中国家庭母亲语言输入特征及其与儿童语言发展的关系  

Characteristics of Mother’s Language Input and Its Relationship With Children’s Language Development in Chinese Families

作　　者：杨帆[1] 张义宾[2,4] 周兢 YANG Fan;ZHANG Yibin;ZHOU Jing(College of Education Science,Xinjiang Normal University,Urumuqi,Xinjiang 830054;Institute of Brain and Education Innovation,East China Normal University,Shanghai 200062;Faculty of Education,East China Normal University,Shanghai 200062;China Language Research Center,East China Normal University,Shanghai 200062,China)

机构地区：[1]新疆师范大学教育科学学院,乌鲁木齐830054 [2]华东师范大学脑科学与教育创新研究院,上海200062 [3]华东师范大学教育学部,上海200062 [4]华东师范大学ESEC儿童语言中心,上海200062

出　　处：《江西师范大学学报（哲学社会科学版）》2024年第3期68-76,共9页Journal of Jiangxi Normal University(Philosophy and Social Sciences Edition)

基　　金：自治区社会科学基金项目(编号:21BJYX169);自治区专家顾问团决策研究与咨询项目(编号:Jz202330)。

摘　　要：一直以来,亲子言语互动被认为是推动儿童早期语言学习和发展的重要动力。母亲的社会经济地位不同,其语言输入质量也不同。从语言输入的交互性、语言性和概念性三个维度看,母亲语言输入的语言性和概念性预测了儿童的语言能力发展。因此,在家庭语言环境中,应建立交互性、语言性和概念性为一体的语言环境支持系统,且家庭语言教育要关注概念性语言的输入,家庭语言互动中应注重提升亲子言语互动质量。Parent-child verbal interaction has long been regarded as an important driving force to promote children’s early language learning and development.The quality of language input varies with the socioeconomic status of mothers.From the three dimensions of interaction,language and conceptuality of language input,the language and conceptuality of mother’s language input predict the development of children’s language ability.Therefore,in the family language environment,a language environment support system integrating interactivity,language and conceptuality should be established,and family language education should pay attention to the input of conceptual language,and pay attention to improving the quality of parent-child language interaction in family language interaction.

关 键 词：亲子互动 交互性 语言性 概念性 儿童语言发展 

分 类 号：H193.1[语言文字—汉语] B842[哲学宗教—基础心理学]