詞語教學外文翻譯

1、<p><b>　　外文翻譯一：</b></p><p>　　The Teaching of Vocabulary in the Primary School Foreign Language Classroom</p><p><b>　　Excerpt</b></p><p>　　words to more

2、and more complex phrases. Children learn to listen and to talk long before they learn to read and write. The same sequence should be followed in classroom teaching. Extra difficulty would be created if one would try to d

3、evelop English reading and writing skills before children can speak the language. In order to be able to speak the language, students need to know some vocabulary first. In this paper I will focus on how to teach vocabul

4、ary that enables students to construct a rich </p><p>　　II. Main Part</p><p>　　1. The Importance of Teaching Vocabulary</p><p>　　1.1. Vocabulary Development in the Primary Grades<

5、;/p><p>　　The findings of the “National Reading Panel” indicate that vocabulary instruction does lead to gains in comprehension, but that methods must be appropriate to the age and ability of the reader. Using

6、both indirect and direct teaching methods to build students’ oral and reading vocabularies should be a part of a balanced reading program. Indirect methods would include read-alouds, shared reading and writing experience

7、s, and independent reading. Direct teaching of vocabulary should respond to the </p><p>　　All word learning tasks are not equal in difficulty. A child may understand the concept behind a word, but not know t

8、he word itself. For example, the wordceaserepresents a known concept to most children; however, a young child has probably not heard this word used forstop.Learning a new word that represents a known concept is not as di

9、fficult as learning a new word that represents a new concept. Teachers in the primary grades introduce many new concepts, and direct instruction is necessary to bu</p><p>　　When teaching vocabulary words tha

10、t represent known concepts, the emphasis should always be on the context in which the word appears. Discussing the meaning</p><p><b>　　2</b></p><p>　　of the word from the context of

11、the reading selection together with supplying a definition of the word will help to build meaning for students. If students are to acquire this word as part of their vocabulary, then they must be given repeated exposure

12、of the word in a variety of contexts. They must also have opportunities to practise using the word in conversation and/or writing.</p><p>　　By the time children enter second grade, they are likely to know be

13、tween 2,000 and 5,000 vocabulary words. This amazing growth continues throughout the elementary years, as most children gain 3,000 - 4,000 new vocabulary words each year that they can read and understand ( Teaching Readi

14、ng in the 21st Century, 2001). By encouraging independent reading and providing both indirect and direct instruction in vocabulary, students can be helped to develop the vocabulary knowledge they will need for eff</p&

15、gt;<p>　　1.2. Educators View on Teaching Vocabulary</p><p>　　"Teaching one word at a time out of context is the worst way of teaching vocabulary, with rapid forgetting almost guaranteed," as

16、serts Frank Smith, author of "The Book of Learning and Forgetting" (1998), recently published by Teachers College Press. According to Smith, people assimilate new vocabulary words from context the first time th

17、ey read them, "provided that the gist of the material being read is both interesting and comprehensible. Within five more encounters, the word and its convention</p><p>　　Other educators who share this

18、view add that when reading material isn't instantly interesting or comprehensible, it's the teacher's job to build context by activating students' prior knowledge of the topic. With regard to vocabulary,

19、that means having students identify difficult words themselves and pool their knowledge to get the meaning. Ann Marie Longo, director of the Boys Town Reading Center, argues that teens can't use context effectively w

20、hen their vocabularies are limited. Limited vocab</p><p><b>　　3</b></p><p>　　four ways to learn vocabulary: wide reading, hearing unfamiliar words in speech, direct instruction in wo

21、rds and "gimmicks" to boost students' interest.</p><p>　　Beck suggests teachers incorporate difficult words into their classroom routines and encourage students to look for the words in reading

22、 outside class. Longo agrees that students need to put new words to use in writing and conversation as well as reading. "For vocabulary instruction to increase comprehension," says Longo, "you have to see

23、those words over and over again" ( When Adolescents Can´t Read: Methods and Materials that Work, 1999).</p><p>　　1.3. Memory and Storage Systems</p><p>　　Understanding how our memory w

