家庭环境下儿童二语（英语）习得个案研究
发布时间：2021-01-08 13:55
当前,随着经济全球化和世界一体化进程的发展,第二语言能力的重要性日益增强。为了满足社会对于二语人才的需求,各国政府均大力发展学校教育,推动学生二语能力的提升。作为社会的基础组成单元,家庭也在探索如何在其内部环境中实施儿童二语习得,以便使孩子在未来的竞争中占据优势。尽管已有前人对儿童二语习得做了探究,但鲜有如何在家庭中通过实施家长干预来创建既有最优输入又有低情感过滤机制的二语习得环境的实证研究,亦少有研究者使用权威工具对家庭儿童二语习得的结果进行评测。鉴于此,本研究目标有二:一是通过实施家长干预实地创建包含最优化输入和低情感过滤机制的家庭儿童二语（英语）习得环境;二是通过利用权威的评测工具,来评定此种家庭环境下儿童二语（英语）习得效果。具体研究问题为:（1）若要在家庭环境下为儿童提供最优化的二语（英语）输入,家长如何实施干预?（2）若要在家庭环境下为儿童二语（英语）习得创建低情感过滤机制,家长干预如何进行?（3）在新创建的家庭环境下怎样评测儿童二语（英语）习得效果?为了回答上述问题,本研究采取个案方法进行探究。个案的时间跨度为两年三个月。研究对象为起始年龄3岁9个月大的女孩Flora。她...
【文章来源】： 马雯娜 山东农业大学
【文章页数】：109 页
【学位级别】：硕士
【文章目录】：
List of Abbreviations
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Purpose of the Study
1.3 Significance of the Study
1.4 Research Outline
Chapter Two Literature Review
2.1 Definition of Key Term
2.2 Theories and Principles Related to CSLA
2.2.1 Critical Period Hypothesis
2.2.2 The Input Hypothesis
2.2.3 Principle of Optimal Input
2.2.4 The Affective Filter Hypothesis
2.3 Previous Studies on CSLA in Home Environment
2.3.1 Simultaneous Bilingualism VS.Successive Bilingualism
2.3.2 Methods of Inquiry in CSLA
2.3.3 Case Studies of CSLA in Home Environment
2.3.3.1 Input Patterns
2.3.3.2 Parent-parent Interaction Patterns
2.3.3.3 Parental Proficiency of the Target Language
2.3.3.4 Utilization of Social Capital and Physical Capital
2.3.3.5 L2 Attainment and Assessment
2.4 Summary
Chapter Three Research Methodology
3.1 Research Questions
3.2 Method of Inquiry
3.3 Participant Selection and Research Site
3.4 Home Environment of the Participant
3.5 Research Instruments
3.6 Data Collection
3.7 Data Analysis
Chapter Four Results and Discussion
4.1 Parental Interventions Conducted for Actualization of Optimal Input
4.1.1 Parental Interventions for Comprehensible Input
4.1.1.1 Parental Interventions for Cognitive Comprehensibility of Input Contents
4.1.1.2 Parental Interventions on Selecting Input Carriers and ComprehensionAcceleration of Material Types
4.1.1.3 Comprehension Checking
4.1.2 Parental Interventions for Interesting and/or Relevant Input
4.1.3.Parental Interventions for Not-grammatically-sequenced Input
4.1.4 Parental Interventions for Sufficient Input
4.2 Parental Interventions for Establishment of the Low Affective Filter
4.2.1 Parental Interventions to Foster High Motive
4.2.2 Parental Interventions to Develop Self-confidence
4.2.3 Parental Interventions to Reduce Anxiety
4.3 Assessment of the Participant’s English Attainment
4.3.1 Listening Comprehension Ability
4.3.2 Oral Expression Ability
4.3.3 Pragmatic Ability
Chapter Five Conclusion
5.1 Major Findings
5.2 Implications for CSLA in Home Environment
5.3 Limitations and Suggestions for Future Research
Bibliography
Appendixes
Appendix 1: Self-assessment Scale for Listening Comprehension
Appendix 2: Self-assessment Scale for Oral Expression
Appendix 3: Self-assessment Scale for Pragmatic Ability
Appendix 4: Titles of ORTS Daily Life Stories in Stages 1-9
Appendix 5:Titles of Non-fictions in Heinemann（GK& G1）
Appendix 6:Titles of Fictions in Heinemann（GK& G1）
Appendix 7:Titles of Episodes of Journal to the West
Appendix 8: Titles of ORTS Adventure Stories in Stages 5-9
Acknowledgements
Publications
【参考文献】：
期刊论文
[1]习得理论指导下幼儿英语家庭启蒙教育的个案研究[J]. 胡卫治. 开封教育学院学报. 2016(09)
[2]家庭幼儿英语教育模式的个案研究[J]. 黄晓苑. 长沙大学学报. 2010(04)
[3]女性海洛因依赖者述情障碍与家庭环境特征[J]. 李武,郝伟,苏中华. 中国心理卫生杂志. 2005(03)
[4]习得理论指导下的家庭幼儿英语教育[J]. 刘华. 学前教育研究. 2003(11)
[5]家庭环境与幼儿社会适应的相关研究[J]. 姚春荣,李梅娟. 心理科学. 2002(05)
硕士论文
[1]汉俄双语环境下的幼儿双语习得个案考察[D]. 张昕.广州大学 2018
[2]家庭环境下2-4岁幼儿二语发展的个案研究[D]. 张梦蝶.华中师范大学 2017
