Effects of home language input on the vocabulary knowledge of sequential bilingual children
Effects of home language input on the vocabulary knowledge of sequential bilingual children
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DOI：
10.1017/s1366728918000810
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发表时间：
2019-11-01
影响因子：
3.6
通讯作者：
Yang, Jerry
中科院分区：
文献类型：
--
作者：
Cheung, Shirley;Kan, Pui Fong;Yang, Jerry
目前的研究检验了以粤语为家庭语言（L1）和以英语为第二语言（L2）学习的连续双语儿童的词汇技能是否可以通过在家使用 L1 和 L2 的数量来预测。启蒙计划招募了 92 名学习粤语一级的学龄前儿童。在家中使用的 L1 和 L2 的量是通过家长问卷来测量的。在家庭成员和家庭活动中发现了 L1 和 L2 使用的混合模式。在控制了学前班的时间后，回归分析表明，除了年长的兄弟姐妹之外，个别家庭成员使用母语和母语的数量与孩子的词汇技能没有显着相关。相比之下，晚餐和读书等一些家庭活动中使用的语言可以显着预测孩子的词汇知识。讨论了家庭参与对促进儿童词汇发展的影响。
The current study examined whether the vocabulary skills of sequential bilingual children who learned Cantonese as a home language (L1) and English as a second language (L2) were predicted by the amount of L1 and L2 used at home. Ninety-two preschool children who learned Cantonese as L1 were recruited from a Head Start program. The amounts of L1 and L2 used at home were measured using parent questionnaires. Mixed patterns of L1 and L2 use were found across family members and home activities. After controlling for time spent in preschool, regression analyses showed that the amount of L1 and L2 used by individual family members, with the exception of older siblings, was not significantly linked to children's vocabulary skills. In contrast, the language used during some home activities such as dinner and book reading significantly predicted children's vocabulary knowledge. Implications for family involvement in facilitating children's vocabulary development are discussed.