新疆学前教师与维吾尔族儿童互动的汉语语言水平研究
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摘要
近年来,我国政府十分重视少数民族地区学前儿童的双语教育。新疆地区的学前儿童双语教育被纳入国家计划。但是,目前新疆双语教育实践中存在着活动实施不符合幼儿特点以及双语师资“一缺二低”(教师短缺,汉语水平偏低,教学能力偏低)等问题。虽然针对这些问题研究者们纷纷提出对策,但是这些对策的提出大多缺乏有力的理论指导与相关实证研究的证据支持。
本研究通过师生汉语互动语料库的建设,探索维吾尔族学前儿童汉语语言习得过程中,新疆学前教师语言运用的现状和特点。通过对25名新疆学前教师与80名3-6岁维吾尔族儿童互动的语料进行深入分析,从词汇、句法和语用交流行为三个语言具体范畴考察教师的汉语语言运用水平,揭示教师的语言输入对3-6岁年龄段维吾尔族儿童汉语语言发展的影响。
关于新疆学前教师汉语词汇运用的研究发现：教师在和儿童互动时,从词频总量和词型总量的角度来看,无论维吾尔族学前儿童年龄大或小,教师在语言输出上都没有表现出明显的差异。在词型和词频的量上,教师的词汇输出始终比儿童高。教师的总词型较高时,儿童的总词型也较高；随着儿童年龄的增长,师生间在词型和词频方面的差异在逐渐减小。研究表明,儿童在幼儿园学习时间越长,其词型总量越多,教师词型能力越高,儿童词型总量越大。教师的词汇能力高低明显影响儿童的词汇发展。
关于教师汉语句法输出的研究表明：教师在与不同年龄组维吾尔族儿童互动时,会随着互动儿童年龄的增长,使用更长的句子,汉语语句长度的变化转折期主要出现在面向4岁以下和5岁以上儿童时。教师的汉语平均语句长度(MLU)与维吾尔族儿童的汉语句法能力密切相关,教师在与维吾尔族儿童互动时,教师整体上所说的句子越长,越能促进维吾尔族儿童汉语句法能力的发展。教师的语言输出中存在句法偏误句。教师的句法偏误类型很大程度上影响着儿童的句法偏误类型,教师的句法偏误类型与儿童的偏误类型上有相同的特征。偏误较高的前四种类型均为成分遗漏、语序不当、多种偏误共现和成分误加。
关于新疆学前教师汉语语用交流行为的研究结果揭示：教师汉语言语交流参与程度随着互动儿童年龄的提高而不断降低。教师汉语语用交流行为三个层面(即言语倾向、言语行为和言语变通水平)的类型发展既有相似之处又存在差异。教师在汉语交流中存在高频使用的言语倾向和言语行动类型,但具体的使用类型存在差异。通过对新疆教师与维吾尔族儿童语用的相关分析发现,教师言语参与程度能显著预测儿童的言语参与；通过考察教师和儿童在交流时使用频率最高的5种言语变通类型,发现儿童的语用交流行为受到教师影响的痕迹。教师的言语变通行为很大程度上影响了儿童的言语变通行为。
通过对教师语言中词汇、句法、语用三个块面的研究,我们大致勾勒出新疆学前教师在与维吾尔族儿童互动时汉语语言输出的特征,也证实了教师的汉语输出直接影响维吾尔族儿童的汉语发展。研究指出目前新疆地区维吾尔族学前儿童汉语教学面临的主要问题和困难在于教师汉语语言能力不足、教师语言教育能力有限以及师生互动质量的低下。提出了全面提高新疆学前教师汉语语言能力、大力提升教师语言教育能力、为维吾尔族儿童创设开放的汉语互动环境等三条教育建议。
本研究通过大样本的实证研究,为改善新疆学前双语教育存在的问题提供了科学可靠的依据,从而为真正提高少数民族儿童汉语教育的质量打下了很好的研究基础。同时研究关注教师语言输入对少数民族儿童汉语习得的影响等领域,丰富了我国二语习得相关研究,运用语料的计算机分析方法也是对师幼语言互动研究在方法和范畴上的一个突破。
In the past few decades, China government paid great attention on the minority preschool children second language education. Xinjiang preschool bilingual education has already been a part of the national development plan. However, the activities implemented in the current practice of bilingual education in Xinjiang does not meet the characteristics of young children, as well as there are problems of bilingual teachers, such as teacher amount shortages, their low levels of Chinese language and teaching ability. Although lots researchers have made countermeasures, but most of these proposed measures are lack of strong evidence on theory and empirical research.
This study is based on the Child Language Data Exchange System (CHILDES), aims to explore the characters of Xinjiang preschool teachers'Chinese language input and its effect on Uyghur children Chinese language development. In this study, we choose totaling25teachers as sample, record their interactions with80Uyghur pre-school children, aged from3-6, try to explore their Chinese lexicon, syntax and communicative acts, analysis their Chinese language level and reveal the relationship between the language of the teacher and children.
