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1.
The early course of language development among children from bilingual homes varies in ways that are not well described and as a result of influences that are not well understood. Here, we describe trajectories of relative change in expressive vocabulary from 22 to 48 months and vocabulary achievement at 48 months in two groups of children from bilingual homes (children with one and children with two native Spanish-speaking parents [ns = 15 and 11]) and in an SES-equivalent group of children from monolingual English homes (n = 31). The two groups from bilingual homes differed in their mean levels of English and Spanish skills, in their developmental trajectories during this period, and in the relation between language use at home and their vocabulary development. Children with two native Spanish-speaking parents showed steepest gains in total vocabulary and were more nearly balanced bilinguals at 48 months. Children with one native Spanish- and one native English-speaking parent showed trajectories of relative decline in Spanish vocabulary. At 48 months, mean levels of English skill among the bilingual children were comparable to monolingual norms, but children with two native Spanish-speaking parents had lower English scores than the SES-equivalent monolingual group. Use of English at home was a significant positive predictor of English vocabulary scores only among children with a native English-speaking parent. These findings argue that efforts to optimize school readiness among children from immigrant families should facilitate their access to native speakers of the community language, and efforts to support heritage language maintenance should include encouraging heritage language use by native speakers in the home.  相似文献   

2.
Objective： To explore whether there exist differences in cognitive development between singletons and twins born after in vitro fertilization （IVF） or intracytoplasmic sperm injection （ICSI）. Methods： A total of 566 children were recruited for the study, including 388 children （singletons, n=175; twins, n=213） born after IVF and 178 children （singletons, n=87; twins, n=91 ） born after ICSI. The cognitive development was assessed using the Chinese-Wechsler Intelligence Scale for Children （C-WISC）. Results： For all pre-term offspring, all the intelligence quotient （IQ） items between singletons and twins showed no significant differences no matter if they were born after IVF or ICSI. There was a significant difference in the cognitive development of IVF-conceived full-term singletons and twins. The twins born after IVF obtained significantly lower scores than the singletons in verbal IQ （containing information, picture ＆ vocabulary, arithmetic, picture completion, comprehension, and language）, performance IQ （containing maze, visual analysis, object assembly, and performance）, and full scale IQ （P〈0.05）. The cognitive development of full-term sin- gletons and twins born after ICSI did not show any significant differences. There was no significant difference between the parents of the singletons and twins in their characteristics where data were collected, including the age of the mothers, the current employment status, the educational backgrounds, and areas of residence. There were also no consistent differences in the duration of pregnancy, sex composition of the children, age, and height between sin- gletons and twins at the time of our study although there existed significant differences between the two groups in the sex composition of the full-term children born after ICSI （P〈0.05）. Conclusions： Compared to the full-term singletons born after IVF, the full-term twins have lower cognitive development. The cognitive development of full-term singletons and twins born after ICSI did not show any significant differences. For all pre-term offspring, singletons and twins born after IVF or ICSI, the results of the cognitive development showed no significant differences.  相似文献   

3.
试论英语对日语的影响--析源自英语的外来语   总被引：1，自引：0，他引：1  
本文从外国语和本国语中外来语的关系入手,探讨了英语对日语在语音、语汇与语义等方面的影响,其结果是在日语中形成了独特的与原有词汇并存的同义词、同一英语词汇变成不同外来语含义以及和制英语等多种情形,并通过回顾英语借入日语的不同历史阶段的特点,从语义学阐明英语(外来语原语)与日语(本国语)之间存在着继承性和变异性,说明掌握英日语间这种嬗变规则对学好第二外语(日语)的现实意义。  相似文献   

4.
迁移理论认为在母语和外语有差别的地方,学习者的母语知识会干扰外语学习;而在母语和外语有相似之处的地方,母语则会对外语学习起积极的帮助作用。母语迁移是外语学习中无法避免的现象。在全面对比、分析汉语负迁移对英语词汇学习的影响后,提出了在教学中防止汉语负迁移的对策。  相似文献   

5.
Research findings suggest that most students who have foreign language learning problems have language-based difficulties and, in particular, phonological processing problems. Authors of the present study examined pre- and posttest scores on native language and foreign language aptitude tests of three groups of at-risk high school students enrolled in special, self-contained sections of first-year Spanish. Two groups were instructed using a multisensory structured language (MSL) approach. One of the groups was taught in both English and Spanish (MSL/ES), the other only in Spanish (MSL/S). The third group (NO-MSL) was instructed using more traditional second language teaching methodologies. Significant gains were made by the MSL-ES group on measures of native language phonology, vocabulary, and verbal memory and on a test of foreign language aptitude; the MSL/S group made significant gains on the test of foreign language aptitude. No significant gains on the native language or foreign language aptitude measures were made by the NO-MSL group. Implications for foreign language classroom instruction of at-risk students are discussed.  相似文献   

