Hu, X., Tan, C.L., Lam, J.W.I. & Tse, S.K. (2019). Primary Students’ Performance in Bilingual Reading Tests and Related Factors Accounting for Their Performance. International Journal of Chinese Language Education, 2019, 5, 1-27.

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Title

Primary Students’ Performance in Bilingual Reading Tests and Related Factors Accounting for Their Performance
小學生在雙語閱讀測試中的表現及其相關因素分析

Journal

International Journal of Chinese Language Education
國際中文教育學報

Year

2019

Vol

No. 5
pp1-27

Author

Xiangqing HU,
Chee Lay TAN,
Wai-Ip Joseph LAM, Shek Kam TSE

Abstract

Under the bilingual education system in Singapore, Chinese Singaporean students are required to be proficient in both Chinese and English languages. The education environment in Singapore is dominated by English, which in turn affects the development of reading ability in Chinese among students. To understand the development of Chinese and English reading abilities of Singapore children, we conduct research which include testing, questionnaire and interview of seven-, nine- and twelve-year-old Singaporean students, their parents and teachers. The students take the Chinese and English PIRLS and PIRLS-Literacy reading comprehension tests first, and then the PIRLS questionnaires. The univariate analysis of variance and the linear regression are used to comparatively analyze and discuss the data of tests and questionnaires by age and family language background (FLB), and to investigate the relationship between English and Chinese reading abilities. Secondly, we conduct semi-structured interviews with the parents and teachers selected by critical student cases according to their testing and questionnaire data, in order to discuss their growth of reading ability. We then categorize the data and analyze using social network analysis (SNA). Finally, we conduct structured observations on the two cases with maximum variation 2 sampling in order to find out the challenges involved. The study discovers that English language interferes significantly in the early stages of Chinese vocabulary accumulation, but such kind of interference decreases with age. Nine years old is the critical age when such interference decreases significantly. The results also show that the key factor affecting reading ability is vocabulary accumulation.

大資料時代和機器學習,推動人工智慧的發展,各種語言的各類電子閱讀平臺迅速增長多語或雙語閱讀能力變得很重要。新加坡實行雙語教育,華族學生擁有中英雙語背景,從小就同時進行中英文閱讀教育。在他們中英雙語閱讀能力發展中,什麼因素起重要作用呢?
我們試圖對不同年齡和不同家庭語言背景的新加坡華族學生進行閱讀測試和問卷調查,據此對關鍵案例抽樣學生的家長和老師進行訪談,並觀察了最大差異案例抽樣學生的中文認讀情況,進一步分析影響中英文閱讀能力發展的關鍵因素,就是詞彙積累。研究發現早期閱讀能力發展階段存在中英干擾,且隨年齡增長而減弱,九歲是關鍵轉折期。增加學生中文詞彙的使用,有利於改善中英文閱讀的關係,促進他們中英文閱讀能力的平衡發展。