國(guó)外的英語教育情況

1、一、國(guó)夕卜EFL的狀況Early programs tend to be run in a number of languages but the proportionof English has been increasing extremely dynamically worldwide. Presently, inthe overwhelming majority of countries, English is widely taught, despite someheated debates, for example, in Switzerland (Fretz, 2000) and

2、 Belgium (Housen,2000), while in Australia, Croatia, Ireland, or the USA (Curtain & Dahlberg,2004; Harris & Conway, 2002; McKay, 2000; Mihaljevic Djigunovic & Vilke,2000) a range of languages has been offered. In some countries the L1 of immigrant children is also offered: for example, T

3、urkish and Italian in manyGerman schools (Kubanek- German, 2000). The most important recent trend,however, is to offer English to more, or all, and younger learners: for example,according to ministry statistics in Japan, more than 90 percent of public elementary schools offered English language acti

4、vities in 2004 (Nakamura, 2005) as a result of parental pressure. This overall enthusiasm towards earlyinstruction in English is creating needs in teacher education and materials; thus, teaching EFL to young learners has developed into a huge business in the private sector (for example, in China, wh

5、ere the majority of children take on additionalEFL classes at cram schools).早期的外語教學(xué)涵蓋了許多語種，但是其中英語教育的比例在世界范圍內(nèi)都增長(zhǎng)得既快又猛。目前，在絕大多數(shù)國(guó)家，英語力排眾議，被廣泛地教授，例如：瑞士(Fretz, 2000 ) 和比利時(shí)(Housen, 2000),然而在澳大利亞、克羅地亞、愛爾蘭或者美國(guó)(Curtain &Dahlberg, 2004; Harris & Conway, 2002; McKay, 2000; Mihaljevic Djigunovic& Vi

6、lke, 2000),有多種語種的外語課可以選擇。在一些國(guó)家，也針對(duì)移民的兒童教授其母語，比如：許多德國(guó)學(xué)校就教授土耳其語和意大利語(Kubanek-German, 2000)。目前最重要的趨勢(shì)，就是向更多的人、甚至所有人和更小的學(xué)習(xí)者教授英語，比如：根據(jù)日本的政府統(tǒng)計(jì)數(shù)據(jù)，在2004年，90 %以上的公立小學(xué)在家長(zhǎng)的要求下開展了英語相關(guān)的活動(dòng)(Nakamura, 2005)。這種針對(duì)英語早期教育的廣泛的狂熱拉動(dòng)了師范教育和相關(guān)物資 方面的需求，因此，向幼齡學(xué)習(xí)者教授英語這門外語，對(duì)一些私營(yíng)企業(yè)而言，成為了巨大的 商機(jī)(比如：在中國(guó)，多數(shù)兒童在補(bǔ)習(xí)學(xué)校學(xué)習(xí)額外的英語課程)。Access to

7、early start programs varies from context to context. In manyEuropean countries where public education has provided all young learnerswithopportunities to study EFL and transfer to the secondary level is also smooth (for example, in the Scandinavian countries or in the Netherlands), an early start is

8、 the norm, the overwhelming majority of the population achieve useful levels of proficiency, and Council of Europe language policy documents recommend two foreign languages to allow students to study another language besides English.However, in countries where provision of early English has been inc

9、reasingly seen as a key to success in the long run, but access to it is limited, starting early has become entangled with equity issues. Better education means earlier access to good quality EFL instruction for the advantaged. In Hungary, for example, a significant difference has been found between

10、nationally representative samples of English and German children' s cognitive abilities: learners of English tend tobe more able (Csap & Nikolov, in preparation). The best predictor of achievements on proficiency tests in these two languages is learnerssocioeconomic status reflectedby parent

11、slevel of education (Jo zsa & Nikolov2005). In Croatia, where a wider choice of modern languages was welcome in lower primary classes in the mid 1990s, parents whose children were placed inGerman classes in 2003, organized protests upon the mandatory introductionof a FL in grade 1 (age 7); they

