다문화 가정 어머니의 양육 언어 선택이 자녀에게 미치는 영향 (2)[韩语论文]

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The present study investigated the effects of mother-tongue-based child rearing on children in multi-cultural families by analyzing factors that drove mothers to rear their children using their mother tongues. For the purpose of this study, two mother...

The present study investigated the effects of mother-tongue-based child rearing on children in multi-cultural families by analyzing factors that drove mothers to rear their children using their mother tongues. For the purpose of this study, two mothers and children representing the case of mother-tongue-based child rearing and another two representing the case of non-mother-tongue-based child rearing in multi-cultural families were selected as subjects. Data were collected through in-depth interviews, observation and document analyses. Within-case and between-case analyses were used to examine the factors leading those mothers in multi-cultural families to use, or not to use, their mother tongues in child rearing, so as to find out the effects of mother-tongue-based child rearing on children.
First, the within-case analyses of A and A' found the following.
A was born and grew up in Japan before she was married to a Korean man and began to live in Korea with no Korean language proficiency.
A has lived in Korea for about 20 years, and now she is proficient in Korean language and feels more comfortable with Korean than Japanese. Still, her Korean pronunciation and intonation is awkward. Having grown up in a multi-cultual family environment where a hierarchical order of languages is present in a way that the major language Korean is valued and respected more than the minor language Japanese, A' does not appear to take pride in A for being bilingual in both Japanese and Korean. A' does not show a deep trust in A and act passively and cautiously like A. Also, A''s academic achievement as well as school activities is rather low in general.
B is a Chinese Korean, proficient at both languages. B was married to a Chinese man and arrived in Korea when B' was a fifth grader as a multi-cultural family.
B used her mother tongue while raising B'. Back in China, B''s first utterance was made in Korean. When B' was about 5 years old and attended a Chinese kindergarten, the family used Chinese at home. Still, B' was constantly exposed to Korean language environment where the child's mother, grandmother and grandfather communicated in Korean only. B' entered a Korean elementary school as a fifth grader after finishing the fourth grade in China.
B' continuously asked questions of teachers while looking up the words in the Korean dictionary and working hard at home. As a result, B' acquired Korean within a short time and has come to keep abreast of other Korean students in academic achievement.
B is confident in B' and has a positive future plan. B', like B, wants to become a teacher bilingual in Chinese and Korean. B' has much affection for and deep trust in B, and likewise B shares a bond of sympathy with B'.
C was born and grew up in Kyrgystan being a bilingual in Kyrgyz and Russian. As a bilingual person, C speaks both Kyrgyz and Russian as her mother tongues. C has never felt confused while using both languages and experientially found them helpful for her study. Thus, C used both languages while raising her child C'. C' developed a strong trust in C while spending the early childhood with C.
C' arrived in Korea with no proficiency at Korean, whereas C''s mother C had acquired Korean, working as a bilingual instructor. C, who acquired Korean prior to C', read Korean fairy tales five times a day to C' and spent time translating Korean into Russian and English for the sake of C''s learning.
Seeing C live in an active and willful way, C' feels proud of C very much and hopes to travel around the world having a good command of multiple languages like C. This implies that C has developed a deep trust with C' by using her mother tongues while raising C' and thus left a positive image as a proud mother to C'.
D was born and grew up in Mongolia before finishing a Korean language course and a university in Korea. She was married to a Korean man and gave birth to D'. She has hardly used Mongolian language while raising her child. D has not lived with her parents-in-law and her husband encourages the family to use Mongolian language at home. However, D thought she had to raise her child in Korea using the local language and did not speak Mongolian language to D'.
D' does not feel proud of D's having a good command of Mongolian, Russian and Korean languages. Nor does D' want to learn Mongolian language. D''s academic achievement and school activities are low overall.
Second, the between-case analyses found the following effects of mother-tongue-based child rearing on children in multi-cultural families.
A and D are the cases where they did not use their native languages while raising their children as multi-cultural families.
A and D have no trouble in communicating in Korean and feel confident in Korean language proficiency. Still, the author found their Korean pronunciation and intonation unnatural. A and D are passive and careful. So are their children, A' and D'.
Their children, A' and D' do not feel proud of their bilingual mothers, showing no interest in their mothers' native countries and languages.
A and D can express their feelings most naturally in their native languages, or Japanese and Mongolian, respectively. If A' and D' had communicated with A and D, respectively, in early childhood using their mothers' native languages, and developed deep affection and trust, they would see A and D from a different perspective.
B and C are the case where they raised their children using their mother tongues as multi-cultural families.
B used Korean, which she had learned from her parents in China, while raising B'. C used Kyrgys and Russian in Kyrgystan while raising C'. Both B and C are involved in their children's learning and living in willful and active ways, spending much time speaking with them and coping with problems.
Both B' and C' feel proud of their bilingual mothers and have deep confidence in their mothers. Using mother tongues while raisi

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