Thisstudyisintendedtoclarifytherelationsofchildren'slinguisticabilities to
mothers’personal variables and home environmental stimuli in multicultural
families,and to understand the effects of mothers' communication types on
children'slinguisticch...
Thisstudyisintendedtoclarifytherelationsofchildren'slinguisticabilities to
mothers’personal variables and home environmental stimuli in multicultural
families,and to understand the effects of mothers' communication types on
children'slinguisticcharacteristicsinmulticulturalfamilies.
1.What differences do mothers' personalvariables make in the linguistic
abilitiesofchildrenfrom multiculturalfamilies?
2.Whatdifferencesdoesthelevelofhomeenvironmentalstimulimakeinthe
linguisticabilitiesofchildrenfrom multiculturalfamilies?
3.Whataretherelationsofchildren'slinguisticabilitiestomothers’
personalvariablesand homeenvironmentalstimuliinmulticulturalfamilies?
4. What are the linguistic characteristics of children from multicultural
families?
The subjects ofthe study were 132 children from multiculturalfamilies who
attended 82 preschool educational organizations located in P city,and their
mothers.Outofthe132children,fivealong with theirmotherswerechosen for
participantobservation in orderto find the linguistic characteristics ofchildren
from multiculturalfamilies.
To identify mothers' personalvariables,two tools were used.One was a
questionnaireconcerning thebackgroundsofmothersfrom multiculturalfamilies.
Thequestionnairewasmadebasedon thepreceding researchdoneby Kim,Gap
Seong in 2006,by Kim, Young Ock in 2008,andby Hong,DalAh Gi& Chae,
Ock Hi. The other was the test of HOME(the Home Observation for
MeasurementoftheEnvironment)adapted and made by Lee,Eun Hae& Jang
YoungAein1982.
To identify the linguistic abilities ofchildren from multiculturalfamilies,the
testofPRES (PreschoolReceptive Expressive Language Scale)made by Kim,
Young Tae in 2003 was used.For participant observation,the data samples
relatedtothelinguisticcharacteristicsofchildrenfrom multiculturalfamilieswere
collectedandanalyzedbymeansofparticipation.
Inanalyzingtherelevantdata,independentsamplet-testandone-wayANOVA
wereusedtofindwhatdifferencesmothers'personalvariablesandsub-variables
of home environment stimuli could make in children's linguistic abilities in
multiculturalfamilies.Pearsonbivariatecorrelationanalysiswasappliedtoassess
thecorrelation ofchildren'slinguisticabilitiestomothers'personalvariablesand
subordinate variables ofhome environmentalstimuli. The multiple regression
analysis was used to find how much the personalvariables ofmothers from
multiculturalfamilies and their home environmentalstimulicould explain the
children'slinguisticabilities.Thematerialscollected from participantobservation
weretranscribed,integrated,categorizedandinterpreted bytheirtypes.
Theresultsofthestudyaresummarizedasfollows.
First,the differences in children's linguistic abilities related with mothers'
personalvariables were significant.Such factors as mothers' nationality,age,
educational background and means of communication (generally Korean) in
multiculturalfamiliesaffectchildren'slinguisticabilities.
Second,home environmentalstimulimake significantdifferences in children's
linguistic abilities for nine subordinate variables :the formation of stable and
predictable environments, developmental stimulation, quality of language
environments,littlerestriction,fostering maturity and independence,an emotional
climate,a variety of experiences,aspects of physicalenvironments and play
materials.
Third,asforthepersonalvariablesofmothers,theirmeansofcommunication
(generally Korean) and educational background are related with children's
receptive language, and their means of communication(generally Korean),
educationalbackground,and agearerelated with children'sexpressivelanguage.
Toninesubordinatevariablesofhomeenvironmentalstimuli,children'slinguistic
abilities(receptiveand expressivelanguage)arefound toberelated.Themeans
of communication (generally Korean) is found to have the greatesteffecton
children's linguistic abilities of the personal variables of mothers from
multicultural families. The formation of stable and predictable environments
affects children's linguisticabilities(receptiveand expressivelanguage)mostof
allthe home environmental stimuli.Children's receptive language was most
affected by the formation of stable and predictable environments,and their
expressivelanguagewasmostaffectedbytheaspectsofphysicalenvironments.
Fourth, multicultural children with multilingual or bilingual mothers lack
receptivevocabulary.They areconfusedandmakeamistakeofusing unsuitable
vocabulary. They are found to use simple sentences rather than complex
sentences.Children with mothers who communicate in theirnative tongues are
found to have difficulty communicating with their peers.They show passive
attitudes,keep silent,and use non-verbalexpressions such as laughing and
nodding. They answer questions in words not in sentences in expressional
communication.Children whose parents can communicate bilingually with each
other(in Korean and mothers'native languages)are notconfused and do not
have any problems communicating (receptive and expressive language).These
children are found to know the Korean phonemics correctly and develop their
bilingualskillslevelbylevelthesamewayasotherKoreanspeakingchildrendo
theirKoreanlanguageskills. Finally,childrenwithmotherswhocommunicatein
Korean are found to develop both receptive and expressive language properly
accordingtotheirages.
，韩语论文范文，韩语论文 |
