蒙古族家长语言教育观念对子女语言发展水平的影响
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摘要
我国是一个多民族国家,大部分少数民族本身就具有同时掌握两种或更多种语言的优势。然而,在当今城市化和多元文化融合的过程中,能够熟练使用自己本民族语言的城市少数民族人口已经越来越少。城市蒙古族语言流失现象在近年来表现得更为明显。
家长是孩子的第一任老师。已有研究表明,家庭教育因素对学龄前儿童的语言发展有着不容忽视的影响。蒙古族家庭是儿童接触本民族语言和文化的第一个场所,家长的语言教育观念影响着家长的教育行为,因此对儿童的语言发展具有重要的作用。本研究的目的旨在了解蒙古族儿童家长语言教育观念的现状及其与儿童语言发展的关系。
本研究抽取了包头市某蒙古族幼儿园汉授大班、汉授中班、汉授小班、蒙授小班四个班级三个年龄段共93名儿童及其家长作为研究对象。通过问卷和访谈对家长的语言教育观念进行调查了解,采用测查法对儿童汉语发展水平进行测查,并通过对教师的访谈了解了儿童蒙语发展情况。笔者利用多种统计方法探讨了家长语言教育观念的特点及其与儿童语言发展的关系。
研究结果表明：(1)懂蒙语的家长和不懂的家长在儿童语言期望观上曾显著性差异。(2)蒙授小班儿童和汉授小班儿童在汉语发展水平上无显著性差异。(3)家长的语言教育观念与儿童语言发展水平呈现显著正相关。家长的语言教育观念随着儿童年龄的增长表现出更多的相关性。(4)不同语言发展水平组儿童的家长语言教育观念表现出显著性差异。(5)家长语言教育发展观和期望观与儿童语言发展水平无显著相关,家长的语言教育观与儿童语言发展水平呈正相关,并且对儿童语言发展水平影响最大。
最后研究者根据研究结论对家庭语言教学提出相应建议。研究者认为,首先要家长提高自己的教育能力,掌握必要的教育知识,树立起科学的教育观念,才能更好地参与到儿童的教养中来；其次家长应合理利用期望效应,多鼓励、表扬来促进儿童语言能力的发展；再次,家长要为儿童创造丰富的语言环境,增加儿童使用蒙语的机会,促进其蒙语的发展；最后,此外研究者认为,蒙古族家长需要增强子女的民族自豪感,激发儿童学蒙语、说蒙语的热情,只用这样调动起儿童的积极性,才能促进儿童蒙语水平的发展,促进蒙古族文化的传承。
As china is a multi-ethnic country, most of the minority can't only speak Chinese, but they can also speak their native language. However, the number of people who can skillfully use their own native language became less and less as a result of urbanization and multi--cultural. It became obviously in recent years that Mongolian language was lost.
Parents are children's first teachers. There are some studies shows that family education factors impact on preschool children's language development very much. In the Mongolian family, the Mongolian parents impact their children very much. The performance parents affect their children's language development. In this article, my purpose is study the concept of Mongolian parents, and how the Mongolian parents affect their children's language development.
In this extraction study, the sample is composed with children form three ages. The children come from a Mongolian nursery in Baotou. Some of them are teaching by Chinese and the other was teaching by Mongolian. In this article, the author survey the concept of the parents'language teaching by questionnaires and interviews. And the author measured the level of the Mongolian children's development of Chinese. Then the author used statistics to investigate the relationship between the language concept of parents and the language development of their children.
The study result shows that:(1) Mongolian parents education concept is good. But they worried about their children's language development, such as they worried about their children forget their native language and they also worried about their bilingual development will affect their children's Chinese.(2)There are different between Mongolian parents and the other parents in the expect of their children's language development. The parents who can speak Mongolian has higher expectations on their children's language development. (3)There are no different in their Chinese between the children who was teaching by Chinese and the children who was teaching by Mongolian. But on voice, the Mongolian children seemed better. (4)The result of the survey showed: if the score of the child language test was high, their parents language education concepts was advantage. (5)There is no link between the expectation of language education and the language development of children.
In the last part of this article, the author has given some recommendations to family language education. Firstly, the parents should create language environment, making the children usefully speaking the Mongolian. Secondly, the parent should improve their education ability. They should use the right way to guide their education activities. Thirdly, the parents should make a good demonstration. They should pay attention to their voice and the use of the words. They should make a good model of their children. Lastly, the parents need to give children full of opportunities to express. In addition, the author thinks that the parents should enhance the national pride of their children. The parents should make the children likely to study and speak Mongolian. Only in this way can we make the Mongolian of children developing.