The study on teachers lexicon output shows that from the angle of the total amount of word frequency and word type, whatever the Uygur preschool ages are, the teachers language output shows no significant differences. On the type and amount of word frequency, teachers output is always higher than that of the children. As children age group becomes older, the word type and word frequency differences between teachers and students are diminishing. Studies have shown that the longer the children in the kindergarten, the larger their total vocabulary amount; the higher level the teachers words amount, the larger the total number of children words type. Teacher vocabulary ability significantly influences the development of children's vocabulary.
The study on teachers syntactic output reveals that with the growth of the age of the children, the teachers use longer sentences, changes in the length of the turning point occurred mainly in the children groups up5and below4. Teachers'MLU is closely related to that of Uyghur children. In the overall, the longer the sentence the teachers use, the more it can promote the development of children's Chinese Syntactic ability. There are syntax error exists in the teachers'sentences. Syntax error types of the teachers to a large extent affect the types of syntax errors of children. Both error types have the same characteristics. No matter in teacher or student language, the most common four types error are:missing components, improper word order, a variety of errors co-occurrence and false composition.
The study on teachers'communicative acts found that Teachers'speech participation is decreasing as the children's age increase. On interchange type, speech act type and pragmatic flexibility, teachers'language shows similarities and differences. There are types that use with high frequency. Through correlation analysis on the pragmatic between teachers and children, we found that the level of participation of teachers can significantly predict that of the children. By examining the most common used pragmatic flexibility types of both teachers and Uyghur children, we found to a large extent teachers'pragmatic affect the children's pragmatic flexibility.
The above three parts of research outline the basic characters of Xinjiang preschool teacher Chinese language. The study confirms the Chinese output of teachers directly influences the Chinese language development of Uyghur children. We find the major problems and difficulties faced by today Xinjiang preschool bilingual education lie in the teachers'lack of Chinese language proficiency, their limited capacity in language teaching and the lower quality of teaching interaction. Thus three suggestions are proposed here:to improve the teachers'language abilities, to promote the teachers'language teaching ability, and to create a more open Chinese interactive environmental for Uyghur children.
The study is based on an empirical research with a large sample, provides scientific and reliable evidence to improve the problems in Xinjiang Preschool Bilingual Education, so as to really improve the quality of Chinese education for those minorities children. The study focuses on teachers'language and its impact on the minority children Chinese language acquisition. The findings enrich the study on the second language acquisition in China. The use of computer analysis method of corpus and CHILDES (the Child Language Data Exchange System) is also a significant breakthrough in the relative studies.
本研究通过师生汉语互动语料库的建设,探索维吾尔族学前儿童汉语语言习得过程中,新疆学前教师语言运用的现状和特点。通过对25名新疆学前教师与80名3-6岁维吾尔族儿童互动的语料进行深入分析,从词汇、句法和语用交流行为三个语言具体范畴考察教师的汉语语言运用水平,揭示教师的语言输入对3-6岁年龄段维吾尔族儿童汉语语言发展的影响。
关于新疆学前教师汉语词汇运用的研究发现：教师在和儿童互动时,从词频总量和词型总量的角度来看,无论维吾尔族学前儿童年龄大或小,教师在语言输出上都没有表现出明显的差异。在词型和词频的量上,教师的词汇输出始终比儿童高。教师的总词型较高时,儿童的总词型也较高；随着儿童年龄的增长,师生间在词型和词频方面的差异在逐渐减小。研究表明,儿童在幼儿园学习时间越长,其词型总量越多,教师词型能力越高,儿童词型总量越大。教师的词汇能力高低明显影响儿童的词汇发展。
关于教师汉语句法输出的研究表明：教师在与不同年龄组维吾尔族儿童互动时,会随着互动儿童年龄的增长,使用更长的句子,汉语语句长度的变化转折期主要出现在面向4岁以下和5岁以上儿童时。教师的汉语平均语句长度(MLU)与维吾尔族儿童的汉语句法能力密切相关,教师在与维吾尔族儿童互动时,教师整体上所说的句子越长,越能促进维吾尔族儿童汉语句法能力的发展。教师的语言输出中存在句法偏误句。教师的句法偏误类型很大程度上影响着儿童的句法偏误类型,教师的句法偏误类型与儿童的偏误类型上有相同的特征。偏误较高的前四种类型均为成分遗漏、语序不当、多种偏误共现和成分误加。
关于新疆学前教师汉语语用交流行为的研究结果揭示：教师汉语言语交流参与程度随着互动儿童年龄的提高而不断降低。教师汉语语用交流行为三个层面(即言语倾向、言语行为和言语变通水平)的类型发展既有相似之处又存在差异。教师在汉语交流中存在高频使用的言语倾向和言语行动类型,但具体的使用类型存在差异。通过对新疆教师与维吾尔族儿童语用的相关分析发现,教师言语参与程度能显著预测儿童的言语参与；通过考察教师和儿童在交流时使用频率最高的5种言语变通类型,发现儿童的语用交流行为受到教师影响的痕迹。教师的言语变通行为很大程度上影响了儿童的言语变通行为。
通过对教师语言中词汇、句法、语用三个块面的研究,我们大致勾勒出新疆学前教师在与维吾尔族儿童互动时汉语语言输出的特征,也证实了教师的汉语输出直接影响维吾尔族儿童的汉语发展。研究指出目前新疆地区维吾尔族学前儿童汉语教学面临的主要问题和困难在于教师汉语语言能力不足、教师语言教育能力有限以及师生互动质量的低下。提出了全面提高新疆学前教师汉语语言能力、大力提升教师语言教育能力、为维吾尔族儿童创设开放的汉语互动环境等三条教育建议。
本研究通过大样本的实证研究,为改善新疆学前双语教育存在的问题提供了科学可靠的依据,从而为真正提高少数民族儿童汉语教育的质量打下了很好的研究基础。同时研究关注教师语言输入对少数民族儿童汉语习得的影响等领域,丰富了我国二语习得相关研究,运用语料的计算机分析方法也是对师幼语言互动研究在方法和范畴上的一个突破。
