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|Other Titles:||Conceptual Differences in the Development of Korean-English Bilinguals in a Partial Immersion Kindergarten Program in Korea|
|Authors:||Stephen P. van Vlack|
Department of English, NTNU
|Abstract:||韓英雙語幼稚園在南韓為新興現象，尚待廣泛研究。透過與雙語發展文獻的比較，本研究針對15 位曾就讀至少一年八個月部分沉浸式英語幼稚園之學童，探究其概念發展歷程。參與研究的學童分別針對八個英、韓對應的單字（總共16 個單字），以繪圖的方式表達其「意義」。單字的選擇顧及單字與情境的關連性，以及具體或抽象的差異。研究結果發現，參與者針對前述相對應的英、韓單字所畫出的圖意，差異率很高；此結果顯示：這些參與者不侷限於運用其優勢語言的概念，而是正處於依據其幼稚園的學習經驗，以弱勢語言仲介概念的過程。本研究結果顯示韓國幼稚園英語學習者之概念發展歷程，有可能與其他雙語研究所提出之徑路相似。|
Bilingual English-Korean kindergartens are a relatively new phenomenon in South Korea and have yet to be widely researched. The present study seeks to shed light on the process of conceptual development among 15 children who have attended a partial immersion English kindergarten for minimum of one year eight months through comparisons presented in the literature on bilingual development. The study had participants illustrate the “meanings” of eight different translation equivalents chosen for their associations with different contexts and the concrete-abstract distinction. The results show a surprisingly high rate of difference in the drawings for translation equivalents, thus indicating that the participants were not merely using the concepts from their dominant language but were in the process of mediating concepts in their weaker language based on their experience in the kindergarten. The results show that it is possible for English learners in Korea to develop conceptually along similar lines proposed in other bilingual studies.
|Appears in Collections:||英語教學|
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