基于群体的叙事语言训练对典型发育的土耳其-荷兰儿童的影响
Julie Daelman1, Cassandra Alighieri1, Kristiane Van Lierde1,2
1Department of Rehabilitation Sciences, Ghent University, Gent, Belgium.
概括
叙事干预显著改善了双语儿童的学校语言技能. 该计划增强了表达,接受和叙事能力,表明它有效地支持第二语言的发展.
科学领域:
- 儿童语言获取 儿童语言获取
- 双语研究 双语研究
- 教育心理学教育心理学
背景情况:
- 双语儿童通常需要额外的支持,以获得学校语言,以防止学习困难.
- 在学校语言中提高叙事技巧可以提高整体语言能力.
- 这项研究的重点是土耳其 - 荷兰双语儿童,这一群体可以从有针对性的语言干预中受益.
研究的目的:
- 研究叙事干预在改善典型发展双语儿童的学校语言能力方面的有效性.
- 评估干预对一般 (表达,接受) 和特定 (叙述) 语言技能的影响.
- 确定叙事干预是否可以成为双语儿童第二语言发展的有效方法.
主要方法:
- 一个单臂早期疗效研究,涉及19名土耳其 - 荷兰双语儿童,年龄为6 - 9.9岁.
- 一个为期10周的,每周一次,以荷兰语为基础的1小时小组叙事干预,使用测试-教-重新测试设计.
- 在基线和干预后评估表达性,接受性和叙事性语言能力.
主要成果:
- 在干预后,参与者在制作故事结构元素方面显著改善.
- 在微观结构叙事措施中没有观察到显著的变化.
- 干预后表达和接受语言得分显著增加.
结论:
- 叙事干预在提高双语儿童的学校语言发展方面表现出有效性.
- 这些发现支持使用基于叙事的方法来促进第二语言的学习.
- 这种干预提供了一个有前途的战略,以支持双语儿童的学业成功.
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