亲子互动和父母的语言输入对学龄前儿童英语词汇习得的影响

The Impact of Parent-child Interaction and Parental Input on Preschooler’s English Vocabulary Acquisition

主要探究在双语环境下父母有意识创设的家庭环境中,语言输入和亲子互动是如何影响英语作为第二语言的学龄前儿童词汇的习得与发展的。围绕社会文化理论和生态系统理论进行探讨,可以发现,父母的语言输入频率、指向儿童的言语输入和亲子互动必须发生在儿童的最近发展区,家庭语言环境的创设对儿童语言输入的质与量产生了很大影响。儿童英语词汇习得离不开父母有意识创设的良好语言环境、高质量的互动和丰富多样的语言输入。父母可以通过调整语速帮助儿童理解语言输入,父母有意识地使用高频词汇、适当的解释和重复,能够降低儿童语言输入的难度,并提供搭建脚手架来帮助儿童习得更多的词汇。

This paper aims to explore how parental input and interaction can scaffold children’s English vocabulary acquisition in early years.The author mainly focuses on two theories,namely,sociocultural theory and ecological theory.The frequency of parental input,parentchild interaction and child-directed speech(CDS)should take place in children’s zone of proximal development(ZPD).In addition,the linguistic environment at home is closely related to the quality and quantity of children’s relative exposure to the input.Parents should create a supportive and child-friendly environment with high quality of child-directed speech.Frequent and varied parental input with sophisticated vocabulary and more active parent-child interaction would motivate children to acquire more vocabulary.