新疆学前双语教育情境中民族儿童的汉语发展研究

周兢; 李传江; 杜丽君; 王飞霞; 陈思; 张莉

新疆学前双语教育情境中民族儿童的汉语发展研究

1.
华东师范大学中国文字研究与应用中心, 上海 200062
2.
华东师范大学学前教育与特殊教育学院, 上海 200062

基金项目:

教育部人文社会科学重点研究基地重大项目“新疆学前儿童汉语读写能力萌发与早期汉字习得” 11JJD740024

Baker C. Foundations of Bilingual Education and Bilingualism (4th ed.) Multilingual Matters, Clevedon, 2004；Carlisle J F, Beeman M, Davis L H, Spharim G. Relationship of metalinguistic capabilities and reading achievement for children who are becoming bilingual. Applied Psycholinguistics, 1999, 4: 459—478.
Stein N L. The development of children's story telling skill. In: Franklin MB, Barten SB, Eds. Child language: A reader. New York: Oxford University Press, 1988, 282—297；Hughes D, McGillivray L, Schmidek M. Guide to narrative language: Procedures for assessment. Eau Claire, WI: Thinking Publications, 1997；李林慧、周兢、刘宝根、高晓妹：《学前儿童图画故事书阅读理解研究》，《中国特殊教育》2012年第1期。
Bialystok E, Feng X. Language proficiency and executive control in proactive interference: Evidence from monolingual and bilingual children and adults. Brain and language, 2009, 2: 93—100；Luk G, Bialystok E, Craik F I, Grady C L. Lifelong bilingualism maintains white matter integrity in older adults. The Journal of Neuroscience, 2011, 31(46): 16808—16813.
Perani D, Abutalebi J, Paulesu E, Brambati S, Scifo P, Cappa S F, Fazio F. The role of age of acquisition and language usage in early, high-proficient bilinguals: An fMRI study during verbal fluency. Human brain mapping, 2003, 19(3): 170—182；Portocarrero J S, Burright R G, Donovick P J. Vocabulary and verbal fluency of bilingual and monolingual college students. Archives of Clinical Neuropsychology, 2007, 22(3): 415—422；Cheung H, Chung K K H, Wong S W L, McBride-Chang C, Penney T B, Ho C S H. Speech perception, metalinguistic awareness, reading, and vocabulary in Chinese-English bilingual children. Journal of Educational Psychology, 2010, 102(2): 367.
周兢、张鑑如：《汉语儿童语言发展研究—国际儿童语料库研究方法的应用与发展》，北京：教育科学出版社，2009年，第6—7页。
张显达：《平均语句长度在中文的应用》，《听语会刊》1998年第13期；周兢、张鑑如：《汉语儿童语言发展研究—国际儿童语料库研究方法的应用与发展》，北京：教育科学出版社，2009年，第40—45页；辛宏伟：《3—6岁维吾尔族儿童汉语语言发展研究》，上海：华东师范大学博士论文，2011年。
MacWhinney B. The CHILDES project: Computational tools for analyzing talk. Hillsdale, NJ: Erlbaum, 1991.
Haycraft (Ed). Second language reading and vocabulary learning. Norwood, NJ: Ablex, 1978；Nation I S P. Teaching and Learning Vocabulary. New York: Newburry house Publishers, 1990；Laufer B. The Development of Passive and Active Vocabulary in a Second Language: Same or Different? Applied Linguistic, 1998, 2: 255—271.
Mechelli A, Crinion J T, Noppeney U, O'Doherty J, Ashburner J, Frackowiak R S, Price C J. Neurolinguistics: structural plasticity in the bilingual brain. Nature, 2004, 431(7010): 757—757；Green D W, Crinion J, Price C J. Exploring cross-linguistic vocabulary effects on brain structures using voxel-based morphometry. Bilingualism, language and Cognition, 2007, 10(2): 189；Grogan A, Green D W, Ali N, Crinion J T, Price C J. Structural correlates of semantic and phonemic fluency ability in first and second languages. Cerebral Cortex, 2009, 19(11): 2690—2698.
Berman R, Slobin D. Relating events in narrative: A cross-linguistic developmental study. Hillsdale, NJ: Erlbaum, 1994；To C K-S, Stokes S F, Cheung H-T, T'Sou B. Narrative assessment for Cantonese-speaking children. Journal of Speech, Language, and Hearing Research, 2010, 53: 648—669；张放放、周兢：《儿童叙事能力发展研究综述》，《幼儿教育》2006年第6期。
李宇明：《儿童语言的发展》，武汉：华中师范大学出版社，1995年，第100页。
Uccelli P, Barr C D. Psychometric report of the academic language evaluation, unpublished report, 2011.
Carlisle J F, Beeman M, Davis L H, Spharim G. Relationship of metalinguistic capabilities and reading achievement for children who are becoming bilingual. Applied Psycholinguistics, 1999, 4: 459—478.
Williams K T. Expressive Vocabulary Test. Circle Pines, MN: American Guidance Service，1997.
李秀湄、冯晓霞：《〈3—6岁儿童学习与发展指南〉解读》，北京：人民教育出版社，2013年，第83页。
Schneider P, Dubé R V, Hayward D. The Edmonton Narrative Norms Instrument, 2005. Retrieved [date] from University of Alberta Faculty of Rehabilitation Medicine website: http://www.rehabresearch.ualberta.ca/enni.
陆莉、刘鸿香：《修订皮保德图画词汇测验》，台北：心理出版社，2005年。
Baker C. Foundations of Bilingual Education and Bilingualism (4th ed.) Multilingual Matters, Clevedon, 2004.
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出版历程
- 刊出日期: 2014-03-20