24、orks might help us create more effective ways to teach vocabulary. Research in the area, cited by Gairns and Redman (1986) offers us some insights into this process. It seems that learning new items involve storing them

25、first in our short-term memory, and afterwards in long-term memory. We do not control this process consciously but there seem to be some important clues to consider. First, retention in short-term memory is not effective

26、 if the number of chunks of in</p><p>　　Research also suggests that our “mental lexicon” is highly organised and efficient, and that semantic related items are stored together. Word frequency is another fact

27、or that affects storage, as the most frequently used items are easier to retrieve. We can use this information to attempt to facilitate the learning process, by grouping items of vocabulary in semantic fields, such as to

28、pics (e.g. types of fruit). Oxford (1990) suggests memory strategies to aid learning, and these can be divided in</p><p><b>　　4</b></p><p>　　Meaningful tasks, however, seem to offer

29、the best answer to vocabulary learning, as they rely on students’ experiences and reality to facilitate learning. More meaningful tasks also require learners to analyse and process language more deeply, which should help

30、 them retain information in long-term memory. Forgetting seems to be an inevitable process, unless learners regularly use items they have learnt. Therefore, recycling is vital, and ideally it should happen one or two day

31、s after the initial</p><p>　　1.4. Why Vocabulary is Important</p><p>　　Teachers may wonder why it is important to teach vocabulary. Well, there is a very clear answer to that question, namely th

32、at vocabulary is critical to reading success for three reasons, which I will explain now briefly. First of all, comprehension improves when you know what the words mean. Since comprehension is the ultimate goal of readin

33、g, you cannot overestimate the importance of vocabulary development. Secondly, words are the currency of communication. A robust vocabulary improves all area</p><p>　　In turn, a deficit in vocabulary knowled

34、ge causes comprehension problems, and comprehension problems prevent people from improving their vocabulary knowledge on their own. Intensive vocabulary instruction can be effective in turning this situation around. What

35、 is required, though, is a clear and deliberate focus on facilitating students’ creation of meaningful contexts for the word meanings they are learning,</p><p><b>　　5</b></p><p>　　an

36、d a frequent and consistent emphasis on helping them make connections to what they already know.</p><p>　　1.5. Levels of Word Knowledge</p><p>　　“Word knowledge” refers to how well you know the

37、meaning of a word. Research shows that there are three kinds of word knowledge. Firstly, there is a lack of word knowledge where the meaning is completely unfamiliar. Secondly, there is acquired word knowledge where the

38、basic meaning is recognized after some thought. And last, there is established word knowledge where the meaning is easily, rapidly and automatically recognized (Beck, McKeown, and Omanson, 1987). Words from the third cat

39、egory are a</p><p>　　2. Teaching Vocabulary</p><p>　　2.1. Which Words Should be Taught</p><p>　　When making instructional decisions as to which words to teach, it is helpful to have

40、 a framework for decision-making in this area. Knowing what words to teach is the first step in providing effective vocabulary practice. Graves and Prenn, for instance, classify the words that should be devided into thre

41、e types, each requiring a higher investment of teacher and learner time for instruction. With words that are already in the student's oral vocabulary, the students need only to identify the writt</p><p>

42、<b>　　6</b></p><p>　　I will shortly mention a practical guide that helps teachers to remember the types of words that they should teach explicitly. First of all, there areType A Words.These words

43、belong toacademiclanguage and the contentareas.Academic language describes the language of schooling, words used across disciplines like genre and glossary. Content area words are specific to the discipline, words like o

44、rganization in social studies and organism in science. Then there areType B Wordswhich are thebasics.Ther</p><p>　　The so-calledType C Wordsareconnectorsand act as signal words. There may be some overlap wit

45、h the basic words. Students need to understand the signals for cause and effect relationships, sequence and other important indicators of how text is organized. InType D Wordsthe D stands fordifficult- words with multipl

46、e meanings are a challenge for all students and may be especially so for learners of the English language.</p><p>　　When considering words with multiple meanings teachers should also pay attention to the con

