排行、社經地位、親子交互作用與兒童語言行為的關係

The Relationship Between Birth Order, Socio Economic Status, Parent Child Interaction and Children's Verbal Behavior

教育的對象是人,教育的目的在使受教者的各方面得以健全的發展。學校教育的主要職責,在於協助來自不同家庭的學生,經歷一特別的社會化過程,培養各類適當的能力,來適應各種社會團體的需要。因此,最成功的學校教育,不僅可以使來自良好家庭背景的學生發展適應社會生活的能力,同時還能使來自不同家庭背景的學生,也展其適應未來社會生活的能力。欲達成此目的,則須透過「成就感教學」,必須加?學生口語及寫作的能力,蓋語言能力的高低與學業成就有密切的關係。因此導先應瞭解影響兒童語言行為的因,兒童在學前階段即已形成不同的語言模式,將影響其日後學校生活的適應。本研究的主要目的,即在探討排行、社經地位、親子交互作用等兒童早期生活經驗,是否影響其語言行為,藉供家長、教師及教育行政當局的參考,庶幾能喚起他們對於兒童教育的重視,提高兒童語言能力,促進學業成就,達成教育機會均等的理想。茲將本研究之具體目的敘述如下:(1)探討排行、、社經地位、親子交互作用對兒童語言行為的影響。(2)歸納上述研究結果提供父母、教師及教育行政當局的重視,作為加?語文教育的參考。

Family is the primary group of human society and is also the most important unit of an individual's socialization process. Family culture influences not only the children's personality traits and value concept but also their language development. However, family culture includes many factors, among which birth order, socioeconomic status and parentchild interaction are the most important three factors which influence the children's language development.
The 80 subjects from 464 students in the second grade are sampled from KuTin Primary School. The Basic Data Questionnaire, the ParentChild Interaction Questionnaire are adopted to collect the data for the study. In addition, in order to elicit the children's verbal responses, the author portraited four pictures which related to their family, school life. The major findings are as follows:
I. The aspect of languagecode.
1. Birth order did not reach significant level in main effect. (F = 1.33,P>.05), that is, there is no language code difference between first born and later born children.
2. Socioeconomic status reached significant level in main effect(F = 23.04,P<.01), that is, The high S. E.S. children have a tendency toward elaborated code than the low S.E.S. children.
3. Parentchild interaction reached significant level in main effect(F = 5.33,P<.05), that is, the high parentchild interaction children have a tendency toward elaborated code than the low parentchild interaction children.
4. The interaction effect among birth order, S.E.S. and parentchild interaction did not reach significant level.
II. The aspect of total word number.
1. Birth order did not reach significant level in main effect (F = 2.71,P>.05), that is , there is no significant difference in total word number between first born and later born children.
2. S.E.S. reached significant level in main effect(F = 12.13,P<.01), that is , the high S.E.S. children are superior in total word number than the low S.E.S. children.
3. Parent4. The interaction effect among birth order, S.E.S. and parentchild interaction did not reach significant level.
According to the above findings, the author tried to propose three suggestions to enhance the children's language education.
1. To emphasize the language education in school.
2. Parents should make more verbal interaction with their children.
3. The educational administration concerned should make a project to enhance the language teaching for low S.E.S. children.