[雙語(yǔ)翻譯]--學(xué)前教育外文翻譯--幼兒教師語(yǔ)言在戲劇表演中的運(yùn)用（節(jié)選）

1、中文 中文 5200 字， 字，2700 英文單詞， 英文單詞，16500 英文字符 英文字符出處： 出處：Sohyun Meacham, Carol Vukelich, Myae Han, et al. Preschool teachers' language use during dramatic play[J]. European Early Childhood Education Research Journal, 20

2、13, 21(2):250.Preschool teachers’ language use during dramatic playSohyun Meacham，Carol Vukelich，Myae Han，Martha BuellABSTRACTThis study sought to describe preschool teachers’ language use during dramatic play using both

3、 quantitative and qualitative analyses. Findings indicate that the teachers’ language use during dramatic play varied among teachers. Quantitative analyses revealed the variability of teachers’ lexical diversity, syntact

4、ic complexity, talkativeness, and children-to-teacher utterance ratio. Qualitative analyses revealed four types of teacher play-instruction talk: play-embedded instructional talk, explicit instructional talk, play langua

5、ge coaching, and play administrational talk. In addition, the frequency of children’s talk varied across the cases. The teachers who frequently used play-embedded instructional talk scored relatively high in the frequenc

6、y of children’s talk. Findings suggest that further investigation on the relationship between teachers’ language use during dramatic play and children’s language productivity can be useful for teacher education.Keywords:

7、 dramatic play; child language; teacher’s language; preschool; vocabularyIntroductionPreschoolers’ language development is considered to be an important foundation for later reading development (Bracken 2005; Dickinson 2

8、011; Dickinson et al. 2003; Dickinson and Porche 2011; NICHD Early Child Care Research Network 2005). Several studies have found that young children’s oral language skills predict their reading comprehension performance

9、later in the elementary school years (Catts et al. 1999; Muter et al. 2004; Storch and Whitehurst 2002). This finding has led several researchers to investigate factors that impact young children’s language development.

10、One factor, among many, discovered to be related to children’s language development is children’s caregivers’ oral language proficiency (Dickinson 2011; Farkas and Beron 2004; Hart and Risley 1995; Hoff 2003; Pellegrini

11、and Galda 1993; Tudge and Rogoff 1989).Children’s language development is highly related to caregivers’ oral language proficiency, specifically vocabulary (Farkas and Beron 2004; Hart and Risley 1995; Hoff 2003; Huttenlo

12、cher et al. 2010) and syntax (Hoff-Ginsberg 1998; Huttenlocher et al. 2002). Most of the studies about the relationship between caregivers’ language input and children’s language development were based on parents’ and th

13、eir children’s language presumably because they were targeting children who were three-years-old or under. However, language and vocabulary development continue throughout early childhood, and 63.5% of children in the Un

14、ited States between the ages of three and five were enrolled in a private/public nursery school or kindergarten, according to National Center for Education Statistics’ 2010 data (Snyder and Dillow 2011). Whereas with par

15、ental factors can account for variance in children’s language development, as they spend more time in out of home child care, teacher factors can also account for variance in children’s language development. Teachers can

16、 play an especially important role in the language development of children from low-SES families who are considered at-risk for language development (Hart and attained in storybook reading research, as storybook reading

17、and play are common activities in preschool settings. For this reason, their qualitative study included dramatic play such as kitchen/house play, restaurant play, and library play.The literature provides theoretical and

18、empirical rationales for the importance of dramatic play during the preschool years. Most preschool classrooms include a dramatic play center where children’s dramatic play is encouraged as a context for supporting child

19、ren’s learning and development. Particularly dramatic play, distinct from solitary play, which involves more than one child, is known to support children’s language development because children can use more advanced lang

20、uage in their dramatic play than in other activities (Vygotsky 1967), and they have opportunities to practice the language they learned in society, in the world outside the classroom (Pellegrini and Galda 1993).As childr

21、en’s oral language use becomes more cohesive in dramatic play than in other types of play (Pellegrini and Galda 1993), dramatic play has been considered to be an important context for preschoolers’ language development (

22、Christie and Enz1992). Smilansky (1968) suggests the make-believe element of dramatic play relies heavily upon speech using four forms of verbalisation: identification of make-believe roles, identification of make-believ

23、e objects, speech’s substitution for action, description of situations. These verbalisation forms are important to communicate each player’s imagination and to make the play behaviors more understandable among players. S

24、milansky (1968) also suggests that speech including explanations, discussions, and commands for play progression from planning to developing and to maintaining the play is crucial in dramatic play. Therefore, dramatic pl

25、ay encourages children’s language practice (Garvey 1974).Some play researchers shed light on meta-level communication within children’s play conversation. In Garvey’s (Garvey 1974) study, she categorized two modes of ver

26、bal exchanges observed in children’s dramatic play: pretend communications and meta-communications. For pretend communications, children are acting the roles within the pretend play frame. Children discuss the details

27、of the pretend play at the meta-level of pretend play. At the meta-communications mode, children assign or change pretend roles, discuss appropriate actions, use speech for the roles or identify the pretend props, and pl

28、an the story line. In Garvey’s (Garvey 1974) observation, children actively used language, constantly switching the modes of verbal exchange between pretend communications and meta-communications when they participate in

29、 dramatic play. Williamson and Silvern (1992) also emphasized the importance of the meta-level play communications, called metaplay by these authors. They argued that metaplay conversations effect later listening compreh

30、ension skills. In sum, both play conversation and metaplay conversation support children’s oral language development.It is assumed that there is variability in teachers’ language use in the dramatic play center, although

31、 types of teachers’ language use in the dramatic play center have not yet been well described in literature. There are two opposing points of view regarding teachers’ participation in children’s dramatic play. One is tha

32、t teachers’ participation will hinder children’s play and opportunities to practice their learned language (Kontos 1999). The other is that teachers’ participation can enhance children’s dramatic play and support childre

33、n’s language learning as tutoring (Pellegrini and Galda 1993; Smilansky 1968). In practice, degrees and types of teachers’ engagement are various (Roskos and Neuman 1993). Little is known about effective degrees and type