语言熟练程度对蒙古族小学生抑制控制功能的影响

The Influence of Language Proficiency on Inhibition Control Function of Mongolian Pupils

大量研究发现,双语学习可以促进学生认知功能的提升。本研究以内蒙古地区接受一类模式、二类模式和普通模式的小学生为研究对象,采用联合型瑞文测验及Stroop任务考察他们的智商及抑制控制功能。结果发现:所有学生的总体智力发展水平相当。但是三种教学模式学生的Stroop效应随着目标语言的熟练程度不同而变化。在蒙语条件下,一类教学模式的学生出现显著的Stroop效应,二类教学模式的学生出现Stroop效应的反转,普通教学模式的学生未出现Stroop效应。在汉语条件下,一类教学模式的学生未出现Stroop效应,二类教学模式的学生出现显著Stroop效应,普通教学模式的学生Stroop效应最为显著。研究结果表明,民族地区双语教育可提升学生的抑制控制能力,但这种能力与目标语言的熟练程度关系密切。

A large number of studies have found that bilingual learning can promote the improvement of students＇ cognitive function. Pupils in Inner Mongolia, including those who are taught under the first mode of Mongolian-Chinese bilingual teaching（M1）, the second mode of Mongolian-Chinese bilingual teaching（M2） and the Chinese teaching mode（CM）, were tested by Combined Raven Test and Stroop Task to investigate their Intelligence Quotient and their ability of inhibition control. The results show that all students are quite similar in intelligence development. However, the Stroop effect of the three teaching modes students varies with their proficiency of the target language. In Mongolian condition, the M1 students show a significant Stroop effect; the M2 students show a reversed Stroop effect; and the CM students do not show Stroop effect. While in Chinese condition, the M1 students do not show Stroop effect; the M2 students show a significant Stroop effect; and the CM students show the most significant Stroop effect. This indicates that bilingual education in ethnic minority areas can enhance students＇ ability of inhibition control, but this ability is closely related to their proficiency of the target language.