Informace o kvalifikační práci The Research on Tibetan Students' English Metalinguistic Awareness in the Context of Tibetan-Chinese Bilingual Education
China has implemented a bilingual education system in ethnic minority areas. For ethnic minority students, bilingual education refers to the teaching of two languages, the ethnic minority language and the national official language Chinese from primary schools to secondary schools. And after the third years in primary schools, students begin to learn a foreign language, English, which is a compulsory subject at the basic education stage in China. Foreign studies have shown that bilingual learning promotes improvements in the quality of the learner's language system, leading to the development of language learning skills, language management skills, and language maintenance skills. These improvements, in turn, contribute to the development of learners' meta-linguistic awareness in learning a third language. However, these studies had been tested in which the first, second, and third languages belonged to the same language family (L1/L2/L3). Therefore, the general objective of this research is to test whether bilingual learners who learn the first language Tibetan (Sino-Tibetan language family) and the second language Chinese (Sino-Tibetan language family), followed by the third language English (Indo-European language family) still show the advantages in meta-linguistic awareness (LI/L2+L3). The specific objective of this research is to test the differences in meta-linguistic awareness among Tibetan-Chinese bilingual students with different bilingual levels when learning English as a third language.
In this research, the data collection and analysis are divided into following steps. First, the Student Language Assessment Scale (SLAS) is used to assess students' language proficiency in Tibetan and Chinese. According to the assessment results, 208 students are divided into two groups, the balanced Tibetan-Chinese group and the unbalanced Tibetan-Chinese group. Second, the Standardized English Proficiency Test (SEPT) is used to analyzed the correlation coefficient between students' SEPT results and MAT-2 results to test the validity of the MAT-2. Third, the Meta-linguistic Awareness Test-2 (MAT-2) is used to test two groups of students' meta-linguistic awareness, and by the descriptive statistics, the Shapiro-Wilk test, the Levene test, and the independent sample t-test to test the research hypotheses. The research results indicate that even though the three languages belong to different language families, bilingual students who are proficient in two languages still show more cognitive advantages in meta-linguistic awareness when learning a third language than those who are not proficient. Firstly, the balanced Tibetan-Chinese group showed a higher meta-linguistic awareness than the unbalanced Tibetan-Chinese group in terms of phonological awareness in third language English learning, especially in phonetics and phonology, syllable. However, when it comes to phonemes, there is no significant difference between the two groups. Secondly, the balanced Tibetan-Chinese group showed a higher meta-linguistic awareness than the unbalanced Tibetan-Chinese group in terms of word awareness in third language English learning, especially in word ambiguity, word formation. However, when it comes to part of speech, there is no significant difference between the two groups. Thirdly, the balanced Tibetan-Chinese group showed a higher meta-linguistic awareness than the unbalanced Tibetan-Chinese group in terms of syntactic awareness in third language English learning, especially in comprehension, synonymy, acceptability, and grammar function. Based on the findings of this study, the benefits for pedagogy may be demonstrated from the following aspects: formulating English education policies for Tibetan minorities; compiling English textbooks for Tibetan minorities; training English teachers for Tibetan minorities; guiding the English teaching for Tibetan minorities.
Anotace v angličtině
China has implemented a bilingual education system in ethnic minority areas. For ethnic minority students, bilingual education refers to the teaching of two languages, the ethnic minority language and the national official language Chinese from primary schools to secondary schools. And after the third years in primary schools, students begin to learn a foreign language, English, which is a compulsory subject at the basic education stage in China. Foreign studies have shown that bilingual learning promotes improvements in the quality of the learner's language system, leading to the development of language learning skills, language management skills, and language maintenance skills. These improvements, in turn, contribute to the development of learners' meta-linguistic awareness in learning a third language. However, these studies had been tested in which the first, second, and third languages belonged to the same language family (L1/L2/L3). Therefore, the general objective of this research is to test whether bilingual learners who learn the first language Tibetan (Sino-Tibetan language family) and the second language Chinese (Sino-Tibetan language family), followed by the third language English (Indo-European language family) still show the advantages in meta-linguistic awareness (LI/L2+L3). The specific objective of this research is to test the differences in meta-linguistic awareness among Tibetan-Chinese bilingual students with different bilingual levels when learning English as a third language.
