KPF

Project Code: KPF18CHF04 (項目代碼:KPF18CHF04)

Project Title: Realizing children’s potential in language development: input and intervention 「發揮兒童在語言發展中的潛力:輸入和干預」

Funding source: Social Innovation and Entrepreneurship Development Fund (SIE Fund), HKSAR Government 社會創新及創業發展基金 (社創基金)

由2018年至2020年, 兒童雙語研究中心跟劍橋大學-香港中文大學雙語研究聯合實驗室開展了一個名為「實現兒童在語言發展中的潛力:輸入和干預」的研究項目。

From 2018 to 2020, Childhood Bilingualism Research Centre (CBRC) and University of Cambridge – Chinese University of Hong Kong Joint Laboratory for Bilingualism carried out a project titled “Realizing children’s potential in language development: input and intervention”.

為什麼在幼兒時期學語言那麼重要?

Why is language learning in early childhood so important?

兒童若在幼兒時期學習一種或多種語言,會促進他們多方面發展:

Learning one or more languages in early childhood fosters children’s development in various ways:

社會經濟地位與兒童的語言發展

Socioeconomic Status and Childhood Language Development

我們發現來自基層家庭的兒童會接收到較多的語言輸入,另一方面,來自比較低社會經濟地位家庭的兒童會接收較少甚至不足的語言輸入,因此很容易出現語言延遲的情況。

We have found that children from low SES families receive less language input than those from high SES families. Such children from low SES families are vulnerable to language delay due to impoverished input.

語言干預:幫助基層家庭的兒童

Language intervention: helping children from low socioeconomic status families

我們期望這個研究項目能幫助解決社會中基層或貧困兒童在學習語言方面的困難,並促進每個兒童都有平等機會學習廣東話和英語。為此,我們訂立以下三個研究目的及方向:

This project aims to address a societal problem among underprivileged children and promotes equal opportunity for language learning in Cantonese and English. Three objectives have been established:

研究對象 Participants

這次有超過160名學童及家長自願參與研究。他們來自兩所幼稚園,分別是保良局吳多泰幼稚園以及保良局曹金霖夫人幼稚園。

More than 160 students and parents volunteered to participate in this study. They were from two kindergartens: Po Leung Kuk Ng Tor Tai Kindergarten and Po Leung Kuk Mrs. Chao King Lin Kindergarten.



我們的
研究團隊 Our research team  


研究人員親身到校,為學童進行前測,測試項目包括學童的廣東話和英語的詞彚和語法,以及記憶力、智力等。測試是以一對一的問答的形式分段進行。本研究所用的研究方法和材料已獲中文大學問卷及行爲研究倫理委員會討論通過。

Researchers administered tests to students, including vocabulary and grammar in both Cantonese and English as well as tests of  memory and intelligence. The tests were conducted in a one-on-one question and answer format. The research methods and materials used in this research were approved by Survey and Behavioral Research Ethics (SBRE) at CUHK.

中文大學兒童雙語研究中心自行研發了一個語言干預計劃,名為「聼故事學英語」課程。 接著連續十星期,學童在家長的引導下觀看英語故事短片,並就故事進行討論交流,以增加學童接觸優質英語的機會,提升學童的英語詞彚量、聆聽及說話能力。

An intervention program, “Learning English through Stories” was developed by CBRC. Over a 10 week period, students watched short story videos in English and participated in follow-up discussions under the guidance of their parents to increase their exposure to high-quality English input, and to improve their English vocabulary, listening and speaking ability.

當為期十星期的干預計劃結束後,研究人員再次親身到校,為學童進行英語能力後測,其中的故事詞彙測試​是由該研究項目團隊研製,為測試學童英語表達性詞彙,詞彙選自學童觀看的英文故事短片。

After the 10 week intervention program, the research team returned to the school to conduct a post-test to assess children’s English proficiency. The story vocabulary test was developed by the KPF project team to assess children’s expressive vocabulary. The vocabulary was selected from the Englishstory videos watched by the children.


