Investigating sociolinguistic and historical linguistic approaches to vocabulary teaching and learning in the English language classrooms of Wales

调查威尔士英语课堂中词汇教学的社会语言学和历史语言学方法

• 批准号: 2268566
• 金额: --
• 依托单位: CARDIFF UNIVERSITY
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2019
• 资助国家: 英国
• 起止时间: 2019 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2268566
• 关键词: Investigating; sociolinguistic; historical; linguistic; approaches

This project draws together historical and socio-linguistic theories to examine if and how integrating explicit teaching of word etymology and morphology into literacy education could impact children's ability to use and comprehend complex vocabulary. Having experienced a 'vocabulary explosion' between seventeen to twenty-one months of age, primary school children should continue gaining an average of 27.9 new words every month thereafter (Dale and Fenson 1996). Despite this natural 'explosion', National Literacy Trust (2018) statistics show that 1 in 4 children do not reach the expected standard in reading or writing by the age of eleven (end of Key Stage 2). This project is a timely investigation into how linguistic awareness and in-depth word knowledge can grow with a child through their school career. The ability to cope with different levels of lexical complexity when reading, writing, spelling and speaking is not only fundamental to broader academic success, but to understanding semantic nuances in social relationships and life post-education. Following the initial vocabulary explosion, Mitchell and McMurray (2008:1919) suggest that for word-acquisition acceleration to continue, children must read widely to be consistently exposed to 'difficult' words to expand vocabulary sizes. The Welsh National Curriculum word-lists propose to expose children to words required for both academic and everyday-life success. However, socio-linguistic studies have revealed that a child's linguistic usage is more closely related to interactions with age-related peers (Nardy et al. 2014). With just 59.2% of Welsh secondary school children achieving A* - C in English Language in the last GCSE examination period (StatsWales 2019), there is a discrepancy between the words children shouldhave acquired and what they have actuallyacquired. This project will address these inconsistencies by investigating how the complexity of the words children use in social contexts differs from the government-prescribed word-lists. Analysis of these word-lists shows the majority of words children are supposed to know comprise terms rooted in the Latin language. However, the Welsh Curriculum does not address how educators should approach teaching word-meaning or lexical composition; the focus is entirely on vocabulary size. Past studies have shown a connection between learning Latin and increased metalinguistic awareness (Hill 2006; Hunt et al. 2005; Sparks et al. 1995), but traditionally, Latin has been a subject reserved for private and grammar school education. Furthermore, these studies investigate Latin as a standalone academic subject. They do not explore the impact of teaching multiple language etymologies and morphologies (not just Latin) as integrated topics in the English Language curriculum. This research has scope to make the proven benefits of classical language education accessible to everyone. This project, therefore, will explore whether providing children with morphological building blocks-through explicit teaching of Latinate, Classical Greek, French and native prefixes, root words and suffixes-impacts the relationship between linguistic awareness and ability to use and comprehend unfamiliar words in the classroom and social interactions. It questions whether knowledge of word components could help children understand the complex reading, writing and spelling conventions that comprise our modern language. As such, this doctoral research project asks: How does integrating word etymology and morphology into English Language teaching impact Welsh primary school children's vocabulary usage?

该项目汇集了历史和社会语言学理论，以研究将词源学和形态学的明确教学融入识字教育中是否以及如何影响儿童使用和理解复杂词汇的能力。小学生在 17 至 21 个月大期间经历了“词汇量爆炸”，此后每个月平均应该继续获得 27.9 个新单词（Dale 和 Fenson 1996）。尽管出现这种自然的“爆炸”，国家读写能力信托基金（2018）的统计数据显示，四分之一的儿童在十一岁时（第二关键阶段结束）在阅读或写作方面未达到预期标准。该项目是对语言意识和深入的单词知识如何在孩子的学校生涯中与孩子一起成长的及时调查。在阅读、写作、拼写和口语时处理不同程度的词汇复杂性的能力不仅是更广泛的学术成功的基础，也是理解社会关系和毕业后生活中语义细微差别的基础。在最初的词汇量爆炸之后，Mitchell 和 McMurray（2008：1919）建议，为了继续加速单词习得，孩子们必须广泛阅读，不断接触“困难”单词，从而扩大词汇量。威尔士国家课程词汇表建议让孩子们接触学术和日常生活成功所需的词汇。然而，社会语言学研究表明，儿童的语言使用与同龄同龄人的互动关系更为密切（Nardy 等，2014）。在上一期 GCSE 考试中，只有 59.2% 的威尔士中学生在英语语言方面取得 A* - C 的成绩（StatsWales 2019），孩子们应该掌握的单词与他们实际掌握的单词之间存在差异。该项目将通过调查儿童在社会环境中使用的单词的复杂性与政府规定的单词列表有何不同来解决这些不一致问题。对这些单词列表的分析表明，儿童应该知道的大多数单词都包含源自拉丁语的术语。然而，威尔士课程并没有解决教育工作者应如何教授词义或词汇构成；重点完全在于词汇量。过去的研究表明，学习拉丁语和提高元语言意识之间存在联系（Hill 2006；Hunt et al. 2005；Sparks et al. 1995），但传统上，拉丁语一直是私立和文法学校教育的一门科目。此外，这些研究将拉丁语作为一门独立的学科进行调查。他们没有探讨将多种语言词源和词法（不仅仅是拉丁语）作为英语语言课程中的综合主题进行教学的影响。这项研究的范围是让每个人都能享受到古典语言教育的已被证实的好处。因此，该项目将探讨通过拉丁语、古典希腊语、法语和本土前缀、词根和后缀的明确教学，为儿童提供形态构建块是否会影响语言意识与使用和理解不熟悉单词的能力之间的关系。课堂和社交互动。它质疑单词成分的知识是否可以帮助孩子理解构成我们现代语言的复杂的阅读、写作和拼写惯例。因此，这个博士研究项目提出的问题是：将词源学和形态学融入英语教学中如何影响威尔士小学生的词汇使用？