幼兒語言發展與全語言教學

Language Development and Whole Language Teaching To Early Childhood Children

汪榮才(Jung-Tsai Wang) ； 汪宇琪(Yu-Chi Wang)

《教育學術彙刊》 1卷1期 (2007/02) Pp. 51-86

https://doi.org/10.6434/BER.200702.0051

摘要

幼兒口語之學習，自出生不久就開始，至四、五歲時已能和別人自由交談，可說是一個自然發展的過程，並不需正式的教學。至於幼兒讀寫能力的發展，也是自很小的時候便已開始。他們能辨識生活情境中一些文字，會用圖畫、潦草塗寫等方式來書寫，此稱為讀寫萌發，也是形成「全語言」學習觀點的基礎。全語言的觀點，源自讀寫萌發，強調語言是完整的，不可分割為語音、字彙、詞彙，和句子等片段。語言的學習應同時包括聽、說、讀、寫四方面，不宜分開獨自進行。本文擬就幼兒的語言發展及全語言課程的實施進行分析與探討，以供改進幼兒語言教學參考。

關鍵字

語言發展 ； 讀寫萌發

並列摘要

Children in early childhood learn how to communicate without formal instruction. Through their interaction with adults and older children, infants learn how language works. Before the ages of 4 or 5, most children have acquired the skills in the five aspects of oral language: phonetic, semantic, syntactic, morphemic, and pragmatic. Research studies on literacy emergent showed that at least 60% of all the 3-year-old subjects and an average of 80% of ages four and five can read environmental print when it is embedded in context. Children become aware of print as a natural, functional aspect of their environment as they observe adults interacting with, discussing with prints both in reading and written to fulfill their needs or their communication intensions. They are exposed to print in their homes, grocery stores, and restaurants; and they soon realize that written language in a variety of forms conveys meanings.
Whole language learning is founded on the research findings of literacy emergent. It emphasizes that children in early childhood learn all aspects of language, listening, speaking, reading, and writing, through interaction with the natural, functional environment without formal instruction.
This paper attempts to examine children's language development, both in oral and written, and develop whole language curriculum for children in early childhood.

並列關鍵字

language development ； emergent literacy ； home literacy environment