In this research, the data collection and analysis are divided into following steps. First, the Student Language Assessment Scale (SLAS) is used to assess students' language proficiency in Tibetan and Chinese. According to the assessment results, 208 students are divided into two groups, the balanced Tibetan-Chinese group and the unbalanced Tibetan-Chinese group. Second, the Standardized English Proficiency Test (SEPT) is used to analyzed the correlation coefficient between students' SEPT results and MAT-2 results to test the validity of the MAT-2. Third, the Meta-linguistic Awareness Test-2 (MAT-2) is used to test two groups of students' meta-linguistic awareness, and by the descriptive statistics, the Shapiro-Wilk test, the Levene test, and the independent sample t-test to test the research hypotheses. The research results indicate that even though the three languages belong to different language families, bilingual students who are proficient in two languages still show more cognitive advantages in meta-linguistic awareness when learning a third language than those who are not proficient. Firstly, the balanced Tibetan-Chinese group showed a higher meta-linguistic awareness than the unbalanced Tibetan-Chinese group in terms of phonological awareness in third language English learning, especially in phonetics and phonology, syllable. However, when it comes to phonemes, there is no significant difference between the two groups. Secondly, the balanced Tibetan-Chinese group showed a higher meta-linguistic awareness than the unbalanced Tibetan-Chinese group in terms of word awareness in third language English learning, especially in word ambiguity, word formation. However, when it comes to part of speech, there is no significant difference between the two groups. Thirdly, the balanced Tibetan-Chinese group showed a higher meta-linguistic awareness than the unbalanced Tibetan-Chinese group in terms of syntactic awareness in third language English learning, especially in comprehension, synonymy, acceptability, and grammar function. Based on the findings of this study, the benefits for pedagogy may be demonstrated from the following aspects: formulating English education policies for Tibetan minorities; compiling English textbooks for Tibetan minorities; training English teachers for Tibetan minorities; guiding the English teaching for Tibetan minorities.
Klíčová slova
Bilingual education, Tibetan students, third language, meta-linguistic awareness, English education
Klíčová slova v angličtině
Bilingual education, Tibetan students, third language, meta-linguistic awareness, English education
Rozsah průvodní práce
146 p. (51035 characters)
Jazyk
AN
Anotace
China has implemented a bilingual education system in ethnic minority areas. For ethnic minority students, bilingual education refers to the teaching of two languages, the ethnic minority language and the national official language Chinese from primary schools to secondary schools. And after the third years in primary schools, students begin to learn a foreign language, English, which is a compulsory subject at the basic education stage in China. Foreign studies have shown that bilingual learning promotes improvements in the quality of the learner's language system, leading to the development of language learning skills, language management skills, and language maintenance skills. These improvements, in turn, contribute to the development of learners' meta-linguistic awareness in learning a third language. However, these studies had been tested in which the first, second, and third languages belonged to the same language family (L1/L2/L3). Therefore, the general objective of this research is to test whether bilingual learners who learn the first language Tibetan (Sino-Tibetan language family) and the second language Chinese (Sino-Tibetan language family), followed by the third language English (Indo-European language family) still show the advantages in meta-linguistic awareness (LI/L2+L3). The specific objective of this research is to test the differences in meta-linguistic awareness among Tibetan-Chinese bilingual students with different bilingual levels when learning English as a third language.
