方言测量与教师对学生语言能力的评分之间的关系
Franchesca M Arecy1, Alison Eisel Hendricks1
1Department of Communicative Disorders and Sciences, University at Buffalo, Main Street, Buffalo, New York.
Seminars in speech and language
|January 16, 2026
概括
在控制年级水平时,教师对学生语言技能的评分并没有受到非洲裔美国人使用英语方言的显著影响. 这表明其他因素可能会影响这些感知.
科学领域:
- 语言学的语言学.
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
背景情况:
- 讲非洲裔美国人英语 (AAE) 的学生在语言和识字方面的评分往往低于说普通美国人英语 (GAE) 的学生.
- 这可能导致对学术能力的错误描述,并增加因语言偏见而导致的语音和语言评估的转介.
研究的目的:
- 调查教师对学生语言和识字能力的评分是如何受到非裔美国英语使用的影响的.
- 为了确定方言密度或听众判断是否预测了教师的感知.
主要方法:
- 教师填写了关于学生语言和识字技能的问卷.
- 学生的语言样本被分析为方言密度和听众判断.
- 对学生年级水平进行控制的线性回归,以评估方言使用对教师评级的影响.
主要成果:
- 方言密度和听众判断都没有显著预测教师对语言和识字技能的评分.
- 结果保持真实,即使控制学生的年级水平.
结论:
- 在这项研究中,学生使用方言,特别是非洲裔美国人英语,并没有显著影响教师对语言和识字技能的评分.
- 其他学生层面 (例如,社会经济地位) 和教师层面 (例如,培训,接触语言变异) 的因素可能会影响教师的感知,并需要进一步调查.
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