A longitudinal study of Estonian mothers’ self-reported language teaching practices and children’s language skills

IF 1.2 2区文学 0 LANGUAGE & LINGUISTICS

First Language Pub Date : 2022-06-04 DOI:10.1177/01427237221098551

T. Tulviste, Anne Tamm

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Abstract

This study explored associations between mothers’ language teaching practices and children’s language skills concurrently and longitudinally, while also taking into account the children’s sex and mothers’ education. Estonian mothers of 76 children reported their language teaching practices at child ages 3;0 and 4;0. Children’s language comprehension and production were measured via the examiner-administered New Reynell Developmental Language Scales (NRDLS). The results indicated that at Wave 1, girls scored higher on language comprehension and production than boys. Mothers’ higher education predicted higher scores on language production. Maternal corrective feedback was a negative predictor of children’s concurrent language comprehension. At Wave 2, neither maternal teaching practices, maternal education nor child’s sex predicted the language measures of interest. The longitudinal results showed that later language production scores were negatively predicted by mothers’ corrective feedback. Yet, the strongest predictors of both language scores were the scores of language comprehension and production measured 1 year earlier. Moreover, maternal language teaching practices at Wave 2 were predicted by mothers’ early language teaching practices, but not by children’s earlier language skills.

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爱沙尼亚母亲自我报告的语言教学实践和儿童语言技能的纵向研究

本研究同时和纵向探讨了母亲的语言教学实践与儿童语言技能之间的关系，同时也考虑了儿童的性别和母亲的教育。有76名儿童的爱沙尼亚母亲报告了她们在3岁时的语言教学做法；0和4；儿童的语言理解和产生是通过考官使用的新雷内尔发展语言量表（NRDLS）来测量的。结果表明，在第1波中，女孩在语言理解和产出方面的得分高于男孩。母亲的高等教育预示着在语言生产方面会有更高的分数。母亲的纠正反馈是儿童并发语言理解的负面预测因素。在第二波中，无论是母亲的教学实践、母亲的教育还是孩子的性别，都没有预测到感兴趣的语言测量。纵向结果表明，母亲的纠正反馈对后期语言生产得分有负面预测作用。然而，两种语言得分的最强预测因素是语言理解和产出的得分一年前。此外，第二波的母语教学实践是由母亲早期的语言教学实践预测的，而不是由儿童早期的语言技能预测的。

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来源期刊

First Language Multiple-

CiteScore

3.80

自引率

10.50%

发文量

期刊介绍： First Language is an international peer reviewed journal that publishes the highest quality original research in child language acquisition. Child language research is multidisciplinary and this is reflected in the contents of the journal: research from diverse theoretical and methodological traditions is welcome. Authors from a wide range of disciplines - including psychology, linguistics, anthropology, cognitive science, neuroscience, communication, sociology and education - are regularly represented in our pages. Empirical papers range from individual case studies, through experiments, observational/ naturalistic, analyses of CHILDES corpora, to parental surveys.