2012社会语言学课程论文 9页

本科生课程论文论文题目：CareforBilingualChildren课程名称：IntroducingSociolinguistics任课教师：刘承宇专业：英语班　　级：2012级英语1班学　　号：222012310032017姓　　名：魏宗琴2015年11月17日\nCareforBilingualChildrenAbstract:Nowadays,raisingbilingualchildrenismoreandmoreappealingtomanyfamilies,butobviouslyitisnotaeasycourse.Thispaperistopresentsomesociallinguisticphenomenonsconcerningsomechildrenraisedinbilingualfamiliesandappealtocareforthem.KeyWords:individualbilingualism,languageinterference,languageaccommodation，bilinguallanguage-planningI.IntroductionHavingmorethanonelanguageatchildren’sfingersprovidesthemmoreaccessibilitiestoanotherworld;therefore,theideaofraisingbilingualchildrenisappealingtomoreandmoreparents.Theseparentsbelievethatbilingualkidshavetheadvantageofknowingtwocultures,ofbeingabletocommunicatewithawidervarietyofpeopleandofpossiblehighereconomicstatusinthefuture.Nevertheless,intheplanningforchildren’sbilinguallanguagedevelopment,parentsshouldtakesomesociallinguisticfactorsintoconsiderationaswellaschildren’sselfidentity,selfesteem,andschoolingoptionsetc..\nII.TheDefinitionofIndividualBilingualismandABilingualThecoexistenceoftwolanguagesusedbyindividualsisreferredtoasindividualbilingualism.Then,Shouldonegettoacertaindegreeofproficiencyintwolanguagestobecalledabilingual?Generallytherearetwokindsofstandardsforreference:1.Theproficiencyofbothlanguagesreachesthelevelofmothertongue.2.Theproficiencyinonelanguagecangettothedegreeofmothertongue,whiletheotherlanguagecanbeusedforgeneralcommunicationwithit’snativespeakers;inthissenseonewholearnsaforeignlanguagecanbealsocalledabilingual.Furthermore,accordingtothedegreeofproficiencyintwolanguagesandtheirtimesequencesofacquisition,bilingualsfallintotwocategories:co-ordinateandcompound.Theformeracquiretwolanguagesindifferentlinguisticenvironmentswhilethelatterinthesameenvironment.MostEnglishlearnersinChinabelongtothesecondcategory.Thispaperwillfocusonchildrenasco-ordinatebilinguals,andtwotypicalfamiliesaretakenforexamples.III.IntroductionofthetwofamiliesTheHunanTVvarietyshow，DaddyWhereToGo,iswellreceivedbyaudience.Amongthesixchildrenwhoarenearlyofthesameage,littlegirlPoppyandlittleboyNoe,bothofmixed-blood,havegainedwide\npopularity.Thesetwoaretypicalexamplesofchildrenraisedinbilingualfamilies.Poppy’sfatherChrisisaCanadian,livinginTaipeiformorethantenyears,andjustashisChinesewife,JiaqianHuang,hehasbeenknownasanactorandapresenterofentertainmentTVprogramsinTaipei.Withinthefamily,EnglishandChinesearebothspoken;moreover,eventhoughformosttimeoftheyear,PoppystaysinChina,therewillbetwoorthreemonthseveryyearthatthewholefamilyspendinCanada,becauseChrisinsiststhatPoppyshouldnotloseCanadianculture.Insuchanenvironment,PoppybecomesabilingualwhocanspeakbothChineseandEnglish.Noe’smotherAnnaisaFrench,nowthewifeofYeLiuwhoisafilmstarfromJilinprovince.AnnastartedtostudyChineseinParisUniversitywhenshewas15yearsoldandhaseverbeenamemberofFrenchEmbassytoChina.ShehasbeenalsoinChinaformorethantenyearsandcanspeakChinesefluently;thussheishighlyidentifiedwithChineseculture.NoehasbeenraisedasabilingualofChineseandFrench.IV.SocialLinguisticPhenomenonsHappeningtoTheseTwoChildrenA.LanguageinterferenceEventhoughPoppycanshiftcomparativelyfreelybetweenEnglishandChinese,ithasbeenfoundthatPoppy’sproficiencyinChineseis\ninferiortoherChinesenativepeers,whileproficiencyinEnglishinferiortoherCanadiannativepeers.Thereasonmaybethatthesetwolanguagesmutuallyinterferewitheachotherduringtheprocessesofacquisition.Asaresult,whileherpeerswhospeakjustonelanguage,eitherEnglishorChinese,haveformedarelativelycompletelanguagesystem,Poppyhasnotyet.Atleastatthisstage,shecannotgetcontrolofthemutualinterferenceofthesetwolanguages.Suchkindofinterferenceshowsupinpronunciation,vocabulary,grammarandlanguageapplicationetc..E.G.1.