In this research, the data collection and analysis are divided into following steps. First, the Student Language Assessment Scale (SLAS) is used to assess students' language proficiency in Tibetan and Chinese. According to the assessment results, 208 students are divided into two groups, the balanced Tibetan-Chinese group and the unbalanced Tibetan-Chinese group. Second, the Standardized English Proficiency Test (SEPT) is used to analyzed the correlation coefficient between students' SEPT results and MAT-2 results to test the validity of the MAT-2. Third, the Meta-linguistic Awareness Test-2 (MAT-2) is used to test two groups of students' meta-linguistic awareness, and by the descriptive statistics, the Shapiro-Wilk test, the Levene test, and the independent sample t-test to test the research hypotheses. The research results indicate that even though the three languages belong to different language families, bilingual students who are proficient in two languages still show more cognitive advantages in meta-linguistic awareness when learning a third language than those who are not proficient. Firstly, the balanced Tibetan-Chinese group showed a higher meta-linguistic awareness than the unbalanced Tibetan-Chinese group in terms of phonological awareness in third language English learning, especially in phonetics and phonology, syllable. However, when it comes to phonemes, there is no significant difference between the two groups. Secondly, the balanced Tibetan-Chinese group showed a higher meta-linguistic awareness than the unbalanced Tibetan-Chinese group in terms of word awareness in third language English learning, especially in word ambiguity, word formation. However, when it comes to part of speech, there is no significant difference between the two groups. Thirdly, the balanced Tibetan-Chinese group showed a higher meta-linguistic awareness than the unbalanced Tibetan-Chinese group in terms of syntactic awareness in third language English learning, especially in comprehension, synonymy, acceptability, and grammar function. Based on the findings of this study, the benefits for pedagogy may be demonstrated from the following aspects: formulating English education policies for Tibetan minorities; compiling English textbooks for Tibetan minorities; training English teachers for Tibetan minorities; guiding the English teaching for Tibetan minorities.
Anotace v angličtině
China has implemented a bilingual education system in ethnic minority areas. For ethnic minority students, bilingual education refers to the teaching of two languages, the ethnic minority language and the national official language Chinese from primary schools to secondary schools. And after the third years in primary schools, students begin to learn a foreign language, English, which is a compulsory subject at the basic education stage in China. Foreign studies have shown that bilingual learning promotes improvements in the quality of the learner's language system, leading to the development of language learning skills, language management skills, and language maintenance skills. These improvements, in turn, contribute to the development of learners' meta-linguistic awareness in learning a third language. However, these studies had been tested in which the first, second, and third languages belonged to the same language family (L1/L2/L3). Therefore, the general objective of this research is to test whether bilingual learners who learn the first language Tibetan (Sino-Tibetan language family) and the second language Chinese (Sino-Tibetan language family), followed by the third language English (Indo-European language family) still show the advantages in meta-linguistic awareness (LI/L2+L3). The specific objective of this research is to test the differences in meta-linguistic awareness among Tibetan-Chinese bilingual students with different bilingual levels when learning English as a third language.
In this research, the data collection and analysis are divided into following steps. First, the Student Language Assessment Scale (SLAS) is used to assess students' language proficiency in Tibetan and Chinese. According to the assessment results, 208 students are divided into two groups, the balanced Tibetan-Chinese group and the unbalanced Tibetan-Chinese group. Second, the Standardized English Proficiency Test (SEPT) is used to analyzed the correlation coefficient between students' SEPT results and MAT-2 results to test the validity of the MAT-2. Third, the Meta-linguistic Awareness Test-2 (MAT-2) is used to test two groups of students' meta-linguistic awareness, and by the descriptive statistics, the Shapiro-Wilk test, the Levene test, and the independent sample t-test to test the research hypotheses. The research results indicate that even though the three languages belong to different language families, bilingual students who are proficient in two languages still show more cognitive advantages in meta-linguistic awareness when learning a third language than those who are not proficient. Firstly, the balanced Tibetan-Chinese group showed a higher meta-linguistic awareness than the unbalanced Tibetan-Chinese group in terms of phonological awareness in third language English learning, especially in phonetics and phonology, syllable. However, when it comes to phonemes, there is no significant difference between the two groups. Secondly, the balanced Tibetan-Chinese group showed a higher meta-linguistic awareness than the unbalanced Tibetan-Chinese group in terms of word awareness in third language English learning, especially in word ambiguity, word formation. However, when it comes to part of speech, there is no significant difference between the two groups. Thirdly, the balanced Tibetan-Chinese group showed a higher meta-linguistic awareness than the unbalanced Tibetan-Chinese group in terms of syntactic awareness in third language English learning, especially in comprehension, synonymy, acceptability, and grammar function. Based on the findings of this study, the benefits for pedagogy may be demonstrated from the following aspects: formulating English education policies for Tibetan minorities; compiling English textbooks for Tibetan minorities; training English teachers for Tibetan minorities; guiding the English teaching for Tibetan minorities.
