摘要:本文不仅对儿童语言能力发展的三阶段进行了详细的阐释,同时给儿童语言学习提出一些科学实用的建议,使广大家长从中获益。也是儿童语言研究者提供了有效的资料与准备。
es to lead to a richer, more complete account of conceptual development and conceptual competence.
3.2 Bilingual first language acquisition.
Although the education sector and other experts in related fields in children have argument whether Bilingual education .But it is an indisputable fact that he children learn English is becoming a social craze. And we focus on that the simultaneous acquisition of two languages from birth, and whether the developmental path and time course of language development in BFL learners is the same as that of children learning only one language.
Based on the findings, children exposed to two language go through an initial stage when languages are not different. In the first stage the child has one lexical system which includes words from both languages. More and more experts start to compares the development of bilingual children with that of monolingual children acquiring the same languages. Scientific comparisons between bilingual and monolingual children can reveal the extent to which BFLA actually differs from monolingual acquisition, and, most importantly, what such differnces mean. For example,2-3-year-old French-English bilingual children(1)used finite verb forms earlier in French than in English;(2)used subject pronouns in French exclusively with finite verbs but subject pronouns in English with both finite and nonfinite verbs, in accordance with the status of subject pronouns in French as clitics.(3)placed verbal negatives after lexical verbs in French but before lexical verbs in English. As a conclusion, we find that bilinguals’ first language acquisition is the same in some significant respects as monolingual acquisition.
3.3 Recommendations on early childhood bilingual education
Vocabulary development. The child's vocabulary has been increased the number of new vocabulary. For example, when talking with the children that this is a book, you can add color, size and other terms. To expand vocabulary, parents allows children to choose the property-related things,. For example, you drink milk or juice it? You're dressed in white or yellow shoes?
Sentence Development. In daily dialogue, if the child reduced the sentence to words, parents can try to help supple the sentence. Such as; the boy said, a little more juice. Parents can answer: Ann to little more than orange juice. And a simple way of instruction to increase children's understanding of sentences, for example: you can receive all right toys.
When children grow to 3-year-old child, their cognitive ability is more mature, have the ability to express a complete sentence, learning ability were also increasing rapidly, they have more interest in the body movements, finger coordination of activities. There are curious and expected about environment, they can understand the difference among what is now, immediately, wait a minute.
Speech Development. Parents can make children learn second language songs continually. Basically, children can master two-thirds of second language speech. This stage can be integrated in the songs with rhythm and singing, to increase interaction between children and language.
Vocabulary development. Parents continually use the story books and book cards, and tell children fun and easy story. Parents can use ways to paint to expand a child's vocabulary, such as shape and number. In addition, parents can use the ways to object mat
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