6.
Research Findings: This study examined whether approaches to learning moderate the association between home literacy environment and English receptive vocabulary development. The Head Start Family and Child Experiences Survey (2003 cohort) was used for analysis. Latent growth curve modeling was utilized to test a quadratic model of English receptive vocabulary development. Results showed that children's approaches to learning significantly moderated the influence of home literacy environment on English receptive vocabulary development. Post hoc probing of the simple slopes demonstrated that children with more positive approaches to learning and lower levels of home literacy environment had a higher English receptive vocabulary trajectory. The implications of the study results for early literacy interventions are discussed. Practice or Policy: Findings from this study may have implications for early educators who aim to improve Head Start children's language competencies by targeting home literacy environment and approaches to learning. At a preliminary level, the study findings suggest that positive approaches to learning may compensate for a limited home literacy environment. Because positive approaches to learning can facilitate learning in other domains, for instance, language learning, this information may be useful for early educators in terms of promoting positive learning attitudes and predispositions toward learning.  相似文献   

7.
本文以艺术院校大二两个班的学生作为实验对象,分析两个班学生在有影视输入条件下同无影视输入条件下的词汇量变化,来探讨影视输入是否有利于词汇量少于5000的学生的词汇附带习得。研究发现,影视输入对学生的词汇附带习得有明显效果,附带习得多发生在托福、雅思程度类词汇。  相似文献   

8.
Using feature films in language classes   总被引：1，自引：0，他引：1  
This study aimed at finding students’ perspectives on integrating feature films on digital versatile discs (DVDs) in oral communication classes of advanced English as foreign language (EFL) learners. A total of 29 students being trained as teachers of English participated in the study. Data were collected through a survey questionnaire. All participants unanimously agreed that through films they had the opportunity to learn about how people initiate and sustain a conversational exchange, and how they negotiate meaning; types of exclamation and filling expressions; colloquial English in real‐life contexts, and non‐verbal communication. Participants also acknowledged that viewing feature films exposed them not only to a wide range of native speakers, each with their own slang, accents and dialects, but also to a wealth of contextualised vocabulary expressions and authentic cross‐cultural information. The study suggests that it is possible to exploit feature films in foreign language classes with a wide array of pedagogical options.  相似文献   

9.
ELL preschoolers’ English vocabulary acquisition from storybook reading   总被引：1，自引：0，他引：1  
This study investigates the effects of rich explanation, baseline vocabulary, and home reading practices on English language learning (ELL) preschoolers’ sophisticated vocabulary learning from storybook reading. Eighty typically developing preschoolers were pretested in L1 (Portuguese) and L2 (English) receptive vocabulary and were assigned to experimental or control groups. Eight books were selected and paired. Experimental participants heard books read three times over a 3-week period with rich explanations of target vocabulary. Controls heard stories read without explanations. Parents completed questionnaires about the frequency, content, and language of home reading practices. Rich explanation, initial L2 vocabulary, and frequency of home reading make significant contributions to sophisticated word learning from storyreading. Findings have important implications for L2 vocabulary acquisition in ELL preschoolers.  相似文献   

10.
This study investigated to what extent quantity (frequency/amount of time) and quality (diversity) of informal digital learning of English (IDLE) activities was conducive to second language (L2) vocabulary outcomes. Data (n = 77) were gathered quantitatively and qualitatively through a questionnaire, English vocabulary tests (ie, measuring receptive and productive vocabulary knowledge), and a semistructured interview from three universities in an English as a foreign language Korean context. Contrary to earlier findings, this study found that quantity of IDLE was not related to vocabulary scores. It revealed that the quality of IDLE was significantly, positively associated with vocabulary outcomes. These results lead us to the conclusion that the frequent practice of IDLE activities may not automatically guarantee successful L2 vocabulary gains. Rather, engagement with varied types of IDLE activities that combines both form- and meaning-focused language learning is essential for achieving L2 vocabulary acquisition.  相似文献   

11.
This study examined individual differences among beginning readers of English as a foreign language (EFL). The study concentrated on the effects of underlying first language (L1) knowledge as well as EFL letter and vocabulary knowledge. Phonological and morphological awareness, spelling, vocabulary knowledge, and word reading in Hebrew L1, in addition to knowledge of EFL letters and EFL vocabulary, were measured. The study also investigated the effect of socioeconomic background (SES) on beginning EFL readers. Participants included 145 fourth graders from three schools representing two socioeconomic backgrounds in the north of Israel. The results indicate that knowledge of English letters played a more prominent role than knowledge of Hebrew L1 components in differentiating between strong and weak EFL readers. The Linguistic Coding Differences Hypothesis was supported by L1 phonological awareness, word reading, and vocabulary knowledge appearing as part of discriminating functions. The presence of English vocabulary knowledge as part of the discriminant functions provides support for English word reading being more than just a decoding task for EFL beginner readers. Socioeconomic status differentiated the groups for EFL word recognition but not for EFL reading comprehension.  相似文献   

