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文章基于实例研究充分证明双语儿童在1岁前已经处于用母语进行交际的萌芽阶段。他们获得第一个词的时间与一般儿童的语言发展规律基本一致,且他们的母语和二语的词汇发展的初级阶段都是以具体的名词或名词词块为主并高频出现,他们的第二语言在3岁前词汇量较少,基本使用没有创造性的有固定用法的汉语语串。双语儿童习得汉语过程中出现的一些汉语句和少量较复杂的哈汉混合句与新疆本土汉语和少数民族语言碰撞后形成的类似洋泾浜语的新疆本土方言的语言结构高度类似。哈萨克族儿童的第二语言学习对他们的元语言意识和语言学习思维能力的提高起到了促进作用。
Based on case studies, the article fully proves that bilingual children are already in the embryo stage of their communication in their mother tongue before the age of 1. Their time to acquire the first word is basically the same as that of the general children, and the initial stages of the development of their mother tongue and second language are based on specific nouns or noun phrases and occur frequently. Their Second language Before the age of 3, less vocabulary, the basic use of non-creative use of fixed Chinese language strings. Some Chinese sentences and a few more complicated Hanyu mixed sentences appeared in the process of bilingual acquisition of Chinese children are highly similar to the language structure of the Xinjiang Pinyin-like Xinjiang dialects formed after the collisions between local Chinese and minority languages in Xinjiang. Kazakh children’s second language learning promoted their awareness of metacognition and improvement of language learning and thinking.