learners and target language communities. Our findings indicate that nation-state ideologies and tourism discourse prevail in how the textbooks imagine language learners and communities, and they fail to represent the complex identities and cultures of language users and learners. We found that these textbooks construct language learners as uncritical and apolitical, and represent language communities as homogeneous and essentialized in which minoritized groups are tokenized or erased. This study contributes to the scholarship in textbook analysis with the critical examination of three collegiate world language textbooks through a comparative analysis of the similarities and differences amongst these textbooks. Based on the findings, our paper presents implications for teaching, including class activities that the authors use to counter the problematic discursive construction in these textbooks.     

The Changing Dynamics of Language Use and Language Attitudes in Tanzania

ABSTRACT

The use of and attitudes towards the languages of Tanzania have always been closely related to language policies, the most recent policy having been issued in 2014. However, most studies on language attitudes are relatively dated (e.g. Schmied 1990). In light of policy changes and the results of earlier studies, this article aims to shed light on current language use and attitudes among Tanzanians, especially towards English. The results of a questionnaire study show positive attitudes towards English, which is no longer perceived as a language of the elites only. Further, a change in English use, including not only by the “middle generation” but increasingly younger speakers, could be observed. The study hence illustrates that in multilingual African countries, language use and attitudes continually need to be re-assessed against policy changes.