影響幼兒語言能力發展因素之研究—多層次分析取向

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題名:
影響幼兒語言能力發展因素之研究—多層次分析取向
著者: 白華枝; Pai, Hwa-chih
張麗君; none; 教育經營與管理研究所博士班
主題: 階層線性模式; 幼兒語言能力; 社區資源利用; 教室語文環境; 家庭語文環境; young children’s language ability; community resource utilization; class literacy environment; home literacy environment; Hierarchical Linear Modeling (HLM)
描述: 本研究旨在瞭解影響幼兒語言能力發展之因素，並探討家庭、學校、社區與幼兒語言能力發展之間的關聯性。本研究以多階段抽樣的方式進行問卷調查，共取得臺南巿134位幼兒園教師及478位幼兒家長的有效樣本。問卷回收後經幼兒家長同意，為478位5-6歲的幼兒進行語言能力評量。實證分析所使用之統計方法包含：描述統計、t考驗、積差相關、多變量變異數分析及階層線性模式等。分析結果可分為三部分：第一部分為家庭語文環境、教室語文環境與幼兒語言能力相關性分析：一、家庭語文環境與幼兒語言能力呈現正相關。二、教室語文環境只有教室語文教學活動與幼兒語言能力呈現正相關。三、教室語文教學活動與家庭語文環境呈現正相關。四、幼兒語言能力、家庭語文環境、教室語文環境各分項間呈現正相關。第二部分為不同背景變項在幼兒語言能力、家庭語文環境、教室語文環境之差異分析：　　一、男幼兒在詞彙表達的得分高於女幼兒；公立幼兒園在教室語文資源、教室語文教學活動、教師社區資源利用皆優於私立幼兒園；私立幼兒園幼兒的家庭語文資源優於公立幼兒園幼兒；有親子共讀的幼兒家庭語文環境優於無親子共讀者。二、幼兒年齡不同在幼兒語言能力及教室語文教學活動上有顯著差異。三、開始共讀年齡不同在幼兒語言能力及家庭語文環境上有顯著差異。　四、幼兒書籍量不同在幼兒語言能力、家庭語文環境、教室語文教學活動上有顯著差異。五、家中常用語言不同在幼兒語言能力、家庭語文環境上有顯著差異。六、家庭社經地位不同在幼兒語言能力、家庭語文環境上有顯著差異。　七、幼兒園規模不同在幼兒口語表達、社經地位及教師社區資源利用上有顯著差異。八、幼兒教師服務年資在幼兒口語表達、教室語文資源及教室語文教學活動上有顯著差異。九、幼兒教師研習時數不同在教室語文環境上有顯著差異。第三部分為階層線性分析：一、家庭社經地位對幼兒詞彙表達能力、語言理解能力有直接影響效果。二、家庭語文活動對幼兒詞彙理解、詞彙表達能力有直接影響效果。三、家庭語文資源與親子共讀對幼兒語言理解能力有直接影響效果。四、家庭之社區資源利用對幼兒的詞彙理解、詞彙表達、語言理解、口語表達無直接影響效果。五、教室語文教學活動對幼兒的詞彙理解、詞彙表達、語言理解、口語表達能力具有直接脈絡效果。六、教室語文資源與教師社區資源利用對幼兒的詞彙理解、詞彙表達、語言理解、口語表達能力無直接脈絡效果。七、教室語文資源在家庭社經地位與幼兒口語表達之間具有調節效果。八、教室語文教學活動在家庭社經地位與幼兒詞彙理解、口語表達之間具有調節效果。九、教師之社區資源利用在家庭語文環境與幼兒語言能力之間無調節效果。依據分析結果，本研究對於政府、幼兒園、幼兒教師、幼兒家長，以及未來的研究提出建議，以期透過各方共同的努力，在增進幼兒語言能力發展上能有所助益。
The purpose of this study was to explore the related factors of language abilities for young children. Multistage sampling technique was employed. Participants include 134 teachers and 478 parent-dyads in Tainan city. Teachers and parents filled out questionnaires. Young children aged 5-6 were tested by language assessments. The statistics methods used to analyze the data included descriptive statistics, t-test, product-moment correlation coefficient, MANOVA, and HLM.The results of the present study included three parts:The first part was correlation analysis:1. There was positive correlation between home literacy environment and young children’s language abilities.2. There was positive correlation between class literacy activity and young children’s language abilities.3. There was positive correlation between class literacy activity and home literacy environment.4. There was positive correlation among home literacy environment, class literacy environment and young children’s language abilities.The second part was differences analysis of demographic profiles:1. The boys were significantly better than the girls in vocabulary comprehension; public kindergartens were significantly better than private kindergartens in class literacy environment; private kindergarten’s young children were significantly better than public kindergarten’s young children in home literacy resource; children with shared-reading were significantly better than those who without shared-reading in home literacy environment.2. There were significant differences in young children’s language abilities and class literacy activity based on various ages of young children.3. There were significant differences in young children’s language abilities and home literacy environment based on various ages of shared-reading beginning.4. There were significant differences in young children’s language abilities and home literacy environment based on various young children’s book volume.5. There were significant differences in young children’s language abilities and home literacy environment based on various family language.6. There were significant differences in young children’s language abilities and home literacy environment based on various social economic status (SES).7. There were significant differences in young children’s oral expression, SES and community resource utilization of teacher based on various school’s scale.8. There were significant differences in young children’s oral expression, class literacy resource, class literacy activity based on various teaching service years. 9. There were significant differences in class literacy resource, class literacy activity and community resource utilization of teacher based on various in-service training hours.The third part was HLM analysis:1. SES affected the young children’s vocabulary expression and language comprehension.2. Home literacy activity affected the young children’s vocabulary comprehension and expression.3. Home literacy resource and shared-reading affected the young children’s language comprehension.4. Community resource utilization of family didn’t affect the young children’s vocabulary comprehension and expression, language comprehension and expression.5. Class literacy activity affected the young children’s vocabulary comprehension and expression, language comprehension and expression.6. Class literacy resource and community resource utilization of teacher didn’t affect the young children’s vocabulary comprehension and expression, language comprehension and expression.7. Class literacy resource has adjustment effect between SES and the young children’s oral language expression.8. Class literacy activity has adjustment effect between SES and the young children’s vocabulary comprehension, oral language expression. 9. Community resource utilization of teacher has no adjustment effect between home literacy environment and the young children’s language abilities.Finally, according to the results of this study, recommendations were provided for the government, kindergartens, teachers, children’s parents, and advanced studies.
博士
建立日期: 2012
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/1107
資源來源: NUTN IR

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影響幼兒語言能力發展因素之研究—多層次分析取向

白華枝; Pai, Hwa-chih 張麗君; none; 教育經營與管理研究所博士班 2012

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