47、sonant-vowel-consonant words children encounter when first learning to read - for example words likejamandham.These words have accessible meanings if you think of something you may eat with eggs in the morning (ham) or o

48、f the sweet, sticky stuff on toast (jam). Butjamalso describes a music playing session. So learning to decode should not be meaning-free, but should provide a good opportunity for teaching </p><p>　　At last

49、there are alsoType X Wordswhich are the extras. These are the words that will not be encountered frequently but in a certain story or context they are important for decoding meaning. A good example of this type of word i

50、sspindlein “Sleeping Beauty.” It is important to the fairy tale, but it is not a very high-utility word. I just tell kids what words like this mean without any special teaching.</p><p>　　2.1.1. Basic Functio

51、nal Vocabulary</p><p>　　In order to understand, speak, read and write a language, the students must acquire the basic functional vocabulary. New words are carefully selected, gradually introduced, and graded

52、 to make language learning smooth and easy. The following</p><p>　　7 of 27 pages - scroll top </p><p>　　Information on this eBook</p><p><b>　　Title</b></p><p&

53、gt;　　The Teaching of Vocabulary in the Primary School Foreign Language Classroom</p><p><b>　　Author</b></p><p>　　Daniela Pohl</p><p><b>　　Year</b></p>

54、<p><b>　　2003</b></p><p><b>　　Pages</b></p><p><b>　　27</b></p><p>　　Archive No.</p><p><b>　　V34883</b></p>

55、<p>　　ISBN (eBook)</p><p>　　978-3-638-34971-0</p><p>　　ISBN (Book)</p><p>　　978-3-640-44099-3</p><p><b>　　DOI</b></p><p>　　10.3239/9783638

56、349710</p><p><b>　　File size</b></p><p><b>　　224 KB</b></p><p><b>　　Language</b></p><p><b>　　English</b></p><

57、p><b>　　Tags</b></p><p>　　TeachingVocabularyPrimarySchoolForeignLanguageClassroom</p><p><b>　　翻譯部分：</b></p><p><b>　　國外小學詞匯教學</b></p><

58、;p>　?。═he Teaching of Vocabulary in the Primary School Foreign Language Classroom）</p><p><b>　　摘要：</b></p><p>　　很多詞語都變得越來越復雜，擁有很多的詞組。小孩子們在學習寫和讀之前就開始學習聽和說了。而這樣的規(guī)律同樣適用于學校的教學。最大的困難就在

59、于如果一個人在還不會說的時候就去學習英語的聽力和寫作技能，這樣一來就會造成學生學習上的難點。因此，為了學生能更好地說，他們首先必須積累一些詞匯。在這里我將結(jié)合我的指導理念和一些以下提供的案例就關(guān)于怎樣教能幫助孩子們建立豐富的詞匯上發(fā)表自己的看法。</p><p><b>　　主要內(nèi)容：</b></p><p>　　1 詞匯教學的重要性</p><p

60、>　　1.1小學英語的詞匯發(fā)展</p><p>　　“國家閱讀小組”的研究結(jié)果表明，詞匯教學對于獲得文本的理解上有重大影響，但是這種觀念一定適用有一定年齡和一定能力的閱讀者。同時使用直接和間接的教學方法，幫助學生建立口語和閱讀詞匯應該是一個合理閱讀計劃中的一部分。而間接的教學方法包括大聲朗讀，讀寫結(jié)合分享交流經(jīng)驗以及自主閱讀。直接的詞匯教學應該滿足學生的學習需要，同時要讓他們積極參與學習過程。</p&

61、gt;<p>　　所有單詞的學習任務(wù)的難度是不同的。一個學生可能懂得一個詞語背后的概念，但是不一定知道這個詞本身的意義。比如wordceaserepresents的意思對于大多數(shù)的孩子而言已經(jīng)知道了；然而，對于一個年輕的孩子來說可能沒有聽說過這個詞還可以用forstop表示。學習一個新單詞代替一個已知的概念和學習新的單詞用新的概念的難度是不同的，前者更加容易。在小學，許多老師向?qū)W生介紹許多新的概念，并且在教學上采用直接的方