The Development of Mandarin Acquisition of Uygur Children in Bilingual Preschools in Xinjiang

1.
Center for Chinese Research and Application, East China Normal University, Shanghai 200062
2.
Preschool and Special Education School, East China Normal University, Shanghai 200062

摘要

摘要: 本研究以新疆学前双语幼儿园384名维吾尔族儿童为研究对象，通过国际通用儿童语言研究工具和汉语语料库研究方法，探讨新疆学前双语教育情境中民族儿童的汉语发展现状。研究发现了学前民族儿童汉语学习呈现不断递升的发展图景，在汉语理解性语义和表达性语义、叙事语言和学业语言，以及汉语平均语句长度等方面逐渐发展的态势，报告了学前民族儿童汉语入学准备的良好前景；根据学前民族儿童汉语语言学习与发展规律，对新疆学前双语教育提出了整合有序的教育模式的建议；同时针对学前民族儿童与汉语为母语儿童之间的汉语语义发展差距，建议新疆学前双语教育重视引入早期阅读理念和图画书资源，为民族儿童的汉语学习构建高质量的语言输入过程。
- 新疆 /
- 学前民族儿童 /
- 汉语发展
Abstract: This study explores the development of Mandarin acquisition of Uygur children in Xinjiang. Participants are 384 Uygur children aged from three to six randomly selected from 24 local bilingual kindergartens. PPVT, EVT and other language tools are applied to assess children's language development. Children′s development of MLU, as well as other measurement, is also examined through electronic language database analysis (CHILDES). Findings show a development profile that children's receptive language, expressive language, narrative language, academic language and MLU gradually develop with ages. Result also indicates that there are some characteristics of young Uygur children in learning Mandarin Chinese. Therefore, suggestions are made to promote early bilingual education in Xinjiang as follows. First, an integrative and balanced model could be adopted for bilingual environment of preschool education; Second, attention should be paid to introduction of reading and picture books at the early age due to the gap of Mandarin acquisition between ethnic preschool children and Han children; Third, a high quality Mandarin language input process should be built for ethnic minority Children.
- Xin Jiang /
- Preschool Ethnic Children /
- Mandarin Development
注释:

1) Baker C. Foundations of Bilingual Education and Bilingualism (4th ed.) Multilingual Matters, Clevedon, 2004；Carlisle J F, Beeman M, Davis L H, Spharim G. Relationship of metalinguistic capabilities and reading achievement for children who are becoming bilingual. Applied Psycholinguistics, 1999, 4: 459—478.

2) Stein N L. The development of children's story telling skill. In: Franklin MB, Barten SB, Eds. Child language: A reader. New York: Oxford University Press, 1988, 282—297；Hughes D, McGillivray L, Schmidek M. Guide to narrative language: Procedures for assessment. Eau Claire, WI: Thinking Publications, 1997；李林慧、周兢、刘宝根、高晓妹：《学前儿童图画故事书阅读理解研究》，《中国特殊教育》2012年第1期。

3) Bialystok E, Feng X. Language proficiency and executive control in proactive interference: Evidence from monolingual and bilingual children and adults. Brain and language, 2009, 2: 93—100；Luk G, Bialystok E, Craik F I, Grady C L. Lifelong bilingualism maintains white matter integrity in older adults. The Journal of Neuroscience, 2011, 31(46): 16808—16813.

4) Perani D, Abutalebi J, Paulesu E, Brambati S, Scifo P, Cappa S F, Fazio F. The role of age of acquisition and language usage in early, high-proficient bilinguals: An fMRI study during verbal fluency. Human brain mapping, 2003, 19(3): 170—182；Portocarrero J S, Burright R G, Donovick P J. Vocabulary and verbal fluency of bilingual and monolingual college students. Archives of Clinical Neuropsychology, 2007, 22(3): 415—422；Cheung H, Chung K K H, Wong S W L, McBride-Chang C, Penney T B, Ho C S H. Speech perception, metalinguistic awareness, reading, and vocabulary in Chinese-English bilingual children. Journal of Educational Psychology, 2010, 102(2): 367.