“外国人”ispronouncedas“歪果仁”byPoppy.2.“Mother’sDayisinterpretedas“妈妈的天”byPoppy.3.WhenPoppysaysgoodbyetootherkidsandfathersintheendofeachepisodeoftheTVprogramDaddyWheretoGo,sheusesthephrase“周末开心”or“周末愉快”(InEnglishspeakingcountries,itisanormtouse“haveaniceweekend”asgoodwishestoothers.InChinese,tosay“周末愉快”isalsoacceptable,butnativeChinesepeopleseldomuseit).4.Onceatime,oneworkerofDaddyWheretoGoaskedthesixchildren“你觉得什么是爱？”Followingaretheiranswers,anditcanbeseenthatcomparedwiththerest4childrenPoppy’swordsarealittlebitstrange,andsomepronunciationsarenotcorrect.\n(Noe)爱就是大家在一起。(DajunLin)爱就是和爸爸在一起，幸福就是和小朋友在一起。(MingxuanZou)爸爸陪着我就是爱。(HaokangHu)你别问这么难的问题，我回答不出来，但我心里都知道。(Poppy)爱是你的心（pronouncedas“shen”），在（pronouncedas“zhai”）你的心（pronouncedas“shen”）上的时候，它会把你弄成（pronouncedas“cen”）好人。5.Sometimes,PoppyusesbothEnglishandChinesewithinadiscourse,likesuchsentencesasfollowing:a.“我和大竣糖果买完了钱，没有钱了，阿姨才叫我们washdishes。”b.“我们回来有看到mermaid，我们有帮她弄到海里面去，它还有脚。”c.“那个糖，whenyoueatit,itwillhavecoloronyourtongue.”B.LanguageAccommodationThesameasPoppy,Noeisalsobroughtupinbilingualenvironment,butlanguageinterferencehaslessinfluenceonNoe.Herecomesthepossiblereason.Noe’smother,Anna,hasdevotedlovetohishusband,YeLiu:shewillalwaysnothesitatetogivehishusbandsincerecompliments;shehasoncetoldtheentertainmentnewsreportersthatherhusbandisheridol.\nUsually,herhusbandisbusywithfilming,andsometimesheisnotathomeforseveralmonths,butAnnainsiststotakeNoetovisitLiu’sfilmingseteverytwoweeks；eventhoughthecouplebothcanspeakChineseandFrench,itisAnnawhopresentthedesiretoshowhowshefitsinwithherhusbandbyspeakingLiu’smothertonguemostofthetime.Moreover,AnnahasstudiedChinesefromanearlyage,andthussheisidentifiedwithChineseculture;shewouldlikeNoetobemoreinfluencedbyChineseculture.That’swhyNoefromanveryearlyagehasbeendirectedbyAnnatoreadJourneytotheWest,inwhichNoefindstheChineseGoddessofMercyfantastic.TheresultofsuchalanguageaccommodationisthatthebilingualismisseverelyunbalancedwiththestatusofChineseoverFrench;thusNoeisnotatrulybalancedbilingual.V.SuggestionsonBilingualLanguage-planningBilingualismisnotsomethingthatsimplyhappens.Raisingkidsinmorethanonelanguagerequiressomecarefulplanningandlearningaboutbilinguallanguagedevelopment.A.Separatetwolanguagestomakelanguageacquisitioneasierforkids.Whenkidsarelearningtwolanguagesatthesametime,parentsshouldhavelanguagestrategiesthatemphasizetheboundariesbetweenthelanguages;forexample,adopttheprincipleof“oneparent,one\nlanguage”,whichmeansthatoneparentconsistentlyspeaksonelanguagewhiletheotherparentconsistentlyspeaksanotherlanguage.Ifparentsmixlanguagesinthesameconversation,thechildmaylearnthe“mixed”languageasonehybridlanguage.B.Strikeabalancebetweentwolanguages.Parentsshouldhaveplanstoencouragechildrentospeaklanguagesinavarietyofsituationsandwithavarietyofspeakers,sincerichlanguageexperiencesinbothlanguagesareessentialforgoodbilingualdevelopment.C.Beawareofindividualdifferenceamongchildren.Eachchildlearnslanguagesathis/herspeed,soparentsshouldnotcorrectchildren’slanguageapplicationmistakesorerrorsexcessively;otherwise,children’sinitiativestolearnlanguagesmaybediscouraged,andevenworse,childrendonothavethecouragetospeakinfrontofothersforfearofbeingwrong.Itisbelievedthatallkidshaveaneedandadesiretocommunicatewhenlanguageexperiencesarepositiveandmeaningful,soparentsneedtobeagoodlistenersandpatientinstructors.\nReferences[1]刘润清,文旭.Linguistics:ANewCourseBook.北京:外语教学与研究出版社,2006.[2]徐大明.当代社会语言学.北京:中国社会科学出版社,1997.[3]Halliday.LanguageandSociety.北京：北京大学出版社,2007.{4}文旭.语言学导论.北京：北京大学出版社,2012.