62、式引導學生理解這些概念以及用所學的詞匯去重新代替他們尋找相近的詞義。</p><p>　　在教學詞匯的時候，能用已知的概念代替所學的單詞這樣的教學能讓學生更好地記憶和掌握。在教學單詞的意思時，如果能根據(jù)閱讀的課文采取上下文理解詞義的方法能更好地幫助學生理解所學單詞的詞義。如果學生已經(jīng)掌握這個詞作為他詞匯中的一部分，那么他們就應該能在不同的課文和情景中當這個詞重復出現(xiàn)的時候還能清晰地了解和掌握這個詞義與此同時，他們

63、還必須要有機會在不同的語境或者寫作中去運用這個單詞。</p><p>　　當學生進入第二階段學習的時候，他們中的大部分人都已經(jīng)積累了2000到5000的單詞詞匯。這個驚人的增長將繼續(xù)增加通過年復一年的訓練和積累，因為據(jù)了解孩子們在每學年平均能獲得3000到4000的新詞匯。同時通過鼓勵孩子們自己課外獨立閱讀和在課堂上采用多種方式教學詞匯幫助學生積累豐富的詞匯，來幫助他們理解課文內(nèi)容。</p><

64、;p>　　1.2教育家對于詞匯教學的觀點</p><p>　　Frank Smith在《學習和遺忘》一書中提到 “逐字逐句的教學單詞是最糟糕的方式，而直接導致學生快速遺忘的結(jié)果?！备鶕?jù)Smith所說的，人們在接受和理解新的詞匯的時候，他們首先是在上下文中看到這個詞，然后在上下文中去理解詞義，當然這個前提是建立在所讀的資料是有趣并且容易讓孩子們理解的。隨著跟單詞多次的接觸和碰面中，這個詞和它的傳統(tǒng)的意義通常就

65、會在讀者頭腦中牢固確立。</p><p>　　其他教育家的觀點有的認為在閱讀資料時不能單憑有趣或者容易理解的，而資料的選擇就是教師的責任去刪選最適合學生學習的內(nèi)容。關(guān)于詞匯之間的聯(lián)系，就是要讓學生能夠區(qū)分容易混淆的單詞以及運用自己所學的知識去理解詞義。安瑪麗Longo是男孩鎮(zhèn)閱讀中心的主任，她認為當青少年的詞匯量有限的時候在有效地利用上下文理解單詞上是存在困難的。有限的詞匯量對于閱讀能力較薄弱的讀者而言是最常見的

66、難題。Longo開始采用間接指的教學方法聯(lián)系單詞他們的意義并提供多次運用單詞的機會來幫助理解詞義和運用單詞。匹茲堡大學的詞匯專家貝克伊莎貝爾同意這兩種方法。對她而言，有四種方式去教學單詞：廣泛閱讀學習積累詞匯，語音聽力重點訓練不熟悉的單詞，直接指示詞和一些“噱頭”來提高學生的學習興趣。</p><p>　　1.3詞匯教學的重要性</p><p>　　很多教師可能會困惑為什么詞匯教學如此重要

67、？很顯然有一個明確的回答就是詞匯是成功閱讀三個因素之一。首先，當你知道這些詞的意思時你的理解能力就提高了，因為理解是閱讀的最終目的，你不能低估的詞匯發(fā)展的重要性。其次，語言相當于交際的貨幣。一個強大的詞匯將有助于所有交際領(lǐng)域的提升比如有助于聽，說，讀和寫。最后，當兒童和青少年豐富詞匯的同時，他們的學術(shù)和社會自信心也會大大提高。</p><p>　　反過來說，在詞匯知識缺陷的基礎(chǔ)上，人們的理解能力就會下降，而理解問

