文献类型：期刊文献

中文题名：刺激频率与词汇类型对不同语言能力儿童新异词汇理解的影响

英文题名：The Effect of Frequency of Input and Word Category on the Understanding of New Words in Preschool Children with Different Language Abilities

作者：王艳霞[1];KIM Ha-kyung[1];过月[1];郑钦[2];刘晓明[3];肖永涛[4]

第一作者：王艳霞

机构：[1]华东师范大学教育学部教育康复学系;[2]上海市残疾人康复职业培训中心;[3]北京联合大学特殊教育学院;[4]浙江中医药大学医学技术学院听力与言语科学系

第一机构：华东师范大学教育学部教育康复学系,上海200062

年份：2018

卷号：0

期号：2

起止页码：25-34

中文期刊名：学前教育研究

外文期刊名：Studies in Early Childhood Education

收录：CSTPCD;;国家哲学社会科学学术期刊数据库;北大核心:【北大核心2017】；CSSCI:【CSSCI2017_2018】；

基金：国家社会科学基金项目"学前特殊儿童汉语语言治疗标准研究"(项目号:13AYY004);北京市教育科学"十二五"规划一般课题"首都基础教育阶段特殊儿童教育康复资源研究"(项目号:DAB14008);北京联合大学2015校级重点教研项目"教育康复专业复合型人才培养目标定位研究与实践"(项目号:JJ2015Z004);"脑瘫合并言语障碍患儿小组言语训练的疗效观察"(项目号:K2014025);华东师范大学教育学部第二届大学生科研基金"刺激频率与词汇类型对学前儿童‘快速映射(fast mapping)’能力的影响研究"(项目号:FOE2016KC05)

语种：中文

中文关键词：词汇理解;刺激频率;词汇类型;语言能力;快速映射

外文关键词：comprehension of words, frequency of input, word category, language ability, fast mapping

摘要：词汇是语言发展的基础,研究影响新异词汇学习的因素对于促进儿童语言获得与发展具有重要意义。本研究采用2(语言能力:高/低)×3(刺激频率:3/5/10次)×2(词汇类型:实物名词/动作动词)的三因素混合实验设计,考察刺激频率与词汇类型对不同语言能力学前儿童新异词汇理解的影响,结果发现刺激频率主效应边缘显著,刺激频率越高,儿童新异词汇理解得分越高,表明儿童新异词汇学习存在一定的累积效应;词汇类型主效应不显著,不同类型词汇对儿童新异词汇的理解学习没有显著影响;语言能力主效应显著,语言能力越高的儿童在新异词汇理解上的得分越高。本研究结果支持快速映射学习理论,这意味着教师和家长在课堂教学与日常活动中应坚持因人制宜的原则,根据儿童的语言能力合理选择刺激频率,以满足儿童词汇学习过程中对"输入"的不同要求,从而促进不同语言能力儿童的词汇学习与语言发展。
Word is the basis of language development. It is important for children＇ s language acquisition and development to study the influencing factors of new words learning. How the frequency of input and the word category affect the learning of new words is one of the indispensable problems in the research of the＂fast mapping＂ mechanism. The present study used a three-factor mixed experiment design： 2 （language ability ： high / low ） ＊ 3 （ input frequency ： 3 / 5 /10times ） ＊ 2 （ word category ： physical noun / action verb ）, to investigate the effect of the frequency of input and the word category on the understanding of new words in Chinese preschool children. The results showed that the frequency of input had a significant pos itive effect on preschool children＇s new words learning. There is a cumulative effect in preschool children＇s new words learning. That is, the higher the frequency of input is, the higher the new words learning score is. Different word categories had no significant differences on preschool children＇s word understanding ability. Language ability had a significant positive effect on preschool children＇s new words learning. The higher the language ability is, the higher the new words learning score is. The results of this study sup- port the theory of fast mapping. Parents and teachers should choose the proper frequency of input in class and daily activities according to children＇s language ability. Thus children＇s need for input would be met, and their word learning and development would be improved.