教师的语言形式对儿童语言理解的影响

张环; 左天然; 姜维; 裴铃茹; 吴瑕

doi:10.12139/j.1672-0628.2022.01.009

心理与行为研究 >

2022 , Vol. 20 >Issue 1: 59 - 64

DOI: https://doi.org/10.12139/j.1672-0628.2022.01.009

发展与教育心理学

教师的语言形式对儿童语言理解的影响

张环 ,
左天然 ,
姜维 ,
裴铃茹 ,
吴瑕

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1. 教育部人文社会科学重点研究基地天津师范大学心理与行为研究院，天津 300387;
2. 天津师范大学心理学部，天津 300387;
3. 学生心理发展与学习天津市高校社会科学实验室，天津 300387

收稿日期: 2021-07-02

网络出版日期: 2022-01-20

基金资助

天津师范大学教学改革项目青年教师专项（JG01221019）；天津师范大学教学改革项目（JGYB01220016）

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The Influence of Teachers’ Descriptions in Dialogue on Children’s Language Comprehension

ZHANG Huan ,
ZUO Tianran ,
JIANG Wei ,
PEI Lingru ,
WU Xia

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1. Key Research Base of Humanities and Social Sciences of the Ministry of Education, Academy of Psychology and Behavior, Tianjin Normal University, Tianjin 300387;
2. Faculty of Psychology, Tianjin Normal University, Tianjin 300387;
3. Tianjin Social Science Laboratory of Students’ Mental Development and Learning, Tianjin 300387

Received date: 2021-07-02

Online published: 2022-01-20

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摘要

为考察教师的不同语言形式对儿童语言理解的影响，采用独白、半对话和全对话三种语言形式材料，要求不同年级儿童在不同的语言形式条件下完成七巧板图形的识别任务。结果显示，一年级儿童在全对话和半对话语言条件下的正确识别率均显著高于独白语言条件；三年级儿童在全对话语言条件下的正确识别率显著高于独白语言条件；五年级儿童在全对话语言条件下的正确识别率显著高于独白和半对话语言条件。结果说明，在不同年级儿童中，教师的对话语言以不同的内在过程影响儿童的语言理解，这为了解“对话语言易于理解”的发展性机制提供了依据。

关键词： 语言形式; 语言理解; 学龄期儿童; 对话语言; 独白语言

本文引用格式

张环 , 左天然 , 姜维 , 裴铃茹 , 吴瑕 . 教师的语言形式对儿童语言理解的影响[J]. 心理与行为研究, 2022 , 20(1) : 59 -64 . DOI: 10.12139/j.1672-0628.2022.01.009

Abstract

Previous studies showed that dialogue language can be better understood by the listener than monologue language. To investigate the influence of teachers’ descriptions in dialogue on school-age children’s language comprehension and its underlying mechanisms, different grade (first-, third-, and fifth-grade) of school-age children listened to the recordings of teachers from a tangram-description task, and attempted to identify the described target. The results showed that the correct recognition percentage of first-grade children in full-dialogue condition and half-dialogue condition were significantly higher than that in monologue condition. However, no significant difference of the third-grade children under three conditions was found. Importantly, the accuracy of the fifth-grade children in full-dialogue condition was significantly higher than that in monologue and half-dialogue conditions. These results can provide empirical evidence for the processes and mechanisms of how teachers’ descriptions affect children’s language comprehension in online and offline educational situation, and can help school-age children to better understand the knowledge given by teachers in the learning process and improve their language comprehension abilities.

Key words： descriptions; language comprehension; school-age children; dialogue; monologue

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