5) 周兢、张鑑如：《汉语儿童语言发展研究—国际儿童语料库研究方法的应用与发展》，北京：教育科学出版社，2009年，第6—7页。

6) 张显达：《平均语句长度在中文的应用》，《听语会刊》1998年第13期；周兢、张鑑如：《汉语儿童语言发展研究—国际儿童语料库研究方法的应用与发展》，北京：教育科学出版社，2009年，第40—45页；辛宏伟：《3—6岁维吾尔族儿童汉语语言发展研究》，上海：华东师范大学博士论文，2011年。

7) MacWhinney B. The CHILDES project: Computational tools for analyzing talk. Hillsdale, NJ: Erlbaum, 1991.

8) Haycraft (Ed). Second language reading and vocabulary learning. Norwood, NJ: Ablex, 1978；Nation I S P. Teaching and Learning Vocabulary. New York: Newburry house Publishers, 1990；Laufer B. The Development of Passive and Active Vocabulary in a Second Language: Same or Different? Applied Linguistic, 1998, 2: 255—271.

9) Mechelli A, Crinion J T, Noppeney U, O'Doherty J, Ashburner J, Frackowiak R S, Price C J. Neurolinguistics: structural plasticity in the bilingual brain. Nature, 2004, 431(7010): 757—757；Green D W, Crinion J, Price C J. Exploring cross-linguistic vocabulary effects on brain structures using voxel-based morphometry. Bilingualism, language and Cognition, 2007, 10(2): 189；Grogan A, Green D W, Ali N, Crinion J T, Price C J. Structural correlates of semantic and phonemic fluency ability in first and second languages. Cerebral Cortex, 2009, 19(11): 2690—2698.

10) Berman R, Slobin D. Relating events in narrative: A cross-linguistic developmental study. Hillsdale, NJ: Erlbaum, 1994；To C K-S, Stokes S F, Cheung H-T, T'Sou B. Narrative assessment for Cantonese-speaking children. Journal of Speech, Language, and Hearing Research, 2010, 53: 648—669；张放放、周兢：《儿童叙事能力发展研究综述》，《幼儿教育》2006年第6期。

11) 李宇明：《儿童语言的发展》，武汉：华中师范大学出版社，1995年，第100页。

12) Uccelli P, Barr C D. Psychometric report of the academic language evaluation, unpublished report, 2011.

13) Carlisle J F, Beeman M, Davis L H, Spharim G. Relationship of metalinguistic capabilities and reading achievement for children who are becoming bilingual. Applied Psycholinguistics, 1999, 4: 459—478.

14) Williams K T. Expressive Vocabulary Test. Circle Pines, MN: American Guidance Service，1997.

15) 李秀湄、冯晓霞：《〈3—6岁儿童学习与发展指南〉解读》，北京：人民教育出版社，2013年，第83页。

16) Schneider P, Dubé R V, Hayward D. The Edmonton Narrative Norms Instrument, 2005. Retrieved [date] from University of Alberta Faculty of Rehabilitation Medicine website: http://www.rehabresearch.ualberta.ca/enni.

17) 陆莉、刘鸿香：《修订皮保德图画词汇测验》，台北：心理出版社，2005年。

18) Baker C. Foundations of Bilingual Education and Bilingualism (4th ed.) Multilingual Matters, Clevedon, 2004.

HTML全文

1-2 新疆少数民族学前儿童理解性词汇与表达性词汇测验得分示意图

下载: 全尺寸图片幻灯片

图 3 新疆不同年龄少数民族学前儿童PPVT各词类的错误率统计

下载: 全尺寸图片幻灯片

图 4 不同年龄新疆民族儿童汉语看图叙事故事语法结构点得分率均值比较

下载: 全尺寸图片幻灯片

图 5 不同年龄新疆民族儿童汉语看图叙述故事核心语法结构点比较

下载: 全尺寸图片幻灯片

图 6 不同年龄新疆民族儿童在三个图画故事讲述中的得分率均值比较

下载: 全尺寸图片幻灯片

图 7 学前民族儿童说明性讲述与平均语句长度等语言要素发展分析

下载: 全尺寸图片幻灯片

图 8 学前民族儿童说明性讲述和叙事性讲述的MLU和MLU5分析

下载: 全尺寸图片幻灯片

表 1 各年龄组新疆学前民族儿童汉语学业语言测评得分情况

年龄	指代关系	限定修饰关系	关联词及句子逻辑关系	总分	最小值	最大值	标准差
4	1.53	1.42	1.54	4.75	0	14	4.17
5	2.01	2.27	2.29	6.52	0	16	3.84
6	2.77	3.25	2.92	8.95	0	17	3.13

下载: 导出CSV

表 2 新疆民族儿童各语言能力间的相关(控制年龄因素)

	理解性词汇	表达性词汇	平均语句长度	最长5句话语平均语句长度	学业语言能力
表达性词汇	0.68^***
平均语句长度	0.39^***	0.59^***
最长5句话语平均语句长度	0.40^***	0.59^***	0.98^***
学业语言能力	0.40^***	0.45^***	0.31^***	0.31^***
叙事语言能力	0.42^**	0.61^***	0.73^***	0.74^***	0.28^***
注：^0.01 < p < 0.05；^0.001 < p < 0.01；^**p < 0.001