68、題的困難也會從側(cè)面提醒人們提高自己的詞匯知識。而集中的詞匯教學能有效地豐富學生的詞匯。教師需要明白的就是什么是必需的比如情境創(chuàng)造這僅僅是促進學生對學習詞的意義有幫助的又或者說要明確重點詞匯，就在教學中把頻繁出現(xiàn)的重難點詞匯和他們已經(jīng)學過的舊知串聯(lián)在一起幫助他們理解新學習的概念。</p><p><b>　　2 詞匯教學</b></p><p><b>　　2

69、.1 必教的詞匯</b></p><p>　　當我們明確哪些單詞要教的時候，不管從教的效率還是從內(nèi)容決策上都會對我們的教學有很大的幫助。而明確哪些詞語是要教的首先要做的第一步就是提供有效的詞匯訓練。例如，某種程度上和墳墓，在教學的時候應分為三種類型的單詞分類，每個都需要更高的投資即教師在教學的時候的時間安排和重難點不同。如果學生的口語詞匯中已經(jīng)掌握這個所學的單詞的話，那么學生對于這樣的詞就只需要識別怎

70、么寫作為一種書面符號對待即可。當這個詞是學生所不熟悉的，而它又頻繁在上下文中出現(xiàn)的時候，教師就必須花時間通過某種方式讓學生獲得這個詞的概念。當這個詞已經(jīng)存在在學生的聽力詞匯中的時候，那么它就可以著重在書寫和運用上下一番功夫即可。因此詞匯的教學應該把重點放在幫助學生成為獨立的學習者；他們應該被鼓勵積極參與中進行。</p><p><b>　　外文翻譯二：</b></p><

71、p><b>　　原文：</b></p><p>　　Teaching and Developing Vocabulary:Key to Long-Term Reading Success</p><p>　　JOHN J. PIKULSKI AND SHANE TEMPLETON</p><p>　　The Central Importa

72、nce of Vocabulary</p><p>　　It seems almost impossible to overstate the power of words; they literally have changed and will continue to change the course of world history. Perhaps the greatest tools we can

73、give students for succeeding, not only in their education but more generally in life, is a large, rich vocabulary and the skills for using those words. Our ability to function in today’s complex social and economic world

74、s is mightily affected by our language skills and word knowledge.In addition to the vital importance </p><p>　　Reading Vocabulary</p><p>　　Young children naturally learn to communicate through l

75、istening and speaking. In order to make the transition to communicating through reading and writing, they need a large meaning vocabulary and effective decoding skills. There is an abundance of research evidence to show

76、that an effective decoding strategy allows students not only to identify printed words accurately but to do so rapidly and automatically (Pikulski and Chard,2003). Given the focus of this paper, we will not attempt to re

77、view </p><p>　　High-frequency vocabulary refers to those words that are used over and over again in our communications—they are important to both our meaning and literate vocabularies. Amere 100 words make u

78、p about 50% of most English texts; 200 words make up 90% of the running words of materials through third grade; and 500 words make up 90% of the running words in materials through ninth grade. If a reader is to have at l

79、east a modicum of fluency, it is critical that these words be taught systematically and </p><p>　　The High But Less Than Perfect Relationship Among the Vocabularies </p><p>　　There is no questio

80、n that people who have large speaking vocabularies generally tend to have large listening, reading, and writing vocabularies; likewise people who are limited in one of these aspects are likely limited in other aspects as

81、 well. We have seen that this close relationship does not exist in preliterate children. Also, some children who develop large reading vocabularies may not use that vocabulary in their writing without teacher help and gu

82、idance. However, in the years during whic</p><p>　　Vocabulary and Language Development: The Important Preschool Years</p><p>　　Scarborough (2001) reviews very convincing evidence that children w

83、ho enter kindergarten with weak language skills are likely to encounter difficulty in learning to read. Hart and Risley (1995) conducted a careful, intensive study of early language development and found huge differences

84、 that reflected parents’ socioeconomic status. Extraordinary variation was found in the amount of talk that took place between parents and children from family to family. At the extremes, the children from high so</p&