Klíčová slova
Bilingual education, Tibetan students, third language, meta-linguistic awareness, English education
Klíčová slova v angličtině
Bilingual education, Tibetan students, third language, meta-linguistic awareness, English education
Zásady pro vypracování
Detailed Specification of the Topic
The Thresholds Hypothesis and the Control and Analysis Theory both argue that the bilingual learners who are proficient in two languages will show more cognitive advantages in meta-linguistic awareness when learning a third language than bilingual learners who are not proficient. However, these studies had been tested in which the first, second, and third languages belonged to the same language family (L1/L2/L3).Therefore, the objective of this research is to test whether bilingual learners who learn the first language Tibetan and the second language Chinese, which all belong to Sino-Tibetan language family, and followed by the third language, English, which belongs to Indo-European language family, still show the advantages in meta-linguistic awareness (LI/L2+L3).
The Guidelines of the Topic
In Chapter 1, Introduction, the author makes introduction about this research. This chapter is divided into six parts, research background, research objective, research significance, research methods, research theoretical framework, and research innovation.
In Chapter 2, Literature Review, the author reviews previous relevant literature. This chapter is divided into five parts, the first part is research on bilingual education; the second part is research on meta-linguistic awareness; the third part is research on trilingual acquisition. Last but not the least, the author analyses the limitations of previous research and the improvements of the this research.
In Chapter 3, Research Design. This chapter is divided into six parts, the first part is research hypothesis; the second part is research subject; the third part is research instrument; the fourth part is reliability and validity testing; the fifth part is the procedures for data collection; and the six part is procedures for data analysis.
In Chapter 4, Research Result, the author uses SPSS 28 to process and analyze the data. This chapter is divided into three parts, the first part is the development of students' phonological awareness in trilingual acquisition; the second part is the development of students' word awareness in trilingual acquisition; and the third part is the development of students' syntactic awareness in trilingual acquisition.
In Chapter 5, Research Discussion. This chapter is divided into three parts, the first part discusses the differences in students' meta-linguistic awareness during the process of trilingual acquisition; the second part discusses the causes of the differences in students' meta-linguistic awareness during the process of trilingual acquisition; and the third part discusses the implications of this study for foreign language education in ethnic minority areas in China.
In Chapter 6. This chapter is the conclusion of this study and the problems to be solved in subsequent studies.
Zásady pro vypracování
Detailed Specification of the Topic
The Thresholds Hypothesis and the Control and Analysis Theory both argue that the bilingual learners who are proficient in two languages will show more cognitive advantages in meta-linguistic awareness when learning a third language than bilingual learners who are not proficient. However, these studies had been tested in which the first, second, and third languages belonged to the same language family (L1/L2/L3).Therefore, the objective of this research is to test whether bilingual learners who learn the first language Tibetan and the second language Chinese, which all belong to Sino-Tibetan language family, and followed by the third language, English, which belongs to Indo-European language family, still show the advantages in meta-linguistic awareness (LI/L2+L3).
The Guidelines of the Topic
In Chapter 1, Introduction, the author makes introduction about this research. This chapter is divided into six parts, research background, research objective, research significance, research methods, research theoretical framework, and research innovation.
In Chapter 2, Literature Review, the author reviews previous relevant literature. This chapter is divided into five parts, the first part is research on bilingual education; the second part is research on meta-linguistic awareness; the third part is research on trilingual acquisition. Last but not the least, the author analyses the limitations of previous research and the improvements of the this research.
In Chapter 3, Research Design. This chapter is divided into six parts, the first part is research hypothesis; the second part is research subject; the third part is research instrument; the fourth part is reliability and validity testing; the fifth part is the procedures for data collection; and the six part is procedures for data analysis.
In Chapter 4, Research Result, the author uses SPSS 28 to process and analyze the data. This chapter is divided into three parts, the first part is the development of students' phonological awareness in trilingual acquisition; the second part is the development of students' word awareness in trilingual acquisition; and the third part is the development of students' syntactic awareness in trilingual acquisition.
In Chapter 5, Research Discussion. This chapter is divided into three parts, the first part discusses the differences in students' meta-linguistic awareness during the process of trilingual acquisition; the second part discusses the causes of the differences in students' meta-linguistic awareness during the process of trilingual acquisition; and the third part discusses the implications of this study for foreign language education in ethnic minority areas in China.