12.
We examined the developmental relationships between home literacy environment (parent teaching, shared book reading) and emergent literacy skills (phonological awareness, letter knowledge, vocabulary, rapid naming speed) in kindergarten, reading accuracy and fluency in Grade 1, and reading comprehension in Grades 2 and 3 in a sample of Canadian children learning to read English (N = 214). Results from a latent variable model showed that parent teaching predicted letter knowledge and phonological awareness, and shared book reading predicted vocabulary and rapid naming speed after controlling for family socioeconomic status. Moreover, both parent teaching and shared book reading contributed indirectly to reading accuracy and fluency in Grade 1, which then mediated the effects of home literacy environment on reading comprehension in Grades 2 and 3. The results suggest that the effects of home literacy environment on later reading development are distributed via more pathways than previously thought.  相似文献   

13.
母语迁移的负作用主要是由于母语与目的语之间的差异引起的。湖南人学习外语时也往往受到湘方音（Xiangdialect）的负迁移影响，在外语学习过程中常常存在着各种偏误。本文就湘方言在发音、词汇、语法和句法以及文化知识等方面的影响进行了分析，同时提出了减少湘方言负迁移的一些解决对策。  相似文献   

14.
We examined the extent to which positive interactions with peers and the amount of English exposure received from them during social interactions in the fall of preschool contributed to low-income Spanish-speaking children's (N = 107; Mage = 53 months; SD = 4.30 months; 56% boys) English vocabulary and letter-word skills in the spring (controlling for parents’ language use, family income, number of English books at home, and children's nonverbal cognitive abilities). We also examined the mediating roles of children's learning behaviors (e.g., attentiveness, independence, initiative, persistence, and participation) and English oral proficiency in the classroom. The association between positive peer interactions and English vocabulary skills was mediated by children's English oral proficiency, whereas the association between positive peer interactions and English letter-word skills was mediated by children's learning behaviors and English oral proficiency. The associations among peer English exposure and children's English vocabulary and letter-word skills were mediated by children's English oral proficiency. There was also evidence of a transactional association between positive peer interactions and children's learning behaviors and between peers’ and children's English oral proficiency. The findings highlight the importance of peer experiences in fostering Spanish-speaking preschoolers’ English vocabulary and letter-word skills.  相似文献   

15.
词汇学习是英语学习的重要组成部分,直接影响着英语语言表达能力和交际能力的提高。目前,大学生英语词汇的学习尚存在许多问题,本文从词汇学习的教学方法出发,探寻有效的途径,激发学生学习英语的积极性,以促进教学质量的提高。  相似文献   

16.
大学英语词汇学习策略教学的实证研究   总被引：1，自引：0，他引：1  
李蕾 《煤炭高等教育》2006,24(3):117-118
为期八周的以英语课堂教学为基础、英语词汇学习策略训练为核心的准实验性研究,通过定量与定性相结合的研究方法,分别在策略训练的前后使用问卷调查、词汇测试等研究工具,对大学生的英语词汇学习策略的使用情况和词汇习得的效果进行了调查研究,以期揭示英语词汇学习策略教学对大学生词汇学习的有效性。  相似文献   

17.
母语负迁移带来的语言应用错误在外语习得过程中层出不穷。梅州学生在英语习得中亦受到客家方言的负迁移影响,因而在英语的正确使用上常常出现各种偏误。文章从词汇习得的角度,对客家方言词汇在英语词汇习得中的负迁移现象产生的原因进行了分析,并提出了减少此类负迁移影响的相应对策。  相似文献   

18.
An experimental study was conducted comparing the effects of dual language, or two-way immersion (TWI) and monolingual English immersion (EI) preschool education programs on children's learning. Three-and four-year old children were randomly assigned by lottery to either a newly established TWI Spanish/English program or a monolingual English program in the same district. Children in the study were from both Spanish and English home language backgrounds. All classrooms in the study used the High/Scope curriculum, and all met high standards for teacher qualifications, ratio, and class size. The TWI program alternated between English and Spanish weekly by rotating children between two classrooms (and teachers) each week. Programs were compared on measures of children's growth in language, emergent literacy, and mathematics. Children in both types of classrooms experienced substantial gains in language, literacy, and mathematics. No significant differences between treatment groups were found on English language measures. Among the native Spanish speakers, the TWI program produced large gains in Spanish vocabulary compared to the EI program. Both TWI and EI approaches boosted the learning and development of children including ELL students, as judged by standard score gains. TWI also improved the Spanish language development of English language learners (ELL) and native English speaking children without losses in English language learning.  相似文献   

19.
学界广泛认同字幕在二/外语视听教学中的作用,但何种字幕形式效果最佳尚无定论。文章通过实验研究的方法,以同一内容、不同字幕形式(无字幕、英文字幕、中英字幕以及中文字幕)的四个视频文件作为视听材料,以200名非英语专业的大二学生作为研究对象,考察了四种字幕形式的视频对英语学习者视听理解、词汇习得以及视听焦虑三个方面的影响。研究结果表明,中英字幕和中文字幕在促进学习者视听理解、降低视听焦虑方面的效果更优,中英字幕还有助于促成学习者的词汇习得。  相似文献   

20.
随着我国对外交往的日益频繁,中外文化的多层次、多渠道交流为词语的借用提供了多种条件,汉语中来自英语的词汇、英语中来自汉语的词汇都在日益增多。外来词的渗透对社会造成了很大影响。了解和掌握这方面的知识。对于英语学习有着重要意义。  相似文献   

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