85、gt;<p>　　More recently Farcus (2001) presented similar research data. He found that once children who were falling behind in language growth entered kindergarten, with its greater language stimulation, the languag

86、e gap no longer widened. Nevertheless, although the gap didn’t widen, neither did it narrow. Research reviews such as that by Barnett (2001) suggest that it is possible for children who are behind in early language devel

87、opment to overcome these limitations. However, reviews such as that by Beck </p><p>　　A Comprehensive Approach to Teaching and Developing Vocabulary</p><p>　　The amount of vocabulary that childr

88、en need to acquire each year is staggering in scope, estimated to be about 3,000 words a year. Therefore, a comprehensive approach consisting of the following components needs to be in place.</p><p>　　? Use

89、“instructional” read-aloud events.</p><p>　　? Provide direct instruction in the meanings of clusters of words and individual words.</p><p>　　? Systematically teach students the meaning of prefix

90、es, suffixes, and root words.</p><p>　　? Link spelling instruction to reading and vocabulary instruction.</p><p>　　? Teach the effective, efficient, realistic use of dictionaries, thesauruses, a

91、nd other reference</p><p><b>　　works.</b></p><p>　　? Teach, model, and encourage the application of a word-learning strategy.</p><p>　　? Encourage wide reading.</p>

92、;<p>　　? Create a keen awareness of and a deep interest in language and words.</p><p><b>　　翻譯二：</b></p><p>　　成功教學和發(fā)展詞匯的關(guān)鍵是長期的閱讀</p><p>　　JOHN J. PIKULSKI AND SHAN

93、E TEMPLETON</p><p><b>　　詞匯的重要性</b></p><p>　　這樣說它幾乎沒有夸大了語言的力量那就是詞匯他們確實已經(jīng)改變了并將繼續(xù)改變世界歷史的進程?？赡芪覀?yōu)榱藢W生今后的成功不僅僅只是在教育上而更多的是在日常生活中而教給學生最偉大的工具就是一個強大的豐富的詞匯以及運用這些詞匯的技巧。在當今復雜的社會和經(jīng)濟世界的背景下我們的能力很大程度

94、上受到我們的語言技能和詞匯知識的影響。不僅如此，除了詞匯是生活中成功的至關(guān)重要的因素，如果一個人擁有大量的詞匯那么它將預測和反射高水平的閱讀成績。在nationalreading小組的報告（2000）中例如得出結(jié)論，“詞匯知識的重要性已在閱讀技能發(fā)展上被認可。早在1924年初，研究人員指出，閱讀能力的增長依賴于不斷增長的知識”（4頁–15）。</p><p><b>　　閱讀詞匯</b>&l

95、t;/p><p>　　年幼的孩子們會很自然地在聽和說的過程中學會交流。為了使閱讀和寫作溝通的過渡，他們需要一個大量的詞匯和有效的解碼技能。大量的研究證據(jù)表明，一個有效的解碼策略，讓學生不僅能識別單詞準確同時這樣做能夠更加自動、快速（Pikulski and Chard,2003）。鑒于本文的重點，我們將不會試圖回顧這個復雜的話題。然而，我們也覺得這是一個方面同時獲悉簡要地址譯碼至關(guān)重要的就是：高頻詞匯的閱讀積累。&l

96、t;/p><p>　　而那些高頻詞匯詞就是指那些在我們生活或者學習中我們反復使用的詞匯以及對于我們的通信有重要意義的文化詞匯。幾乎100個單詞就占了大多數(shù)英語試卷的二分之一；在第三階段的時候200個左右的單詞就能組成一篇寫作的材料；在九年級的時候能在500個字的材料中運用自如。如果一個讀者能較為流暢地閱讀，那就證明了這些詞已經(jīng)被系統(tǒng)地高效地教學過了。根據(jù)EHRI的研究（1994，1998）表明，高頻詞在教學的時候應該

