| 吕 燕.汉英双语儿童早期中文叙事发展的个案研究[J].陕西学前师范学院学报,2020,36(9):58-67 |
| 汉英双语儿童早期中文叙事发展的个案研究 |
| A Case Study on the Chinese Narrative Development of Chinese-English Bilingual Children in Early Childhood |
| 投稿时间：2020-06-03 修订日期：2020-06-20 |
| DOI：doi： 10. 11995/j. issn. 2095-770X. 2020. 09. 009 |
| 中文关键词: 关键词：汉英双语儿童 叙事类型 叙事结构 叙事顺序 叙事评价 |
| 英文关键词: Keywords: Chinese-English bilingual child narrative type narrative macrostructure narrative microstructure narrative sequence narrative evaluation |
| 基金项目:基金项目：广西教育厅科研项目（2019KY0027） |
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| 中文摘要: |
| 摘 要：本文从叙事类型、叙事的宏观结构和微观结构、叙事顺序和叙事评价共五个方面对一名汉英双语儿童一岁到两岁半之间的中文叙事进行研究。研究发现，在叙事类型方面，个案一岁半前开始用完整句叙述事件，最先叙述当下事件，一岁七个月开始叙述过去经历，两岁一个月开始叙述脚本，两岁三个月开始叙述虚构事件；在叙事宏观结构方面，个案两岁前的叙事无情节，逻辑微弱，两岁三个月开始出现情节，逻辑开始增强；微观结构方面，个案句法发展在一岁半到两岁期间偏快。在整个追踪过程中未发现个案出现叙事顺序，但其叙事评价出现较早，两岁后已经在叙事中使用八种评价策略。研究结果表明，在中国语境下学习英文并不必然导致幼儿汉语发展迟缓，只要方法得当，汉英双语幼儿的汉语发展甚至可能比汉语单语儿童发展更快。 |
| 英文摘要: |
| Abstract: This paper studies the Chinese narration of a Chinese-English bilingual child between one year old and two and a half years old from five aspects: narrative type, macrostructure, microstructure, narrative sequence and narrative evaluation. It’s found that in terms of narrative type, the case began to narrate in complete sentences even before he was 18 months old. He firstly narrated current events, then began to narrate past experiences when he was 19 months old, began to narrate scripts when he was 25 months old ,and began to narrate fictional events when he was 27 months old. In terms of the macrostructure, the narration of the case before the age of two had no plot, and the logic was weak, both of which grew slowly after 27 months. In terms of microstructure, the syntactic development of the case was relatively rapid between 18 months and 24 months. No narrative sequence was found in the whole tracking process, but the narrative evaluation appeared earlier. Eight evaluation strategies had been used in the narration after the age of two. The results show that learning English in Chinese context does not necessarily lead to the slow development of Chinese, and the Chinese development of Chinese-English bilingual children may even be faster than that of Chinese monolingual children as long as proper methods are used. |
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