教师的词汇使用和学生的语言和识字成就
Jeanne Wanzek1, Carla Wood2, Christopher Schatschneider3
1Department of Special Education, Vanderbilt University, Nashville, TN.
Journal of speech, language, and hearing research : JSLHR
|August 4, 2023
概括
二年级的教师,二年级的教师.
科学领域:
- 教育心理学教育心理学
- 语言学的语言学.
- 幼儿教育 儿童早期教育
背景情况:
- 教师的演讲显著影响学生的学习.
- 学术语言对于早期识字发展至关重要.
- 了解教师的词汇使用是提高学生成绩的关键.
研究的目的:
- 分析二年级教师使用的词汇量和类型.
- 调查教师讲话与学生语言和识字成就之间的关系.
主要方法:
- 64名二年级教师和619名学生参加了活动.
- 整个学年,教师的教学内容都被记录下来.
- 学生的词汇,语法和阅读在秋季和春季进行了评估.
主要成果:
- 学生每天听到数千个单词,平均每小时听到一千多个单词.
- 平均而言,很少使用学术术语,但这在教师之间有很大的差异.
- 教师使用学术词的增加预测了学生更高的词汇成就.
结论:
- 教师的学术语言使用是学生词汇增长的重要预测因素.
- 早期的小学学术语言对于学校的成功至关重要.
- 进一步研究早期的学术语言是有必要的.
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