[3]1-3岁婴幼儿英语习得家庭环境创设个案研究[D]. 王艳芝.云南师范大学 2015
[4]英语浸入式环境下学前儿童家庭英语教育的实践研究[D]. 谷瑜.陕西师范大学 2015
[5]汉日双语环境下的儿童汉语习得个案考察[D]. 郭静.山东师范大学 2013
[6]关于杭州市家长幼儿英语教育观念误区的调查研究[D]. 唐琪.浙江师范大学 2013
[7]中国双语家庭儿童双语养育的可能性研究[D]. 柳伟.山东大学 2006
本文编号：2964714
【文章来源】： 马雯娜 山东农业大学
【文章页数】：109 页
【学位级别】：硕士
【文章目录】：
List of Abbreviations
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Purpose of the Study
1.3 Significance of the Study
1.4 Research Outline
Chapter Two Literature Review
2.1 Definition of Key Term
2.2 Theories and Principles Related to CSLA
2.2.1 Critical Period Hypothesis
2.2.2 The Input Hypothesis
2.2.3 Principle of Optimal Input
2.2.4 The Affective Filter Hypothesis
2.3 Previous Studies on CSLA in Home Environment
2.3.1 Simultaneous Bilingualism VS.Successive Bilingualism
2.3.2 Methods of Inquiry in CSLA
2.3.3 Case Studies of CSLA in Home Environment
2.3.3.1 Input Patterns
2.3.3.2 Parent-parent Interaction Patterns
2.3.3.3 Parental Proficiency of the Target Language
2.3.3.4 Utilization of Social Capital and Physical Capital
2.3.3.5 L2 Attainment and Assessment
2.4 Summary
Chapter Three Research Methodology
3.1 Research Questions
3.2 Method of Inquiry
3.3 Participant Selection and Research Site
3.4 Home Environment of the Participant
3.5 Research Instruments
3.6 Data Collection
3.7 Data Analysis
Chapter Four Results and Discussion
4.1 Parental Interventions Conducted for Actualization of Optimal Input
4.1.1 Parental Interventions for Comprehensible Input
4.1.1.1 Parental Interventions for Cognitive Comprehensibility of Input Contents
4.1.1.2 Parental Interventions on Selecting Input Carriers and ComprehensionAcceleration of Material Types
4.1.1.3 Comprehension Checking
4.1.2 Parental Interventions for Interesting and/or Relevant Input
4.1.3.Parental Interventions for Not-grammatically-sequenced Input
4.1.4 Parental Interventions for Sufficient Input
4.2 Parental Interventions for Establishment of the Low Affective Filter
4.2.1 Parental Interventions to Foster High Motive
4.2.2 Parental Interventions to Develop Self-confidence
4.2.3 Parental Interventions to Reduce Anxiety
4.3 Assessment of the Participant’s English Attainment
4.3.1 Listening Comprehension Ability
4.3.2 Oral Expression Ability
4.3.3 Pragmatic Ability
Chapter Five Conclusion
5.1 Major Findings
5.2 Implications for CSLA in Home Environment
5.3 Limitations and Suggestions for Future Research
Bibliography
Appendixes
Appendix 1: Self-assessment Scale for Listening Comprehension
Appendix 2: Self-assessment Scale for Oral Expression
Appendix 3: Self-assessment Scale for Pragmatic Ability
Appendix 4: Titles of ORTS Daily Life Stories in Stages 1-9
Appendix 5:Titles of Non-fictions in Heinemann（GK& G1）
Appendix 6:Titles of Fictions in Heinemann（GK& G1）
Appendix 7:Titles of Episodes of Journal to the West
Appendix 8: Titles of ORTS Adventure Stories in Stages 5-9
Acknowledgements
Publications
【参考文献】：
期刊论文
[1]习得理论指导下幼儿英语家庭启蒙教育的个案研究[J]. 胡卫治. 开封教育学院学报. 2016(09)
[2]家庭幼儿英语教育模式的个案研究[J]. 黄晓苑. 长沙大学学报. 2010(04)
[3]女性海洛因依赖者述情障碍与家庭环境特征[J]. 李武,郝伟,苏中华. 中国心理卫生杂志. 2005(03)
[4]习得理论指导下的家庭幼儿英语教育[J]. 刘华. 学前教育研究. 2003(11)
[5]家庭环境与幼儿社会适应的相关研究[J]. 姚春荣,李梅娟. 心理科学. 2002(05)
硕士论文
[1]汉俄双语环境下的幼儿双语习得个案考察[D]. 张昕.广州大学 2018
[2]家庭环境下2-4岁幼儿二语发展的个案研究[D]. 张梦蝶.华中师范大学 2017
[3]1-3岁婴幼儿英语习得家庭环境创设个案研究[D]. 王艳芝.云南师范大学 2015
[4]英语浸入式环境下学前儿童家庭英语教育的实践研究[D]. 谷瑜.陕西师范大学 2015
[5]汉日双语环境下的儿童汉语习得个案考察[D]. 郭静.山东师范大学 2013
[6]关于杭州市家长幼儿英语教育观念误区的调查研究[D]. 唐琪.浙江师范大学 2013
[7]中国双语家庭儿童双语养育的可能性研究[D]. 柳伟.山东大学 2006
本文编号：2964714
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