Summary of “Parent-child reading in English as a second language Effects on language and literacy development of Chinese kindergarteners” 英语论文.doc
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1、Summary of “Parent-child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners”Parent-child reading, as an ideal home activity to develop childrens first language and literacy acquisition, has been explored in many aspects, including vocabul
2、ary, oral language complexity and reading skills. However, few studies focused on the causal links between parent-child reading and childrens second-language development. Therefore, Chows study aimed to investigate the possible effects of parent-child reading on language and literacy development in
3、English, especially in a foreign-language context, where the foreign language is only learned for education, but not used in daily communication. Compared with parents straight reading, the dialogic reading technique requires childrens active participation in communication in the home literacy activ
4、ity. The positive effects of dialogic reading on childrens first-language skills, such as vocabulary and literacy skills, have been noticed and proved in the past studies. Consequently, the similar influences of dialogic reading were expected on second-language acquisition. Besides, Chow hypothesize
5、d that childrens phonological differential ability would be enhanced with their growth of vocabulary and long exposure to the second language was also tested in the study.Furthermore, previous studies have suggested that cross-linguistic transfer may overlap or enhance the first- and second-language
6、 learning in some aspects. This study aimed to provide the empirical evidence to the possibility of linguistic transfer from English as a second language to Chinese as a first language.Fifty-one Hong Kong Chinese children were chosen as the subjects due to the fact that the majority of Hong Kong sch
7、ools tend to emphasize English learning in print. Even though Hong Kong children may begin English study at relatively early ages, they still lack the opportunity and ability in daily communication. The study might present a good method to educators and parents to improve childrens oral English at h
8、ome.In the 12-week intervention programme, fifty-one Hong Kong 3rd-year kindergartners of normal intelligence, with the similar family situations (including parental education attainment, monthly income and parents English communicative ability), were randomly divided into three groups, the dialogic
9、 reading (DR) group, the typical reading (TR) group and the control. In the DR group, each participant parent was provided with a set of 12 English storybooks and a 1-hour training session on the PEER sequence, a parent-child reading technique involving parents Prompt-Evaluation-Expansion-Repeat pro
10、cess to stimulate the childrens interaction in communication. Participants in the TR group, using the same set of books as DR, were only requested to read as they normally would. No books or hints were provided to the Control group, and the parents were asked to follow their usual pattern to read to
11、 their children. Parents of DR and TR groups were asked to read the storybook twice 20 minutes each week.Before and after the 12-week program, the children were tested in six measures to analyze the inter-group difference and the intra-group improvement, with the aid of three questionnaires distribu
12、ted to the participant parents to collect the basic family information, childrens interest in reading and the parents feedback to the program. Children of the three groups were tested about word reading, receptive vocabulary, and phonological awareness in both English and Chinese.Separate non-parame
13、tric Kruskal-Wallis and ANOVa tests were made to compare the participants family situation, such as the demographic information, home literacy resources and practices, and childrens personal factors, which may affect the legitimacy of the test results. The results demonstrated no significant differe
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