Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/137368
Title: 从新加坡6、7岁儿童语码转换及语码混用的现象反观家庭和学校华语教学对儿童早期语言习得的影响 = Code-switching and code-mixing phenomenon among 6- and 7-year old Singaporean children as a reflection of the effect of family and Chinese language teaching on children’s language acquisition
Authors: 陈美静 Tan, Joanne Mei Jing
Keywords: Humanities::Language::Chinese
Issue Date: 2020
Publisher: Nanyang Technological University
Abstract: 本研究以本地十名6、7岁中英双语儿童及他们的父母为研究对象,录制了四种不同主题的音频,每名共计4次2小时的家长和儿童的会话音频。之后通过采用数据分析法、会话分析法和案例分析法分析了语料中的语码转换及语码混用现象。本研究的目的是尝试通过上述语料和方法查明家庭和学校华语教学对儿童早期语言习得的影响,并填补以往语码转换及语码混用现象研究的一些空缺及不足。研究结果发现,儿童最常进行语码转换及语码混用的动机及原因除源于习惯之外,亦因其中一种语言词汇缺乏而至,但是儿童语码转换和语码混用使用频率的高低与其华语水平的高低之间并没有显著的关系,家长适度的语码转换及语码混用对儿童学习及使用华语没有发现有不利影响。研究也发现儿童初期的正规语言教育对儿童的华语水平有正面影响,但家庭语言环境仍是影响儿童语言发展的主要原因之一。 结合上述研究发现,本文也从家庭和学校语言教育的角度对如何面对语码转换及语码混用现象可有效地辅助儿童更好理解、使用正确华语提出了教学策略与方法。希望本文可以在一定程度上填补目前语码转换及语码混用研究的空缺及不足并能对家长及华语教育者起到一定的借鉴和启示作用。 This study explores the phenomenon of code-switching and code-mixing used by preschool and school children in Singapore. In order to explore the importance and effects that family language input and formal schooling could possibly have had on children’s language use featured for code switching and code mixing, ten 6- and 7- year old English-Chinese speaking Singaporean children together with their parents were recruited as research participants for this study. Each family was required to complete four 30-minute audio recordings on four different themes. Methods such as data analysis, conversation analysis and case analysis were then adopted to analyze the code-switching and code-mixing phenomena generated by both parents and children. The results of this study showed that the motivations and reasons behind children’s frequent use of code-switching and code-mixing were more than just a habit. Their lack of vocabulary for one of their two languages was one of the main causes as well. There is, however, no significant correlation between children’s code-switching and code-mixing frequency and their proficiency in their Chinese language. It was also found out that parents’ moderate use of code-switching and code-mixing had no adverse effects on their children’s learning and usage of the Chinese language and that family language environment remains one of the main reasons affecting children’s language development although early stage of formal language education showed a positive impact on children’s Chinese language proficiency. The above research findings make it possible to suggest some Chinese language teaching strategies and methods to handle the situation of code-switching and code-mixing from the perspective of family and school language education. These methods may be effective in helping children gain a better understanding of and learn to use correct Chinese terms and expressions. It is hoped that that the results of this study can fill the gaps in existing studies to a certain extent and can eventually serve as a form of reference for parents and Chinese language teachers in their exploration of language teaching.
URI: https://hdl.handle.net/10356/137368
Schools: School of Humanities 
Fulltext Permission: restricted
Fulltext Availability: With Fulltext
Appears in Collections:SoH Student Reports (FYP/IA/PA/PI)

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