東南亞籍新台灣之子與本國籍幼兒家庭閱讀環境與語言能力之相關研究

Abstract

本研究旨在瞭解控制了家庭社經地位後，新台灣之子與本國籍幼兒家庭閱讀環境和語言能力的差異情形，以及新台灣之子家庭閱讀環境與語言能力間的關聯性，並深入分析新台灣之子與本國籍幼兒的父親與母親在「父/母閱讀態度和習慣」與「父/母親子閱讀活動」的差異情形，以及兩者與其幼兒語言能力的關係。本研究以台北縣雙和區公立幼稚園和托兒所中，64位五歲新台灣之子與本國籍幼兒為研究對象，且新台灣之子與本國籍幼兒之家庭社經地位相等。本研究以自編家庭閱讀環境問卷調查幼兒家庭閱讀環境、修訂學前兒童語言障礙評量表測量幼兒語言能力。最後以描述統計、單因子多變量變異數分析、皮爾森積差相關進行資料分析。 研究結果顯示：(一)新台灣之子與本國籍幼兒之家庭閱讀環境達顯著差異，本國籍幼兒之家庭閱讀環境較新台灣之子良好；(二)新台灣之子與本國籍幼兒之語言能力未達顯著差異；(三)新台灣之子的家庭閱讀環境與語言能力無顯著相關；(四)新台灣之子與本國籍幼兒之「父/母閱讀態度與習慣」達顯著差異，本國籍幼兒家庭父親與母親的「閱讀態度與習慣」顯著優於新移民家庭父親，新移民家庭父親又顯著優於新移民家庭母親；(五)新台灣之子與本國籍幼兒之「父/母親子閱讀活動」達顯著差異，本國籍幼兒家庭母親與幼兒進行閱讀活動的頻率顯著優於本國籍幼兒家庭父親、新移民家庭父親與新移民家庭母親；(六)新台灣之子與本國籍幼兒之父/母閱讀態度與習慣、父/母親子閱讀活動與其幼兒語言能力之間無顯著相關。 最後依此結果對未來研究、政府、教育機關和學校教師提出建議。The goal of this study was to explore the relationships between home literacy environment and oral language abilities. Differences in home literacy environment and children’s oral language abilities between two groups (New Taiwanese children and Taiwanese children) were compared. This study also surveyed the differences of fathers’ and mothers’ “literacy attitudes and habits,” “parent-child literacy activities”; and their relationships with their children’s oral language abilities. This study included 32 pairs of “New Taiwanese” and Taiwanese five-year-old children, who attended kindergartens or nursery schools in Taipei County. Their family SES was the comparable. The “Home literacy environment questionnaires” and the “Language Disorders Scale for Preschoolers-Revised” were used to measure variables. Descriptive statistics and Multivariate Analysis of Variance, and Pearson Product Moment Coefficient of Correlation were adopted to analyze data. The detailed results were as follow: First, Taiwanese children’s home literacy environment was better than “New Taiwanese” children. Second, “New Taiwanese” children’s and Taiwanese children’s oral language abilities were at normal level. There were no significant group differences. Third, there was no significant correlation between home literacy environment and oral language abilities for the group of “New Taiwanese” children. Forth, Taiwanese mothers’ “literacy attitudes and habits” were significantly better than Taiwanese fathers, the immigrant fathers, and the immigrant mothers. Fifth, in the variable of “parent-child literacy activities” Taiwanese fathers and mothers outperformed immigrant fathers and mothers. Sixth, both groups’ parental “literacy attitudes and habits” and “parent-child literacy activities” were not significantly correlated with children’s oral language abilities. The implications of the findings were discussed in relation to future studies, public policies and teacher education.