Nội dung được dịch bởi AI, chỉ mang tính chất tham khảo
Sự đóng góp của động lực nội tại và môi trường văn hóa đọc tại nhà đến từ vựng tiếp nhận của trẻ em song ngữ ở Singapore
Reading and Writing - Trang 1-29 - 2023
Tóm tắt
Nghiên cứu này đã xem xét mối quan hệ giữa động lực học ngôn ngữ nội tại, môi trường văn hóa đọc tại nhà (đọc sách chung, sự tham gia của phụ huynh vào việc đọc, và mối quan tâm về khả năng đọc của trẻ em theo cảm nhận của phụ huynh) và từ vựng tiếp nhận ở 185 trẻ em mẫu giáo song ngữ và 233 trẻ em tiểu học tại Singapore. Sự khác biệt về độ tuổi cũng được xem xét. Khác với sự suy giảm động lực thường thấy trong tuổi thơ giữa, trẻ em tiểu học thể hiện mức độ động lực nội tại cao hơn so với trẻ em mẫu giáo cả trong tiếng Anh và ngôn ngữ thứ hai (L2). Kết quả cho thấy có một khoảng cách về động lực giữa tiếng Anh và L2 của trẻ em tiểu học nhưng không ở trẻ mẫu giáo. Kết quả hồi quy phân cấp tiết lộ rằng động lực nội tại và ba khía cạnh của môi trường văn hóa đọc tại nhà (HLE) có ảnh hưởng khác nhau đến từ vựng tiếp nhận qua các ngôn ngữ và nhóm tuổi. Các mối quan hệ trong ngôn ngữ cho thấy động lực nội tại chỉ dự đoán được từ vựng tiếp nhận trong tiếng Anh ở trẻ em tiểu học, nhưng không ở trẻ mẫu giáo. Trong số trẻ em tiểu học, mối quan tâm về khả năng đọc của trẻ em theo cảm nhận của phụ huynh trong L2 là yếu tố dự đoán duy nhất cho từ vựng tiếp nhận L2; trong số trẻ mẫu giáo, việc đọc sách chung là yếu tố dự đoán duy nhất. Các mối quan hệ giữa các ngôn ngữ cho thấy sự tham gia của phụ huynh vào việc đọc tiếng Anh có ảnh hưởng tiêu cực đến từ vựng tiếp nhận L2 ở trẻ em tiểu học, và không có tác động nào từ L2 lên từ vựng tiếp nhận tiếng Anh.
Từ khóa
#động lực học ngôn ngữ nội tại #môi trường văn hóa đọc tại nhà #từ vựng tiếp nhận #trẻ em song ngữ #phát triển ngôn ngữTài liệu tham khảo
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