新加坡3-5岁华族双语儿童对身体动作的描述 ：正面动作 = Descriptions of physical actions by Singapore bilingual Chinese children aged 3-5 : positive actions

• Main Author: 陈佳敏 Tan, Jia Min
• Other Authors: Helena Gao Hong
• Format: Final Year Project
• Language: Chinese
• Published: 2015
• Subjects: DRNTU::Humanities::Linguistics::Sociolinguistics::Bilingualism::Singapore; DRNTU::Humanities::Linguistics::Sociolinguistics::Language acquisition; DRNTU::Humanities::Language::Linguistics
• Online Access: http://hdl.handle.net/10356/62279
• Institution: Nanyang Technological University

自新加坡实行双语政策以来，新加坡华人的英语程度不断进步，华语能力却每况愈下。新加坡政府也意识到了这个问题，并开始采取措施，推行讲华语运动鼓励人民说华语，但效果不佳。若这种情况继续恶化，新加坡人的语言能力将受到双语教育所带来的认知上的负面影响，两个语言都不如单语者。要想避免这种情况，就必须从小将两种语言学好。本研究通过分析30位3-5岁儿童描述动作时使用的动词，探讨新加坡双语儿童语言习得的情况及影响儿童语言发展的因素。采用了Gao（2014）的《新加坡双语儿童词汇发展家长报告表》作为问卷调查，了解儿童的家庭与语言背景，以及PPVT-4测试儿童的语言程度。然后再让儿童描述46个包括正面、负面与中立动作的图片或视频。本文将着重分析与讨论儿童对正面动作所产出的词汇。Since the bilingual policy in Singapore has started, Chinese Singaporean’s English language has shown great improvement, while their Chinese language ability deteriorates. After realizing such phenomenon, the Singapore government has started taking measures, such as carrying out the Speak Mandarin Campaign, to encourage Singaporeans to speak and learn Chinese Mandarin. However, the results of this campaign were not significant. Should such circumstances continue to deteriorate, Singaporean’s language will be badly affected by the cognitive challenges bilinguals have to face, and both their languages will be unable to match up with the monolinguals. In order to prevent such consequences, we have to learn both languages well since young, and excel in them. This study will evaluate Singapore bilingual children’s language acquisition as well as the factor affecting their language development, through analyzing the verbs used by 30 3-5 year-old children when describing physical actions. This study includes using Gao’s (2014) “Parent Report Form for the Studies of Lexical Development in Bilingual Children in Singapore” to investigate the family and language background of the children, and using PPVT-4 to test the children’s language standard. Then letting the children describe 46 pictures/videos of positive, negative and neutral physical actions. This thesis will be focused on discussing the verbs used by the children when describing positive actions.