家长是孩子的第一任老师。已有研究表明,家庭教育因素对学龄前儿童的语言发展有着不容忽视的影响。蒙古族家庭是儿童接触本民族语言和文化的第一个场所,家长的语言教育观念影响着家长的教育行为,因此对儿童的语言发展具有重要的作用。本研究的目的旨在了解蒙古族儿童家长语言教育观念的现状及其与儿童语言发展的关系。
本研究抽取了包头市某蒙古族幼儿园汉授大班、汉授中班、汉授小班、蒙授小班四个班级三个年龄段共93名儿童及其家长作为研究对象。通过问卷和访谈对家长的语言教育观念进行调查了解,采用测查法对儿童汉语发展水平进行测查,并通过对教师的访谈了解了儿童蒙语发展情况。笔者利用多种统计方法探讨了家长语言教育观念的特点及其与儿童语言发展的关系。
研究结果表明：(1)懂蒙语的家长和不懂的家长在儿童语言期望观上曾显著性差异。(2)蒙授小班儿童和汉授小班儿童在汉语发展水平上无显著性差异。(3)家长的语言教育观念与儿童语言发展水平呈现显著正相关。家长的语言教育观念随着儿童年龄的增长表现出更多的相关性。(4)不同语言发展水平组儿童的家长语言教育观念表现出显著性差异。(5)家长语言教育发展观和期望观与儿童语言发展水平无显著相关,家长的语言教育观与儿童语言发展水平呈正相关,并且对儿童语言发展水平影响最大。
最后研究者根据研究结论对家庭语言教学提出相应建议。研究者认为,首先要家长提高自己的教育能力,掌握必要的教育知识,树立起科学的教育观念,才能更好地参与到儿童的教养中来；其次家长应合理利用期望效应,多鼓励、表扬来促进儿童语言能力的发展；再次,家长要为儿童创造丰富的语言环境,增加儿童使用蒙语的机会,促进其蒙语的发展；最后,此外研究者认为,蒙古族家长需要增强子女的民族自豪感,激发儿童学蒙语、说蒙语的热情,只用这样调动起儿童的积极性,才能促进儿童蒙语水平的发展,促进蒙古族文化的传承。
As china is a multi-ethnic country, most of the minority can't only speak Chinese, but they can also speak their native language. However, the number of people who can skillfully use their own native language became less and less as a result of urbanization and multi--cultural. It became obviously in recent years that Mongolian language was lost.
Parents are children's first teachers. There are some studies shows that family education factors impact on preschool children's language development very much. In the Mongolian family, the Mongolian parents impact their children very much. The performance parents affect their children's language development. In this article, my purpose is study the concept of Mongolian parents, and how the Mongolian parents affect their children's language development.
In this extraction study, the sample is composed with children form three ages. The children come from a Mongolian nursery in Baotou. Some of them are teaching by Chinese and the other was teaching by Mongolian. In this article, the author survey the concept of the parents'language teaching by questionnaires and interviews. And the author measured the level of the Mongolian children's development of Chinese. Then the author used statistics to investigate the relationship between the language concept of parents and the language development of their children.
The study result shows that:(1) Mongolian parents education concept is good. But they worried about their children's language development, such as they worried about their children forget their native language and they also worried about their bilingual development will affect their children's Chinese.(2)There are different between Mongolian parents and the other parents in the expect of their children's language development. The parents who can speak Mongolian has higher expectations on their children's language development. (3)There are no different in their Chinese between the children who was teaching by Chinese and the children who was teaching by Mongolian. But on voice, the Mongolian children seemed better. (4)The result of the survey showed: if the score of the child language test was high, their parents language education concepts was advantage. (5)There is no link between the expectation of language education and the language development of children.
In the last part of this article, the author has given some recommendations to family language education. Firstly, the parents should create language environment, making the children usefully speaking the Mongolian. Secondly, the parent should improve their education ability. They should use the right way to guide their education activities. Thirdly, the parents should make a good demonstration. They should pay attention to their voice and the use of the words. They should make a good model of their children. Lastly, the parents need to give children full of opportunities to express. In addition, the author thinks that the parents should enhance the national pride of their children. The parents should make the children likely to study and speak Mongolian. Only in this way can we make the Mongolian of children developing.
引文
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[1]Nelson, Toward a Rare-event Cognitive Comparison Theory of Syntax Acquisition. In P·Dale& D·Ingram (Eds.)Child Language:An International Perspective(pp.229-240).Baltimore:University Park Press.1981
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