以生態理論觀點探討幼兒語言能力發展之因素

A Study on the Factors of Development of Language Abilities for Young Children: An Ecological Theory Perspective.

本研究旨在瞭解影響幼兒語言能力發展之因素，並探討這些因素與幼兒語言能力發展之間的關聯性。本研究以多階段抽樣的方式進行問卷調查，共取得臺南巿134位幼兒園教師及478位幼兒家長的有效樣本。問卷回收後經幼兒家長同意，為478位5-6歲的幼兒進行智力及語言能力評量。研究結果發現：（一）幼兒的年齡、智力與幼兒語言能力呈現正相關，幼兒開始親子共讀的年齡與語言能力呈現負相關；（二）家庭語文環境與幼兒語言能力呈現正相關；（三）教室語文環境只有教室語文教學活動與幼兒語言能力呈現正相關；（四）教室語文教學活動與家庭語文環境呈現正相關；（五）幼兒語言能力、家庭語文環境、教室語文環境各分項間呈現正相關；（六）幼兒書籍量不同及家中常用語言不同在幼兒語言能力上有顯著差異。

The purpose of this study was to explore the related factors of language abilities for young children. Multistage sampling technique was employed. Participants included 134 teachers and 478 parent-dyads in Tainan city. Teachers and parents filled out questionnaires, and their young children aged 5-6, 478 in total, received intelligence and language assessments. The following findings were reported: (1) there was a positive correlation among age, IQ and young children’s language abilities; there was a negative correlation between age of shared-reading beginning and young children’s language abilities; (2) there was a positive correlation between home literacy environment and young children’s language abilities; (3) there was a positive correlation between class literacy activity and young children’s language abilities; (4) there was a positive correlation between class literacy activity and home literacy environment; (5) there was a positive correlation among home literacy environment, class literacy environment and young children’s language abilities; and (6) there were significant differences in young children’s language abilities based on various young children’s book volume and family language.