97、避免先避免書寫先讓學生專注于他們的視覺組成，對這個高頻詞在頭腦中有初步的印象，接著讓他們有一個適當水平的挑戰(zhàn)材料，讓他們練習幾次為了讓讀者從直觀的認識到主觀的發(fā)展，換句話說，在眼前，雖然這些詞并不完全符合語音的概括，但是他們?nèi)匀唤?jīng)常做有規(guī)律的元素。例如，有W的規(guī)則就是它的的字有時有/ Z /聲音。EHRI的研究強烈表明，詞匯教學就是利用這些語音規(guī)律記憶單詞，而不是期待學生會記住這個詞的模糊的形狀，僅僅只是作為傳統(tǒng)教學的閃存卡而存在。&l

98、t;/p><p><b>　　詞匯之間的關(guān)聯(lián)</b></p><p>　　毫無疑問一個人如果在說的方面具有一個豐富的詞匯，那么很顯然在聽、說、讀、寫上都具有較為豐富的積累；同樣的道理如果一個人在以上的某一方面比較薄弱的話那么相應的在其他幾個環(huán)節(jié)中也會顯露出相應的薄弱的地方。但是我們可以發(fā)現(xiàn)這種關(guān)聯(lián)不存在學齡前孩子的教育上。同時，一些孩子在不斷擴充自己的詞匯豐富自己的詞匯的

99、時候如果沒有老師的幫助和引導下可能在寫作中并不會運用他們所學到的詞匯。然而，在這些年中不管發(fā)展讀者和作家，都發(fā)現(xiàn)這四個方面聽，說，讀，寫之間有著越來越高的關(guān)系，從中著重培養(yǎng)一方面以帶動另一方面。因此，一個教師的責任就是幫助孩子培養(yǎng)轉(zhuǎn)移詞匯的能力能從一種形式轉(zhuǎn)化成另一種形式。</p><p>　　詞匯語言發(fā)展的關(guān)鍵期在學齡前的兒童</p><p>　　斯卡伯勒（2001）的評論非常有說服力。

100、他的證據(jù)顯示兒童進入幼兒園的時候如果在語言技能上顯示出弱勢，那么在今后的學習中可能會遇到閱讀困難。哈特和里斯利（1995）進行了認真，深入的研究發(fā)現(xiàn)早期語言發(fā)展和父母的社會經(jīng)濟地位的巨大差異有一定的關(guān)聯(lián)，非凡的變化就是在父母與孩子之間的家庭數(shù)量變化的發(fā)現(xiàn)。在極端的情況下對比，一個出生在一個高經(jīng)濟收入家庭的兒童比出生在一個貧困的家庭的兒童多了16倍的語言刺激環(huán)境。而這些語言的經(jīng)驗就會直接影響兒童語言發(fā)展的差異。從父母的受教育程度來講高收入

101、家庭的兒童累計約1100字的詞匯，而那些來自工人階級家庭的約650字，至于那些福利家庭的則剛剛超過400字。這些差異使得同樣年齡之間的兒童詞匯量有很大的差別。（250）</p><p>　　最近這幾年farcus（2001）提出了類似相關(guān)的研究數(shù)據(jù)。在他的調(diào)查研究報告中他發(fā)現(xiàn)，當孩子們在幼兒園時出現(xiàn)語言發(fā)育落后的現(xiàn)象的時候，在之后只要對其產(chǎn)生更大的語言刺激，其語言的差距將不再擴大。然而與此同時，他也發(fā)現(xiàn)雖然差距沒

102、有擴大，但是也不縮小。很多研究調(diào)查都證實了這一點比如巴內(nèi)特（2001）就認為，如果在在早期的語言發(fā)展的時候就讓孩子克服這些先天局限性是可能的。然而，如Beck等人（2002）和JUEL等人（2003）清楚地表明，沒有足夠的工作正在我們的學校計劃和實施著來幫助那些語言和詞匯較為薄弱的孩子們進入學校。而我們能從中得出的結(jié)論就是雖然這些孩子們在學校有較多的口頭語言刺激，但是由于語言刺激的太偶然和不夠直接對其詞匯和語言的發(fā)展有重大的影響。<