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探索语言输出输出,词汇知识和英语之间的关系 双语沉浸课程中新兴双语者的阅读发展
Becky H Huang1, Ji-Young Choi2
1Department of Teaching and Learning & Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, USA.
概括
新兴的双语儿童.
科学领域:
- 教育教育教育教育教育教育.
- 语言学的语言学.
- 心理学 心理学 心理学
背景情况:
- 对于新兴的双语 (EB) 儿童来说,第二语言的学习带来了独特的挑战.
- 双语沉浸 (DLI) 计划旨在支持EB儿童的第一语言 (L1) 和第二语言 (L2) 发展.
- 了解语言输出输出,词汇和阅读技能之间的相互作用对于有效的L2阅读指导至关重要.
研究的目的:
- 调查西班牙语和英语词汇技能如何调解语言输入-输出和西班牙语-英语EB儿童的英语 (L2) 阅读技能之间的关系.
- 检查家庭和学校的语言输入-输出的年级级差异.
- 确定家庭和学校语言使用在支持L2阅读发展中的作用.
主要方法:
- 使用多变量回归分析来检查数据.
- 这项研究包括了338名拉丁裔EB儿童,他们在美国的DLI课程的第一和第三年级.
- 收集的数据包括西班牙语和英语语言输入-输出和词汇技能的指标.
主要成果:
- 与一年级学生相比,三年级学生在家里使用英语的比例更高.
- 在学校中没有发现语言输入-输出的年级级差异,这表明DLI计划在维持L1方面的有效性.
- L1和L2输入输出对英语词汇做出了重大贡献,这反过来又积极预测了英语阅读结果.
结论:
- 家庭语言的使用,特别是英语和学校的西班牙语使用,通过增强英语词汇,积极影响英语阅读结果.
- 培养西班牙语和英语两种语言的词汇对于提高新兴双语者的英语阅读能力至关重要.
- 这些发现凸显了母语输入在支持L2阅读发展中的附加性.
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