發(fā)布時(shí)間：2018-03-06 05:09

  本文選題：雙語(yǔ)家庭　切入點(diǎn)：雙語(yǔ)養(yǎng)育　出處：《山東大學(xué)》2006年碩士論文　論文類型：學(xué)位論文

【摘要】：幼兒雙語(yǔ)養(yǎng)育(bilingual parenting in a foreign language)是指在雙語(yǔ)家庭中，一方或雙方父母，在跟孩子的日常交流中，采用外語(yǔ)進(jìn)行，以便幼兒在自然的環(huán)境中，無(wú)意識(shí)地熟悉甚至習(xí)得外語(yǔ)。 雙語(yǔ)養(yǎng)育可以充分利用幼兒語(yǔ)言習(xí)得關(guān)鍵期之前，大腦語(yǔ)言機(jī)制尚靈活、敏感的契機(jī)，實(shí)現(xiàn)對(duì)外語(yǔ)無(wú)智力負(fù)擔(dān)的潛意識(shí)習(xí)得。幼兒雙語(yǔ)養(yǎng)育不會(huì)影響幼兒的第一語(yǔ)言習(xí)得，也不會(huì)影響幼兒的智力發(fā)育。 幼兒雙語(yǔ)養(yǎng)育在中國(guó)雙語(yǔ)家庭是完全可行的，也應(yīng)該被鼓勵(lì)推廣進(jìn)行。幼兒雙語(yǔ)養(yǎng)育不但可以為兒童武裝一門外語(yǔ)，它還會(huì)為孩子帶來(lái)同齡單語(yǔ)兒童所無(wú)法比擬的優(yōu)勢(shì)，比如交流的優(yōu)勢(shì)、文化交際的優(yōu)勢(shì)、智力的優(yōu)勢(shì)、性格的優(yōu)勢(shì)、教育機(jī)會(huì)的優(yōu)勢(shì)，甚至經(jīng)濟(jì)的優(yōu)勢(shì)。 一些國(guó)內(nèi)和國(guó)外的成功的雙語(yǔ)養(yǎng)育的案例，能供給試圖雙語(yǔ)養(yǎng)育的雙語(yǔ)父母以極大的鼓勵(lì)，也給我們提供了一些成功的經(jīng)驗(yàn)。 巧巧的案例讓我們注意到幼兒語(yǔ)言獲得機(jī)制的潛能，，以及發(fā)揮潛能、實(shí)現(xiàn)雙語(yǔ)自然習(xí)得所需要的語(yǔ)言輸入的質(zhì)與量。巧巧的案例同時(shí)提醒父母?jìng)�，如果雙語(yǔ)習(xí)得所需的語(yǔ)言輸入的質(zhì)與量無(wú)法滿足，一個(gè)極其可能的結(jié)果將是出現(xiàn)被動(dòng)雙語(yǔ)或接受雙語(yǔ)。但即使是被動(dòng)或接受雙語(yǔ)，對(duì)于父母和孩子來(lái)說(shuō)，也是一個(gè)極大的成就，而且，被動(dòng)或接受雙語(yǔ)不是一個(gè)靜止的狀態(tài)，如果孩子有機(jī)會(huì)獲得更多的語(yǔ)言輸入，他們的語(yǔ)言能力會(huì)繼續(xù)增長(zhǎng)。 Mariana的案例告訴我們創(chuàng)造外語(yǔ)環(huán)境、尋找多種語(yǔ)言輸入渠道對(duì)雙語(yǔ)習(xí)得的重要性。雙語(yǔ)輸入過(guò)程中，雙語(yǔ)的界限問(wèn)題是傳統(tǒng)雙語(yǔ)研究的重要話題，然而，在雙語(yǔ)的界限沒(méi)有區(qū)分的雙語(yǔ)養(yǎng)育案例中，也沒(méi)有發(fā)現(xiàn)兒童雙語(yǔ)長(zhǎng)期混淆的情況。在中國(guó)，由于漢語(yǔ)的絕對(duì)強(qiáng)勢(shì)地位以及外語(yǔ)輸入的質(zhì)和量的局限，語(yǔ)言混淆不太可能發(fā)生，但是有必要建議父母保證兒童漢語(yǔ)水平的自然發(fā)展，這樣可以避免兒童在學(xué)校的學(xué)習(xí)造成障礙。 北辰的案例進(jìn)一步提醒父母?jìng)�，雙語(yǔ)養(yǎng)育的成功對(duì)父母來(lái)說(shuō)是一項(xiàng)艱巨的任務(wù)，它需要父母利用多種、相對(duì)真實(shí)的語(yǔ)言輸入渠道，并在一個(gè)人工創(chuàng)造的環(huán)境
[Abstract]:Bilingual parenting in a foreign language refers to the use of a foreign language in the daily communication between one or both parents in a bilingual family, so that the child can become familiar with or even acquire a foreign language unconsciously in the natural environment. Bilingual parenting can make full use of the opportunity that the brain language mechanism is still flexible and sensitive before the critical period of children's language acquisition, so as to realize the subconscious acquisition of foreign language without intellectual burden, and bilingual parenting will not affect the children's first language acquisition. Nor does it affect the intellectual development of young children. Bilingual parenting is completely feasible in Chinese bilingual families and should be encouraged to be promoted. Bilingual parenting can not only equip children with a foreign language, but also give them an advantage that children of the same age can not be compared to monolingual children. For example, the advantages of communication, cultural communication, intelligence, personality, educational opportunities, and even economic advantages. Some successful cases of bilingual parenting at home and abroad can provide great encouragement to bilingual parents who try to raise bilingual parents and also provide us with some successful experiences. The ingenious case studies draw attention to the potential of the language acquisition mechanism for young children, as well as the potential to achieve the quality and quantity of language input required for bilingual natural acquisition. If the quality and quantity of the language input required for bilingual acquisition cannot be satisfied, a very likely result will be passive bilingualism or acceptance of bilingualism. But even passivity or acceptance of bilingualism is a great achievement for parents and children. Moreover, passive or accepting bilingualism is not a static state. If children have the chance to get more input, their language ability will continue to grow. Mariana's case tells us the importance of creating a foreign language environment and finding multiple input channels for bilingual acquisition. In the process of bilingual input, the boundary of bilingualism is an important topic in traditional bilingual studies. In bilingual parenting cases where the boundaries of bilingualism are indistinguishable, there is no long-term confusion in children's bilingualism. In China, language confusion is unlikely to occur due to the absolute dominance of Chinese and the limitations of quality and quantity of foreign language input. But it is necessary to advise parents to ensure the natural development of their children's Chinese level, so as to avoid obstacles caused by children's learning in school. Beichen's case further reminds parents that the success of bilingual parenting is a difficult task for parents, which requires parents to use multiple, relatively real language input channels and in an artificially created environment
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2006
【分類號(hào)】：H319;G613.2

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 何麗娜;;淺談?dòng)變河⒄Z(yǔ)教育[J];科技信息;2009年01期

本文編號(hào)：1573439