|
|
|
|
 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Problematizing L1 Transfer and Tibetan EFL Learners 汉语
by Jon Lambert, March 2011 and updated February 2012
|
The work of philosophical and historical reflection is put back into the field of the work of thought only on condition that one clearly grasps problematization not as an arrangement of representations but as a work of thought. Michel Foucault 1 |
Introduction
Feedback regarding the L1 Transfer and Tibetan EFL Learners 2 paper has been positive; meanwhile, I have several questions. They can be arranged in terms of representation, difficulties, use and roles:
Representation
Although many Tibetan EFL language learners struggle with the L1 transfer issues listed in the notes, many Tibetans do not have problems in these areas. Why don’t some students struggle in these areas? Who decides which L1 topics are significant? Who defines goals in language learning? Who defines what fluency is? How and to what extent does the representation of a group of learners affect their achievement and production? How does simplifying the complex identities, backgrounds, personalities and capabilities of a group affect future and present possibilities and opportunities?
Difficulties
The first paragraph contains the line, "[At] times L1 can cause difficulties"; will it be argued that because it had been said that L1 can cause difficulties for students learning a second or third language, the L1 itself is a difficulty or problem? Who is to define what is the difficult? What relationships exist between power and our representations of the difficult? How are these representations contributing to the reproduction, maintenance and/or deconstruction of these unequal power relations? Which concepts of the difficult are excluded from discourse?
Use
How will these notes be used? Who will use them? Who will the notes benefit? What is benefit? Who defines benefit? To what extent will these notes provide direct and indirect benefit to the marginalized, oppressed and excluded? How will these notes aid the reproduction of current social inequalities?
Roles
What is the role of a teacher? To define learners and their identities, or to help develop opportunities for the learners to define themselves and their groups?
Footnotes
1 Foucault, Michel. Polemics, Politics and Problematizations (Trans. Lydia Davis) <http://foucault.info/
foucault/interview.html> May 1984.
2 Lambert, Jon. L1 Transfer and Tibetan EFL Learners <www.grandala.org/l1transfer.html> Aug. 2010.
作家：Jon Lambert，2011年3月
翻译：王石英，Jon Lambert，2011年3月
把哲学和历的史反思放到意念的领域，如清楚把握问题化不是安排的表象而是意念。 米歇尔·福柯
关于《母语迁移和藏族学生学习英语》2 的反馈积极的，与此同时我有几个问题：
1、那文章里提出的母语迁移问题，很多藏族学生有这样的困难，但是也有很多学生在这方面没有困难。为什么一些学生没有问题？谁决定什么样的母语话题更意义？谁为语言学习的目标下定义？谁为什么是流利的语言下定义？表象怎样影响一组的学生的成绩和过程？当复杂的自我、背景、个性、能力简单化后对现在和将来的怎么样可能性和机会？
2、 在第一段里有句话是：“有时候L1也对他的语言学习造成困难”，这句话是说母语有时候会给学生学习第二或第三种语言带来困难，有人会争论说是少数民族语言本身有问题或困难？谁为什么是困难下定义？困难的表象和力量存在什么关系？表象怎么促使复制、保持、解构的不平等力量关系？哪种困难的概念不能参加交流？
3、那文章里的备注要怎样使用？谁将使用？那些备注将对谁利益？利益是什么？谁为什么是利益下定义？那些备注将会对弱势群体、受压迫者、被排除者有多少直接和间接利益？那些备注将会怎样帮助当前社会不平等的力量？
4、老师扮演什么样的角色？是老师给学生下定义，还是制造机会让学生自己给他们和他们的团队下定义？
脚注
1 Foucault, Michel. Polemics, Politics and Problematizations (Trans. Lydia Davis) <http://foucault.info/
foucault/interview.html> May 1984.
2 Lambert, Jon. 《母语迁移和藏族学生学习英语》(翻译：王石英，Lambert)
<www.grandala.org/l1transfer.html> 2010年8月。