研究人員就數據進行分析後,親自到幼稚園跟校長及老師詳細講解研究結果,並提出改善語文課程的方案。

After analyzing the data, the researchers visited both kindergartens to explain the findings to the principals and teachers, and made suggestions to improve the language curriculum.




兩次到校測試結果顯示,有參與「聼故事學英語」課程計劃的學童 (實驗組)在故事詞彙測試中,比沒有參與「聼故事學英語」課程計劃的學童 (控制組)有較為顯著的進步 (p = .069)。

The results of the pre-test and post-test show that students who participated in the “Learn English through Stories” intervention program (i.e., experimental group) demonstrated greater improvement (p=.069) in the story vocabulary test compared to those who did not participate in the course (i.e. control group).



總共有48位家長於「聼故事學英語」課程計劃結束後填寫了語言環境調查問卷,而問卷結果顯示大部分家長都認為子女於參與計劃後,對英語的態度有正面的轉變。例如:他們更喜愛閱讀及聽英語故事、看英語電視節目、玩英語Apps 等。

A total of 48 parents filled out the language environment questionnaire after the “Learn English through Stories” intervention program ended. The results of the questionnaire showed that most parents noted that their children’s attitude towards English had changed positively after they participated in the program. For instance, the children show more interests in reading and listening to English stories, watching English TV shows, playing with English apps, etc.

 

處於語言發展敏感時期的兒童只要能夠獲得豐富的語言輸入,就能很擅長學習語言。

我們的研究表明,以英語故事影片形式進行為期十週的“輸入干預”,只要加上一些互動的元素,就可以為兒童的英語學習帶來正面影響。兒童對學習英語的興趣和態度得到了極大的改善,這也反映在他們英語測試分數上。

對於父母和老師來說,創造一個豐富的語言輸入環境,以令兒童享受高質量的語言輸入是非常重要的。詞彙和表達方式豐富多樣的高質量語言輸入可以引起兒童的注意。同樣重要的是,要確保輸入提供者的發音和語法準確且達到母語水平。

提供高質量網上資源的干預計劃是一種有效且低成本的方法,來補充和增加兒童的語言輸入,因為兒童可能在家中或學校都無法獲得足夠的高質量輸入。

Children in the sensitive period of language development are good at learning language provided that they have access to rich input.

Our research shows that ten weeks of “input intervention” in the form of English story videos, with the addition of a few interactive elements, can bring positive effects on children’s English learning. Children’s interest and attitude towards learning English have been greatly improved, which is also reflected in their test scores.

It is important for parents and teachers to create an input-rich environment for children to enjoy high-quality language input. High-quality language input that is rich and diverse in vocabulary and expressions can attract children’s attention. Equally important is to ensure the input providers’ pronunciation and grammar is accurate and native-like.

The intervention program that provides high quality online materials is an effective and low-cost way to supplement and boost children’s language input as children might not have access to the sufficient high quality input at home or school.


致謝Acknowledgments:

KPF項目「發揮兒童在語言發展中的潛力:輸入和干預」(項目代碼:KPF18CHF04)得到了社會創新及創業發展基金 (社創基金) 的支持。

我們衷心感謝保良局吳多泰幼稚園和保良局曹金霖夫人幼稚園的校長和老師,他們積極支持KPF項目。我們也十分感謝參與評估和干預計劃的學童和家長。

 

The KPF project ” Realizing children’s potential in language development: input and intervention” (Project Code: KPF18CHF04) was supported by Social Innovation and Entrepreneurship Development Fund (SIE Fund).

We would like to thank the principals and teachers at Po Leung Kuk Ng Tor Tai Kindergarten and Po Leung Kuk Mrs. Chao King Lin Kindergarten who supported the KPF project. In particular, we are grateful to the children and parents who participated in the assessment and intervention program.