12、wanted them to study English.根據(jù)不同的語言環(huán)境，早期外語教育的開設(shè)也有很大的不同。在許多歐洲國(guó)家，公立教育已經(jīng)對(duì)所有幼齡學(xué)習(xí)者提供了學(xué)習(xí)英語的機(jī)會(huì)，并且能夠平穩(wěn)地與第二學(xué)段銜接(比如：斯堪的納維亞國(guó)家或者荷蘭)，早期的外語教學(xué)已經(jīng)形成規(guī)范，絕大多數(shù)的人能熟練運(yùn)用英語，歐洲語言政策的文件建議學(xué)生可以學(xué)習(xí)兩種外語，即在英語之外再學(xué)一門語言。但是，在一些國(guó)家，早期英語教育被認(rèn)為是獲得最終成功的關(guān)鍵，但是卻僅有有限的的人能夠獲得學(xué)習(xí)的機(jī)會(huì)，早期英語教育摻入了公平問題。更好的教育意味著，為了奠定更高的起點(diǎn)，更早地接受高質(zhì)量地英語教育。例如：在匈牙利，根據(jù)對(duì)全國(guó)學(xué)習(xí)英語的和學(xué)

13、習(xí)德語的兒童的抽樣調(diào)查發(fā)現(xiàn)，英語學(xué)習(xí)者更能干(Csap o & Nikolov, in preparation)。父母受教育程度能夠反映學(xué)習(xí)者的社會(huì)經(jīng)濟(jì)學(xué)地位，而這種地位是估算學(xué)習(xí)者對(duì)這兩種語言掌握熟練度的成績(jī)的最佳預(yù)報(bào)值(J ozsa & Nikolov, 2005)。在20世紀(jì)90年代中期，克羅地亞的初級(jí)教育的低年級(jí)學(xué)生可以選擇更廣的外語語種學(xué)習(xí)，在2003年，被分入德語班學(xué)習(xí)的學(xué)生的家長(zhǎng)組織抗議從一年級(jí)(7歲)起強(qiáng)制性教授一門外語，他們希望自己的孩子學(xué)習(xí)英語。An early start of English as a global language may also b

14、e seen as a threatin other contexts: for example, recently in the Arab world and the Asia-Pacificregion xenophobic fears have emerged. As several presenters in sections on WorldEnglishes claimed at the 39 th TESOL Convention (2005), English is increasinglyseen as a vehicle of globalization and its s

15、pread may not only corrupt youngchildren ' s minds, but it also threatens their L1 literacy and identity.早期學(xué)習(xí)英語這門世界語言也可能在其他語言環(huán)境中被視為威脅，例如：最近在阿拉伯世界和亞太地區(qū)顯現(xiàn)了恐外心理。根據(jù)第39次TESOL會(huì)議上的幾位代表的發(fā)言，英語日益被視為全球化的媒介， 對(duì)英語的傳播不但可能腐化兒童的心理，也會(huì)威脅他們母語的讀寫能力和身份認(rèn)同。二、銜接的重要性Educational history repeats itself, as a lack of contin

16、uity is often typical inearly start FL programs similarly to the “ French in the Primaryreport inBritain (Burstall, Jamieson, Cohen & Hargreaves, 1974): transfer from earlyprograms is problematic in many countries from Poland to USA, and from HongKong to Canada (Nikolov & Curtain, 2000), bec

17、ause continuity is not alwaysensured. Continuity is lacking in different areas: learners cannot continue the FL they learned in primary years, classroom methodology is form-focused, and programs fail to integrate what children already know and are good at. Hardlyany research has looked into how seco

18、ndary schools build on learnerslevel of L2.In a qualitative study on 94unsuccessful adult FL learnersschool experiences,all of whom had studied a FL for 5-9 years in the primary school, 59 wereplaced in beginnersconday inchools in Hungary and in the long runthey failed to benefit from early exposure

