Extensive Reading of Children's Literature in First, Second, and Foreign Language Vocabulary Acquisition
Extensive Reading of Children's Literature in First, Second, and Foreign Language Vocabulary Acquisition
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儿童文学泛读第一、二、外语词汇习得
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
J. Kovačević
中科院分区：
文献类型：
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作者：
Janice Bland;C. Lütge;Sandie Mourão;D. Cheetham;J. Kovačević
对于第一语言学习者和第二语言学习者来说，广泛阅读儿童文学作品是获得大量可用词汇的最有力手段之一。然而，对于外语学习者来说，儿童文学的形象却不那么正面。对于外语学习者来说，最常用的推荐读物是分级读物。语料库研究表明，儿童作品的生生词范围很广，与成人文学相当，这导致了一种观点，即儿童文学对外语学习者的理解和记忆压力太大，与分级读者相比，儿童文学是一种低效的学习工具。本文回顾了已有的研究，并从儿童自然阅读行为的一些特征以及儿童作家的文体选择等方面探讨了儿童文学在语言学习中的作用。儿童阅读行为的复制，结合文体选择中固有的对理解和记忆的帮助，结合动机和实际考虑，被认为使儿童文学成为外语学习者扩展阅读材料的一个平等的选择，如果不是更好的话。
Extensive reading of children’s literature can be seen as one of the most powerful means to acquiring a large working vocabulary for both first language learners and second language learners. However, for foreign language learners, children’s literature has a less positive image. For foreign language learners the most commonly recommended reading is of graded readers. Corpus research has shown that work for children has a wide range of rare words, comparable to adult literature, and this leads to the argument that children’s literature puts too great a comprehension and memory strain on foreign language learners, and is an inefficient learning tool compared to graded readers. This paper reviews existing research and examines the arguments for children’s literature in language learning in terms of some features of naturalistic child reading behaviour, and the stylistic choices of writers for children. Replication of child reading behaviours in conjunction with the aid to comprehension and memory inherent in stylistic choices, combined with motivational and practical considerations, are argued to make children’s literature an equal, if not superior choice as extended reading material for foreign language learners.