第一语言学习者与第二语言学习者之间的早期语言差距:学龄前儿童对汉字的学习
Stephanie W Y Chan1, Wai Ming Cheung1, Ference Marton2
1Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong SAR, China.
Frontiers in psychology
|July 3, 2023
概括
第二语言 (L2) 学习者在中文字符的含义和声音关联方面表现出更强的发展,但在书面形式的关联方面落后. 早期口语语言支持对香港L2学龄前儿童至关重要.
科学领域:
- 儿童语言获取 儿童语言获取
- 获得第二语言的学习.
- 教育心理学教育心理学
背景情况:
- 文化和语言多样性的孩子需要早期的第二语言 (L2) 发展,以获得学业成功和社会融合.
- 香港为L2学习者带来了独特的挑战,原因是中国主导语言和家庭语言之间的对比.
- 之前的研究表明,与第一语言 (L1) 同龄人相比,L2学习者在上学时可能面临口语和理解方面的劣势.
研究的目的:
- 与L1同龄人相比,研究L2学习者中汉字学习的发展情况.
- 检查L2学习者在绘制字符书面形式,声音和意义方面的能力是如何发展的.
- 确定L1和L2学习者在早期的汉语识字学习轨迹中的潜在差异.
主要方法:
- 使用中文字符获取评估 (CCAA),这是一个六个子测试工具,用于评估拼写,声音和含义关联.
- 香港幼儿园的491名L2儿童与240名3-6岁的L1儿童进行了比较.
- 分析了不同阶级级别的角色获取发展情况.
主要成果:
- L2学习者在意义和健全的关联方面表现出更大的发展,这表明要专注于口头语言技能.
- L1和L2学习者之间的差异性差距出现在涉及跨类级别的书面字符形式的协会中.
- 在字符含义和声音之间的关联发展方面没有发现任何显著的差异.
结论:
- 香港的L2学龄前儿童在汉字学习中表现出不同的学习模式.
- 调查结果强调了在早期学习中文时支持L2儿童口语语言发展的重要性.
- 建议提供教学支持,以解决L2学习者在进入学校时在识字方面的相对弱点.
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