19、 (Nikolov, 2001).教育的歷史驚人的相似，銜接不良總是早期外語教育的典型問題，就如同英國(guó)開設(shè)“初級(jí)學(xué)段的法語課程”一樣(Burstall, Jamieson, Cohen & Hargreaves, 1974)。因?yàn)椴荒艽_保教育的連續(xù)性，銜接問題困擾了許多的國(guó)家，從波蘭到美國(guó)，從香港到加拿大(Nikolov & Curtain, 2000)。連續(xù)性的缺失表現(xiàn)在不同的方面：學(xué)習(xí)者不能繼續(xù)學(xué)習(xí)他們?cè)诔跫?jí)學(xué)段學(xué)習(xí)的外語，課堂教學(xué)方法風(fēng)格迥異，未能形成一條龍教學(xué)以致于不清楚什么是學(xué)生已經(jīng)知道的或者擅長(zhǎng)的。幾乎沒有研究關(guān)注第二學(xué)段如何確立學(xué)習(xí)者的二語水平。 在匈牙利，根據(jù)對(duì)

20、94位失敗的成人外語學(xué)習(xí)者的學(xué)校經(jīng)歷所做的定性研究，他們5 9歲的時(shí)候都在小學(xué)學(xué)習(xí)過外語，其中的59位在第二學(xué)段被歸類為初學(xué)者，他們沒有得益于早期外語教育。(Marianne Nikolov , Recent Research on Age, Second Language Acquisition, andEarly Foreign Language Learning )三、ELL的重要性Aims in ELL need to be in harmony with how young language learners develop and other components in their

21、 general curriculum. In ELL models achievement targets tend to be modest and way below native proficiency matched for the age groups. Given the limited time frame and other typical constrains, such goals are realistic but fall short of why the CPH would be a relevant point for consideration.ELL的目標(biāo)應(yīng)該

22、與幼齡語言學(xué)習(xí)者的發(fā)展和全部課程的各個(gè)組成部分相協(xié)調(diào)。ELL模式的成就目標(biāo)不應(yīng)設(shè)置得過高，應(yīng)該比相應(yīng)年齡層次的兒童對(duì)母語掌握的熟練程度低得多。在有限的課時(shí)和其他典型限制下，較低的培養(yǎng)目標(biāo)更加現(xiàn)實(shí)，但是卻不符合CPH的研究結(jié)果。The main reason why ELL is a great initiative is that by early exposure children may enjoy the potential advantages of starting young, as well as profit from what they experience at later

23、 stages in their language learning. In other words, as Johnstone (2002, in press) puts it, those making an early start may benefit from advantages at an early point in their education (relative ease of requiring the sound system and unanalyzed wholes, higher level of motivation, lower anxiety, more

24、time over years, etc) as well as at a large stage (more background knowledge, literacy and learning skills, strategies and analytical skills). As is widely accepted, ELL may also influence learners ' affective, cognitive and metacognitive development over the years. However, these long-termoutco

25、mes need to be researched systematically in individual contexts一an areawhere more studies are needed.ELL非常重要的主要原因是：通過早期接觸外語，兒童可能享受早期學(xué)習(xí)的潛在優(yōu)勢(shì)，以及利用他們的早教經(jīng)歷促進(jìn)今后的語言學(xué)習(xí)。換句話說，根據(jù) Johnstone (2002 , inpress )的研究，早點(diǎn)開始學(xué)習(xí)外語不僅可以給學(xué)習(xí)者一個(gè)更好的教育起點(diǎn)(能夠相對(duì)容易地學(xué)習(xí)語音，更易全面地習(xí)得英語，學(xué)習(xí)動(dòng)機(jī)更強(qiáng)，學(xué)習(xí)焦慮更少，學(xué)習(xí)時(shí)間更多等等)也可以給學(xué)習(xí)者提供一個(gè)更大的學(xué)習(xí)空間(掌握更多的背景知識(shí)、 文化教育和學(xué)習(xí)技巧、 策略以及分析能力)。ELL可能也長(zhǎng)遠(yuǎn)地影響了學(xué)習(xí)者的情感、認(rèn)知和后認(rèn)知發(fā)展。但是，要想了解這些長(zhǎng)期的成果，需要針