课程语言特点与双语教学模式选择实证研究

An Empirical Study on Bilingual Instruction Models Based on Language Features

本研究以三门课程为例，借助可理解语言输入理论，采用教学实验的方法，探讨了课程语言特点和双语教学模式选择之间的关系。结果表明，对于以“跨国公司管理”为代表的内容兼容词汇较多的课程适宜采用强化型双语教学模式；而就内容强制词汇较多的课程，如“大学物理”而言，过渡型双语教学模式则更为合适；针对以“Java语言”为代表的两种词汇相对居中的课程适合采用保持型双语教学模式。在此基础上，本文运用Cummins提出的公有潜在能力模型和认知学术语言能力理论对研究结果进行了认知分析，提出了根据学科语言特点采用不同双语教学模式的观点，并对双语教学的实施提出了建议。

Taking three courses as examples, the present study, with the comprehensible input as a theoretical framework, ex： plores the relationship between language features and the bilingual instruction models. The results indicate that the enrichment bilingual instruction model is more adaptable to the courses rich in content-compatible language such as Multi-national Company Management, and the transitional bilingual instruction model is more acceptable for the courses rich in content-obligatory lan- guage like College Physics. however, the maintenance bilingual instruction model is more suitable for those in both content-com- patible and content-obligatory languages like Java Language. Meanwhile,the results are cognitively analyzed with Cummin＇s theory of common underlying proficiency （CUP） and cognitive academic language proficiency （CALP）. Different bilingual in- struction models are proposed based on the language features. The paper concludes with the suggestions for bilingual instructions.