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The linguistic challenges of the transition from primary to secondary school

从小学到中学过渡的语言挑战

基本信息

批准号：
ES/R006687/1
负责人：
Alice Deignan
金额：
$ 63.63万
依托单位：
University of Leeds
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2018
资助国家：
英国
起止时间：
2018 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FR006687%2F1
关键词：
linguistic challenges transition primary secondary

项目摘要

The project moves forward research in educational registers and academic language through a set of detailed and ambitious linguistic and discourse analytic studies. It will generate a substantial body of knowledge about the academic language that students need in order to access the early secondary school curriculum in England. Comparative studies will show how this differs from the academic language of primary school, and from language use in public domains outside school. It is well documented that many students find the transition from primary to secondary school difficult. In the first years of secondary school, there is often a drop in attainment and motivation in the performance of children at all ability levels, partly for social reasons, such as joining a much larger school, changes in friendship groups, etc. The new academic and linguistic demands that students face also play a very important part. Language is central in enabling or preventing access to the curriculum. We are concerned with native speakers of English rather than the specific issues faced by second language speakers; the teachers we have spoken to confirm reports from the literature that many native English-speaking students lack the language needed to access the secondary school curriculum. Most schools have remedial language provision, and there are various text and web-based language support resources. However, these do not draw on rigorous accounts of school language; as yet there has been no large-scale systematic study that can provide such accounts. This project will use innovative computational techniques from the discipline of corpus linguistics to address this gap. We have already begun working with teachers to identify what should go into collections of written and transcribed spoken texts ('corpora') that can represent the academic language encountered by students at different points in their schooling and in different subjects. The project will continue this work with teachers and students through interviews and workshops. We will collect texts with and from our partner schools, which are situated across a range of socio-economically diverse communities in the Yorkshire region and in Birmingham. These will be used to build two corpora representing the academic language experience of, firstly, late primary school, and, secondly, early secondary school. Each will consist of approximately 1,000,000 words and will be stored securely in machine-readable form. A third source of data will be components of existing corpora, selected as approximately representative of the 'public' language experience of students outside school, for example, fiction, magazines, websites and social media. The two purpose built corpora will be analysed and compared using corpus software, some of which will be developed specifically for this project. They will also be compared with the third dataset. The analysis will identify differences at the level of word, including word meaning and collocational patterns (which can signal specialised meaning and register) and grammar. Discourse patterns are less easy to analyse using corpus tools, so we will conduct manual discourse analyses on selected texts. Ongoing interviews and workshops will inform our analyses, and will help us to develop understandings of how the transition is experienced by students and seen by teachers. The project will produce a systematic description of the academic language of secondary school, and accounts of how this differs from the language of primary school and public language outside school. It will produce versions of this for different readerships, including academic readers with a specialist interest in educational registers, materials writers, and classroom teachers and teaching assistants. Teachers and school students will be involved from the early stages, as contributors to the project as well as building their own research capacity and knowledge base.

该项目通过一系列详细而雄心勃勃的语言和话语分析研究，推动了教育注册和学术语言的研究。它将产生大量的知识，学生需要的学术语言，以获得在英格兰的早期中学课程。比较研究将表明这与小学的学术语言以及校外公共领域的语言使用有何不同。有充分证据表明，许多学生发现从小学过渡到中学很困难。在中学的头几年，儿童在所有能力水平上的成绩和积极性往往有所下降，部分原因是社会原因，如加入一个大得多的学校，友谊群体的变化等。语言是使学生能够或无法获得课程的关键。我们关注的是英语母语者，而不是第二语言使用者所面临的具体问题;我们交谈过的教师证实了文献中的报告，即许多以英语为母语的学生缺乏进入中学课程所需的语言。大多数学校都提供语言补习，并有各种文本和基于网络的语言支持资源。然而，这些研究并没有对学校语言进行严格的描述;迄今为止，还没有大规模的系统研究可以提供这样的描述。本项目将使用语料库语言学学科的创新计算技术来解决这一差距。我们已经开始与教师合作，确定哪些内容应该纳入书面和转录口语文本（“语料库”）集合中，这些文本可以代表学生在学校教育的不同阶段和不同学科中遇到的学术语言。该项目将通过访谈和讲习班继续与教师和学生开展这项工作。我们将收集文本与我们的合作伙伴学校，这是在约克郡地区和伯明翰的一系列社会经济多样化的社区位于。这些将被用来建立两个语料库，代表学术语言的经验，第一，小学后期，其次，初中早期。每一份报告将由大约100万字组成，并将以机器可读的形式安全储存。第三个数据来源将是现有语料库的组成部分，这些语料库被选为学生校外“公共”语言体验的近似代表，例如小说，杂志，网站和社交媒体。这两个专门建立的语料库将使用语料库软件进行分析和比较，其中一些将专门为这个项目开发。还将与第三个数据集进行比较。分析将确定在单词层面上的差异，包括单词的意义和搭配模式（可以表示专门的意义和寄存器）和语法。使用语料库工具分析话语模式不太容易，因此我们将对选定的文本进行手动话语分析。正在进行的访谈和研讨会将为我们的分析提供信息，并将帮助我们了解学生和教师如何经历过渡。该项目将系统地描述中学的学术语言，并说明这与小学语言和校外公共语言的区别。它将为不同的读者提供不同的版本，包括对教育注册有专业兴趣的学术读者、材料编写者以及课堂教师和教学助理。教师和学生将从早期阶段参与，作为项目的贡献者，并建立自己的研究能力和知识基础。