华语文环境之母语非华语文的幼儿语文学习初探

A Preliminary Study of Children of Non-native Chinese Speakers Learning Chinese in Kindergartens that Teach the Language as a Primary Language

张溧芳(CHONG Lee Fong)

《马来西亚人文与社会科学学报》 5卷2期 (2016/12) Pp. 95-100

https://doi.org/10.6962/MJHSS.201612_5(2).0009

摘要

幼儿认字阅读学习语言以母语教学为最易习得，而第二语言习得往往所费工夫比教导母语更多更大。母语非华语文的幼儿在以华语文为第一教学媒介语的幼儿园所学习华语文则比在以华语文为第二语言教学的幼儿园所学习华语文较易。前者的学习因浸润在大量的华语文中，此类统称为社会学习历程提供幼儿在日常生活中常聆听其他人以华语沟通和交流的机会，后者恰恰缺乏了这种社会学习历程。此文将探讨与分析母语非华语文的幼儿处在以华语文为第一教学媒介语的幼儿园的教学模式。第二语言学习成功的关键是环境和教学技巧。首先是环境，在以华语文为第一语言学习的幼儿园，母语非华语文的幼儿处于丰富的华语文环境，接触华语文的机会即多又广，耳濡目染之下，容易掌握华语文。教师在鼓励幼儿开口说华语常从日常活动或者常规开始。在教学上能跟随班级一起朗读文字和句子并非是幼儿能开口说华语的指标，开口说必须是幼儿能听得懂指令、明了事情、想得到某些事物的请求、阐述或告知一件事情等交流沟通方式。

關鍵字

幼儿学习 ； 母语 ； 社会学习历程 ； 第二语言

並列摘要

Children learn their native language much more easily than other languages. It is found that non-Chinese children find it easier to learn Chinese in kindergartens which teach the language as a primary rather than as a second language. This is because the children blend into complete Chinese-speaking environments where they have ample opportunities to communicate and interact in Chinese in the social learning process. This study examines how children from non-native Chinese kindergartens learn Chinese as a primary language. Two factors that are critical to the success of the learning process are the environment and teaching techniques. A Chinese-speaking environment enables the children to use the language in all activities, and to interact with fellow pupils and teachers during school hours. Teachers encourage and motivate non-Chinese learners by speaking about daily activities and routines. It is pointed out that being able to read Chinese in groups does not indicate proficiency in the language. Instead, children must be able understand and follow instructions, to make simple requests and describe common things.

並列關鍵字

child learning ； native language ； social learning ； second language