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叙述任务复杂性和语言对双语幼儿园儿童宏观结构的影响

Minna Lipner¹, Sharon Armon-Lotem^1,2, Sveta Fichman^1,3

¹Department of English Literature and Linguistics, Bar-Ilan University, Ramat Gan, Israel.

Language, speech, and hearing services in schools

|February 16, 2024

概括

叙述任务的复杂性会影响双语儿童故事的宏观结构,更简单的故事会产生更好的结果. 调查结果为双语语言发展专业人员指导评估工具的选择.

科学领域:

语言学的语言学.
发展心理学发展心理学
语音语言病理学语言病理学

背景情况:

双语儿童的叙事技巧对于学业成功至关重要.
了解任务复杂性如何影响双语者的叙事宏观结构对于准确的评估至关重要.

研究的目的:

调查叙事任务复杂性对英语-希伯来语双语幼儿园学生宏观结构的影响.
检查跨语言的宏观结构的关系,以告知评估实践.

主要方法:

39名双语儿童用英语和希伯来语重新讲述了一集和三集的故事.
故事分析了五个故事语法元素 (宏观结构).
统计模型检查了任务,语言,年龄和事件效应,并评估了跨语言关系的相关性.

主要成果:

儿童在更简单,一集的故事中表现更好,特别是在英语中.
任务的复杂性,语言,年龄和情节数量显著预测了宏观结构的性能.
宏观结构得分显示了跨语言的低至中等相关性,但跨不同任务复杂性的相关性并非如此.

结论:

叙述任务的复杂性显著影响双语儿童的宏观结构生产.
评估工具应该包含不同复杂性的叙述,以准确评估双语儿童的语言技能.
研究结果为语音语言病理学家在评估双语儿童时提供了实际指导.

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