Children's prosodic development and its path to early English education

工作记忆中的语音环路在儿童词汇习得中起着重要作用。因此，本研究的第一个目的是弄清楚儿童重复发音模式的能力，即外语学习的基本练习，与通过非单词重复任务发展母语语音环路的过程之间的关系。下一个目标是决定我们应该什么时候开始教孩子们英语。经过两年的纵向研究，我们首先收集了儿童在背诵日语非单词时所犯的错误，然后分析了他们获得日语语音模式的过程，即他们的母语语音发展，探讨了儿童获得的日语语音知识在多大程度上干扰了他们的非单词重复的表现。2005年，我们使用非单词重复任务和图画词汇测试进行了研究，结果表明…进一步分析了以下几点：(1)日本儿童的非单词重复成绩在3岁和4岁时与词汇量有关，非单词重复成绩与年龄有关，但在5岁时，他们的成绩在时间上不再提高。日语儿童和英语儿童的语音系统习得率存在显著差异，从3岁到8岁，其表现与词汇量有关。这一结果表明，日本儿童的语音知识似乎比英语儿童更早获得，并且在5岁和6岁时会对其表现产生干扰。2006年，我们的研究结果表明，儿童的非单词重复成绩在7岁时恢复，此时儿童的非单词重复成绩与词汇量之间的个体差异不大。因此，我们得出结论，开始教授儿童英语的最佳时间是在七岁。较少

It has been said that the phonological loop in working memory plays an important role in the vocabulary acquisition of children. The first aim of this study is, therefore, to make clear the relationship between the ability of children o repeat sound patterns, i.e. basic practice in foreign language learning, and the process of developing the phonological loop of the mother tongue through non-word repetition tasks. The next aim is to determine when we should start teaching English to children. After a two-year longitudinal study, in which we first collected the errors children made in repeating Japanese non-words, and then analyzed their process of acquiring Japanese sound patterns, i.e. their mother tongue phonological development, we explored to what extent Japanese phonological knowledge children acquired actually interfered with their performance of non-word repetition.In 2005, we conducted research using non-word repetition tasks and picture vocabulary tests, and the results sugges … More ted the following points : (1) the performance of non-word repetition among Japanese children relates to vocabulary size, at the age of three and four, and their performance of non-word repetition relates to their age, but (2) their performance does not improve any more at the age of five temporally. There is a distinctive gap between phonological system acquisition rates of Japanese-speaking children and English-speaking children, whose performance relates to vocabulary size from the age of three to the age of eight. This result shows that phonological knowledge among Japanese children seems to be acquired earlier that that of English-speaking children, and it interferes with their performance at the ages of five and six.In 2006, our results suggested that children's performance of non-word repetition recovers at the age of seven, when there is little individual difference between the performance of non-word repetition and vocabulary size. Therefore, we conclude that the best time to start teaching English to children is at the age of seven. Less