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首页> 外文期刊>Frontiers in Psychology >Reading Picture Books With Elements of Positive Psychology for Enhancing the Learning of English as a Second Language in Young Children
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Reading Picture Books With Elements of Positive Psychology for Enhancing the Learning of English as a Second Language in Young Children

机译：阅读与积极心理学元素的读取图片书籍，以提高英语学习作为幼儿的第二语言

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This study aimed to investigate the learning effectiveness of reading picture books with EMPATHICS elements using dialogic reading techniques in enhancing young children’s English language learning and creativity. EMPATHICS is an acronym of Emotion and Empathy, Meaning and Motivation, Perseverance, Agency and Autonomy, Time, Habits of Mind, Intelligences, Character Strengths, and Self Factors ( Oxford, 2016 ). It adopted a quasi-experimental design, and 78 kindergarten children aged from 4 to 5 years old in a cluster group were randomly assigned to the experimental and control groups. Both groups read the same four picture books with their homeroom teachers, including two readers suggested in the curriculum and two picture books with enriched elements for 12 sessions over 8 weeks. A doubly multivariate analysis was used to measure the main time and group effects and the interaction effect on the performance of English receptive vocabulary, syntactic complexity, and verbal creativity of the two groups across three different times. There were significant differences only in the interactive effect on syntactic complexity. Children in the experimental condition gave responses with more complex syntactic structures. Significant time effects for receptive vocabulary, syntactic complexity, and verbal creativity were observed in all children. Reading enriched English texts better prepares children to creatively and effectively express themselves. This study extends previous research in two ways. First, this study is one of the few studies on the effectiveness of dialogic reading using EMPATHICS-enriched picture books among young language learners. Second, this study investigates the effects of dialogic teaching on English as a second language development in young children. The educational implications will be discussed.
机译：本研究旨在使用对话阅读技术研究阅读幼儿读取技术的观众元素阅读仪表效果。 Empathics是一种情感和同情，意义和动机，毅力，代理和自主，时间，智慧，特征优势和自我因素（牛津，2016）的常字喻（牛津，2016）。它采用了一种准实验设计，78名幼儿园儿童在4至5岁的群组中随机分配给实验和对照组。两组两组都阅读了同样的四本彩色教师，包括课程中建议的两个读者和两个富集元素的富集元素，超过8周超过8周。使用双重多变量分析来测量三种不同时间对两组的英语接受词汇，句法复杂性和口头创造力的互动效应。仅在句法复杂性的互动效果中存在显着差异。实验条件的儿童对更复杂的句法结构进行了反应。在所有儿童中观察到接受词汇，句法复杂性和口头创造力的显着时间效应。阅读丰富的英语文本更好地准备儿童创造性，有效地表达自己。本研究以两种方式延伸了以前的研究。首先，本研究是少数关于使用年轻语言学习者中的对话阅读的对话阅读有效性的研究之一。其次，本研究调查了对话教学对英语作为幼儿的第二语言开发的影响。将讨论教育影响。

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