In Chapter 6. This chapter is the conclusion of this study and the problems to be solved in subsequent studies.
Seznam doporučené literatury
[1] Jessner, U. Linguistic Awareness in Multilinguals: English as a Third Language[M], Edinburgh: Edinburgh University Press, 2006 [2] Hammarberg, B. Roles of LI and L2 in L3 production and acquisition. In J. Cenoz. B. Hufeisen & U. Jessner (Eds.). Cross-Linguistic Influence in Third Language Acquisition: Psycholinguistic Perspective[M]. Clevedon: Multilingual Matters, 2001 [3] Odlin, T. Language Transfer: Cross-linguistic Influence in Language Learning[M]. Shanghai: Shanghai Foreign Language Education press, 2001 [4] Cenoz, J., Hufeisen, B. & Jesssner, U. Cross-linguistic Influence in Third Language Acquisition: Psychological Perspectives[M]. Clevedon: Multilingual Matters Ltd, 2001 [5] Bialystok, E., Majumder, S., Martin, M. Developing phonological awareness: is there a bilingual advantage? [M]. Applied Psycholinguistics, 2008(24) [6] Lv XB, Shi YZ. A review of the application of control analysis theory in the study of meta-linguistic awareness[J]. Journal of Linguistics (Teaching Foreign Language Education), 2016 (05) [7] Bialystok, E. Metalinguistic aspects of bilingual processing [M]. Annual. Review of Applied Linguistics, 2001(21) [8] Liu Guanguo. Trilingual education and trilingual teaching [M]. Beijing: China Social Science Press, 2013 [9] Bialystok, E. 1986. Factors in the growth of linguistic awareness [M]. Child Development 57: [10] Cummins, J. Bilingualism and Special Education: Issues in Assessment and Pedagogy [M]. Clevedon: Multilingual Matters, 1984 [11] Jessner, U. Metalinguistic awareness in multilingual: Cognitive aspects of third language learning [M]. Language Awareness, 1999(08) [12] Bialystok, E., Majumder, S., Martin, M. Developing phonological awareness: is there a bilingual advantage? [M]. Applied Psycholinguistics, 2008(24)
Seznam doporučené literatury
[1] Jessner, U. Linguistic Awareness in Multilinguals: English as a Third Language[M], Edinburgh: Edinburgh University Press, 2006 [2] Hammarberg, B. Roles of LI and L2 in L3 production and acquisition. In J. Cenoz. B. Hufeisen & U. Jessner (Eds.). Cross-Linguistic Influence in Third Language Acquisition: Psycholinguistic Perspective[M]. Clevedon: Multilingual Matters, 2001 [3] Odlin, T. Language Transfer: Cross-linguistic Influence in Language Learning[M]. Shanghai: Shanghai Foreign Language Education press, 2001 [4] Cenoz, J., Hufeisen, B. & Jesssner, U. Cross-linguistic Influence in Third Language Acquisition: Psychological Perspectives[M]. Clevedon: Multilingual Matters Ltd, 2001 [5] Bialystok, E., Majumder, S., Martin, M. Developing phonological awareness: is there a bilingual advantage? [M]. Applied Psycholinguistics, 2008(24) [6] Lv XB, Shi YZ. A review of the application of control analysis theory in the study of meta-linguistic awareness[J]. Journal of Linguistics (Teaching Foreign Language Education), 2016 (05) [7] Bialystok, E. Metalinguistic aspects of bilingual processing [M]. Annual. Review of Applied Linguistics, 2001(21) [8] Liu Guanguo. Trilingual education and trilingual teaching [M]. Beijing: China Social Science Press, 2013 [9] Bialystok, E. 1986. Factors in the growth of linguistic awareness [M]. Child Development 57: [10] Cummins, J. Bilingualism and Special Education: Issues in Assessment and Pedagogy [M]. Clevedon: Multilingual Matters, 1984 [11] Jessner, U. Metalinguistic awareness in multilingual: Cognitive aspects of third language learning [M]. Language Awareness, 1999(08) [12] Bialystok, E., Majumder, S., Martin, M. Developing phonological awareness: is there a bilingual advantage? [M]. Applied Psycholinguistics, 2008(24)