民族生“三语习得”过程中的干扰因素及对策研究——以青海民族大学藏族学生为例

Research on the Interference Factors and Countermeasures in the Process of "Trilingual Language Acquisition" for Ethnic Students——A case Study of Tibetan Students in Qinghai University for Nationalities

"三语习得"概念的提出始于20世纪80年代末期,并逐渐在许多国家和地区开展。由于中国多种语言并存,其句法句型结构等均具有典型性,在藏族聚居区尤为突出。在民族地区三语习得教育实践中,本文认为三语习得认知能力、汉语言、三语习得与二语习得差异的模糊认识等因素影响民族学生"三语习得"的效果,针对存在的问题而提出相应的对策和建议,以期提高民族生三语的培养质量。

The conception of ＂Trilingual Language Acquisition ＂ was first mentioned in late eighties of 20th century,and it has been developing gradually in many countries and regions. China is a country with multilanguage and a large abundant of language branches. The syntax and sentence structures have their own individuals. This situation is typical in Tibet. In the practice of Trilingual Education in minority regions, we hold the view that what influence the effect of ＂Trilingual Language Acquisition＂ was that people often mix the ability of third language learning with Chinese learning, and also mix the trilingual language acquisition with bilingual language acquisition. Aiming at this issue, the research gives some countermeasures and suggestion to improve the trilingual education of minority students in China.