Early Bilingual Vocabulary Development Among Low-SES Ethnic Minority Learners in China:The Case of Uyghur and Kazak Children  

中国少数民族贫困学前儿童的双语词汇发展研究:以维吾尔族和哈萨克族为例

作　　者：Guofang LI Xiaorong YIN Xuejun(Ryan)JI 李国芳;尹小荣;纪学君(不列颠哥伦比亚大学,加拿大;新疆师范大学/南京大学中国语言战略研究中心)

机构地区：[1]The University of British Columbia,Vancouver,Canada [2]Xinjiang Normal University/Nanjing University

出　　处：《Chinese Journal of Applied Linguistics》2022年第3期323-339,484,共18页中国应用语言学（英文）

基　　金：国家社会科学基金项目[18BYY083]和新疆维吾尔自治区教育厅智库项目[ZK202225A]阶段性成果。

摘　　要：Vocabulary knowledge is one of the most important aspects of language development. For bilingual students, early vocabulary development often predicts their future bilingual success. This paper examines early bilingual receptive vocabulary knowledge of ethnic minority children(N=135) from two large ethnic language communities(Uyghur and Kazak) in three national-level povertystricken counties in Xinjiang, China. The children’s bilingual vocabulary knowledge was assessed using translated versions of the Peabody Picture Vocabulary Test-IV(PPTV-IV) in Putonghua(PTH) and their mother tongue(MT) Uyghur or Kazak. Data were analyzed through four General Linear Models(GLM). The analyses showed that both groups scored higher in MT vocabulary knowledge than that in their PTH, although the Kazak students’ MT vocabulary scores were lower than those of the Uyghurs. While gender, age, L1, or residence location were not significant factors in differences across the two groups in PTH, among the Kazak children, the main effect of age was significant in MT;and among Uyghur children, residence location had a significant effect. The two groups also differed in patterns of acquisition in different parts of speech(nouns, verbs, and attributes) with Uyghur children performing strongest in MT and PTH verbs. The findings have important implications for ensuring the quality of early bilingual education among impoverished Chinese minority communities.词汇知识是学前儿童语言发展的重要组成部分。儿童的早期双语词汇发展通常能预示他们未来的双语成就。本文对新疆维吾尔自治区三个国家级贫困县(2020年之前)中的维吾尔族和哈萨克族聚居区的135个学前儿童接受性词汇进行了调查。运用国际通行的儿童接受性词汇测试工具PPVT IV的译版对两组儿童分别进行了汉维或汉哈的双语测试。一般线性模型的分析结果显示:两组儿童的本族语词汇得分都高于普通话,而哈萨克族儿童的母语成绩略低于维吾尔族儿童。性别、年龄、母语和居住地对总体儿童的普通话都没有产生显著性影响。但哈萨克儿童的母语知识有显著的年龄主效应,而维吾尔儿童母语则受到居住地的显著影响。两组儿童的词类习得(名词、动词、修饰词)正确率有显著差异,表现在维吾尔儿童的母语和普通话的动词准确率均为最高。本文对确保经济欠发达地区的少数民族学前儿童的双语教育的质量有一定启示意义。

关 键 词：early bilingualism receptive vocabulary ethnic minorities PRESCHOOLERS UYGHUR Kazak 

分 类 号：G613.2[文化科学—学前教育学]