Exploring the relations between teachers’ high-quality language features and preschoolers and kindergarteners’ vocabulary learning

IF 1.7 2区 文学 Q1 LINGUISTICS Journal of Child Language Pub Date : 2024-11-08 DOI:10.1017/s0305000924000485
JeanMarie Farrow, Barbara A. Wasik, Annemarie H. Hindman
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Abstract

This study explored the use of sophisticated vocabulary, complex syntax, and decontextualized language (including book information, conceptual information, past/future experiences, and vocabulary information) in teachers’ instructional interactions with children during the literacy block in prekindergarten and kindergarten classrooms. The sample included 33 teachers and 421 children. We examined correlations among these language features and their unique contributions to children’s vocabulary learning. Teachers who used more sophisticated vocabulary also engaged in more decontextualized talk about vocabulary and past/future experiences. Additionally, teachers’ use of complex syntax was uniquely associated with talk about conceptual information. Both complex syntax and conceptual information talk predicted children’s vocabulary learning; however, complex syntax emerged as the sole predictor when accounting for this relationship. This finding suggests that decontextualized talk about concepts, characterized by complex language structures, may facilitate vocabulary acquisition.

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探究教师的优质语言特点与学前儿童和幼儿园儿童词汇学习的关系
本研究探讨了教师在学前班和幼儿园课堂的识字活动中与儿童的教学互动中使用复杂词汇、复杂句法和非语境化语言(包括书籍信息、概念信息、过去/未来经验和词汇信息)的情况。样本包括 33 名教师和 421 名儿童。我们研究了这些语言特点之间的相关性及其对儿童词汇学习的独特贡献。使用更多复杂词汇的教师也参与了更多关于词汇和过去/未来经验的非语境化谈话。此外,教师使用复杂句法与谈论概念信息也有独特的联系。复杂句法和概念信息谈话都能预测儿童的词汇学习;然而,在考虑到这种关系时,复杂句法成为唯一的预测因素。这一研究结果表明,以复杂语言结构为特征的非语境化概念谈话可能会促进词汇学习。
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来源期刊
CiteScore
4.70
自引率
4.50%
发文量
142
期刊介绍: A key publication in the field, Journal of Child Language publishes articles on all aspects of the scientific study of language behaviour in children, the principles which underlie it, and the theories which may account for it. The international range of authors and breadth of coverage allow the journal to forge links between many different areas of research including psychology, linguistics, cognitive science and anthropology. This interdisciplinary approach spans a wide range of interests: phonology, phonetics, morphology, syntax, vocabulary, semantics, pragmatics, sociolinguistics, or any other recognised facet of language study.
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