In the past few decades, China government paid great attention on the minority preschool children second language education. Xinjiang preschool bilingual education has already been a part of the national development plan. However, the activities implemented in the current practice of bilingual education in Xinjiang does not meet the characteristics of young children, as well as there are problems of bilingual teachers, such as teacher amount shortages, their low levels of Chinese language and teaching ability. Although lots researchers have made countermeasures, but most of these proposed measures are lack of strong evidence on theory and empirical research.
This study is based on the Child Language Data Exchange System (CHILDES), aims to explore the characters of Xinjiang preschool teachers'Chinese language input and its effect on Uyghur children Chinese language development. In this study, we choose totaling25teachers as sample, record their interactions with80Uyghur pre-school children, aged from3-6, try to explore their Chinese lexicon, syntax and communicative acts, analysis their Chinese language level and reveal the relationship between the language of the teacher and children.
The study on teachers lexicon output shows that from the angle of the total amount of word frequency and word type, whatever the Uygur preschool ages are, the teachers language output shows no significant differences. On the type and amount of word frequency, teachers output is always higher than that of the children. As children age group becomes older, the word type and word frequency differences between teachers and students are diminishing. Studies have shown that the longer the children in the kindergarten, the larger their total vocabulary amount; the higher level the teachers words amount, the larger the total number of children words type. Teacher vocabulary ability significantly influences the development of children's vocabulary.
The study on teachers syntactic output reveals that with the growth of the age of the children, the teachers use longer sentences, changes in the length of the turning point occurred mainly in the children groups up5and below4. Teachers'MLU is closely related to that of Uyghur children. In the overall, the longer the sentence the teachers use, the more it can promote the development of children's Chinese Syntactic ability. There are syntax error exists in the teachers'sentences. Syntax error types of the teachers to a large extent affect the types of syntax errors of children. Both error types have the same characteristics. No matter in teacher or student language, the most common four types error are:missing components, improper word order, a variety of errors co-occurrence and false composition.
The study on teachers'communicative acts found that Teachers'speech participation is decreasing as the children's age increase. On interchange type, speech act type and pragmatic flexibility, teachers'language shows similarities and differences. There are types that use with high frequency. Through correlation analysis on the pragmatic between teachers and children, we found that the level of participation of teachers can significantly predict that of the children. By examining the most common used pragmatic flexibility types of both teachers and Uyghur children, we found to a large extent teachers'pragmatic affect the children's pragmatic flexibility.
The above three parts of research outline the basic characters of Xinjiang preschool teacher Chinese language. The study confirms the Chinese output of teachers directly influences the Chinese language development of Uyghur children. We find the major problems and difficulties faced by today Xinjiang preschool bilingual education lie in the teachers'lack of Chinese language proficiency, their limited capacity in language teaching and the lower quality of teaching interaction. Thus three suggestions are proposed here:to improve the teachers'language abilities, to promote the teachers'language teaching ability, and to create a more open Chinese interactive environmental for Uyghur children.
The study is based on an empirical research with a large sample, provides scientific and reliable evidence to improve the problems in Xinjiang Preschool Bilingual Education, so as to really improve the quality of Chinese education for those minorities children. The study focuses on teachers'language and its impact on the minority children Chinese language acquisition. The findings enrich the study on the second language acquisition in China. The use of computer analysis method of corpus and CHILDES (the Child Language Data Exchange System) is also a significant breakthrough in the relative studies.
引文
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