急求一篇关于《论双语教学》的大学英语作文

如题所述

Bilingual teaching of

(1) the positive function

1) promote between the national harmony and complementary to the development of the country or region. The bilingual education of the positive function mainly with a country/region between different groups within the mutual understanding and complementary. Because there are so few composed of a single people, many countries are also many ethnic coexistence region; The mutual understanding between different nationalities and complementary length is a country or region development necessary conditions. This understanding and complementary, and language cultural embodiment is the carrier of culture, is the important tool of cultural inheritance. Therefore, any country and national 10-points value our language, to use their own language as the embodiment of self-esteem. So, multi-national country/region bilingual education is necessary. For example, in the ethnic minority regions in China the primary and secondary bilingual teaching can play its hall face function.

2) training high level of foreign language specialized talents. Bilingual teaching will all subjects or part of the subjects teaching activities as a teaching language immersion in the foreign language or the second language in, cause artificial bilingual phenomenon, improve the foreign/second language learning environment of the target language and to cultivate the senior professional foreign language talents.

(2) negative function

1) crowd out the use of the native language students, eroding students belong to national of national pride. In bilingual teaching, from the level of the bilingual it, students native language/mother tongue this is his strong language, foreign/second language is his weak language. A bilingual education great importance to the protection of the native language students study and use it in primary and secondary schools in minority language teaching course, for minority students and voluntary learning minority languages, so as to ensure the student learns minority language education in the application of the strong language, protect students will not be excluded and erosion and the corresponding, bilingual education to b class foreign/second language as a teaching language, its purpose is to support the students' weak language; But if be exaggerated the value of foreign language in the students and parents will crowd out the psychological and eroding the value of the native language, it will be the space from the foreign language education in China based aim. Therefore, the implementation of the bilingual education in AIDS, b class students vulnerable language also should protect their strong language.

2) the students master the mother tongue native language/negative impact. Through the bilingual teaching can raise the high level of foreign language specialized talents, this is the need of our country's development. This kind of specialized personnel of high level outstanding to reflect in the foreign language national thinking and logical behavior habits to use the language. But, that is likely to the development of the students' first language produce adverse effect to the foreign language, that is--some of the thinking, customs and inappropriate words into your own language, cause native language of the mixed and not pure. In addition, we must pay attention to, from the linguistics Angle look, because the two kinds of language skills must respectively shift between study and master, so depend on bilingual education to cultivate a high level of foreign language talents could just-a rare and can speak two languages (ambilingual), and do not necessarily is qualified translation talents, because he (she) is likely to put the native language/mother tongue with non-standardly. Therefore, b bilingual teaching to the grasp of native language /

论双语教学
（1）正面功能
1）促进民族间的融洽与互补，促使国家或地区的发展。双语教育的正面功能主要是融汇一个国家／地区之内不同族群之间的相互理解与互补。因为很少有由单一民族组成的国家，许多地区也存在多民族共处；不同民族之间的相互理解和长短互补是一个国家或地区发展的必要条件。这种理解与互补集中体现于文化，而语言既是文化的载体，又是文化传承的重要工具。因此，任何国家和民族都十—分珍视自己的语言，把使用自己的语言看作自尊的体现。所以，多民族的国家／地区进行双语教育是完全必要的。比如，在我国少数民族地区的民族中小学实行双语教学就能发挥它的厅面功能。

2）培养高水平的外语专门人材。双语教学将全部科目或部分科目的教学活动沉浸于作为教学语言的外语或第二语言之中，造成人为的双语现象，改善了外语／第二语言学习的目的语环境，有利于培养高级专业外语人才。

（2）负面功能

1）排挤学生本族语的使用，剥蚀学生所属民族的民族自尊心。在双语教学中，从掌握双语的水平来说，学生的本族语／母语本是他的强势语言，外语／第二语言则是他的弱势语言。甲类双语教育重视保护学生本族语的学习与使用，它在中小学开设用少数民族语讲授的课程，供少数民族的学生和自愿学习少数民族语的学生选学，从而保证少数民族语言在教育中的运用，保护学生的强势语言不被排挤和剥蚀与此相应，乙类双语教育以外语／第二语言作为教学语言，其目的是扶持学生的弱势语言；但如果过于夸大外语的价值，则在学生和家长的心理上也会排挤和剥蚀本族语的价值空间，那就会背离我国当前基础外语教育的宗旨。因此，实施乙类双语教育，在扶助学生弱势语言的同时也应保护他们的强势语言。

2）对学生掌握本族语／母语产生消极影响。通过双语教学能够培养出高水平的外语专门人材，这是国家发展的需要。这种专门人才的高水平突出体现于能按外语民族的思维逻辑和行为习惯去运用外语。但是，这就可能对学生母语的发展产生不利影响，即把—些外语的思维、习俗和词语不恰当地引入本族语，造成本族语的混杂与不纯。此外，我们还须注意，从语言学的角度看，由于两种语言之间变换的技巧必须分别学习和掌握，所以依靠双语教育培养出的高水平的外语人材有可能只是—个难得的、会讲两种语言的人（ambilingual），而不一定是合格的翻译人材，因为他（她）很可能把本族语／母语用得不规范。因此，乙类双语教学对掌握本族语／

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