新台灣之子與本國籍幼兒語言能力與同儕互動之研究

Abstract

本研究之研究目的欲了解在控制年齡、家庭社經地位及居住地區後，新台灣之子與本國籍幼兒的語言能力及同儕互動是否有差異，另外本研究更進一步探討語言能力是否會與同儕互動有關聯，並分開檢視語言理解能力與口語表達能力與同儕互動的三個因素之相關。針對台北縣某都會型行政區中，公立幼托園所之東南亞籍新台灣之子為研究對象，並於新台灣之子的班級中，選取相同家庭社經地位之幼兒，作為對照組。以「修訂學前兒童語言障礙評量表」（林寶貴等，2008）與「幼兒同儕互動評定量表」（林聖曦、林慶仁，2006）進行資料之蒐集，採用量化分析探討東南亞籍新移民女性與本國籍女性幼兒之語言能力與同儕互動之差異，亦瞭解幼兒語言能力與同儕互動之相關。研究結果發現： 壹、當控制家庭社經地位後，新台灣之子與本國籍幼兒的語言能力無顯著差異。 貳、當控制家庭社經地位，且排除語言能力之影響後，新台灣之子與本國籍幼兒的同儕互動無顯著差異。 參、在幼兒語言能力與同儕互動之相關部分，語言能力（語言理解與口語表達）和同儕互動（破壞行為、遊戲的不連續與遊戲互動行為）中，唯有語言理解與遊戲的不連續及語言能力總分有顯著相關。 最後，針對本研究之研究結果對於學校機構、政府機構及相關教育單位及未來研究提出建議。Abstract

The purpose of this study was to understand, when control the effects of age, family social economical status, and inhabit region, whether “New Taiwanese” children’s and Taiwanese children’s language abilities and peer relationship were significant difference. The present study also attempted to explore the correlation between children’s language abilities and peer interactions. 64, five-year-old participants were recruited from public kindergartens and nursery schools at Taipei County, half were “New Taiwanese children” and half Taiwanese children. Family social economic status, school experiences and living regions of two groups of participants were comparable. “Language Disorders Scale for Preschoolers-Revised” (Lin et. al. 2008) and “Peer Interactive Play Rating Scales” (Lin& Lin, 2006) were used to measure participants’ language abilities and peer interactions, respectively. Quantitative methods were adopted to answer research questions. The results are as follow: 1.With regard to language abilities, when family social economic status was controlled, there was no significant difference between two groups of children. 2.In light of peer interactions, when family social economic status was controlled and the effects of language abilities were excluded, there was nodifference between two groups of children. 3.As for the correlation between language abilities and peer interactions, only language comprehension abilities and disconnecting behaviors in play were significantly correlated. According to the findings, the implications for public policies and teacher education were discussed.