焦点 | 如何提高低龄幼儿学习英语时的语言习得能力
何迈德博士
惠立教育研究院执行总监
众所周知，有效的听说能力才能促进成功地读写，在学习另一门语言的时候更是如此。但上海惠立幼儿园发现，幼儿用英语读写的能力要早于开始会话的能力。上海惠灵顿外籍人员子女学校观察了学校内英语是第二外语的学生情况，得出了相同的结论。
在杜伦大学研究者和惠立教育研究院的帮助下，一支教师团队专为幼儿园的孩子研发了故事探索的课程项目。该课程立足于故事书的内容，将其与具体的活动联系起来，并设计了一系列的学习机会（如下表所示），从而提升幼儿的听说能力。
表格：讲故事干预法总结
活动 | 学习机会 |
1 | •教师在圆圈时间介绍故事书并示范与目标词汇相关的动作 •幼儿重复动作和词汇 •幼儿需不断重复，直到他们可以熟练地回想起词汇和相关动作 |
2 | •学习环境应布置成有利于学习故事书中的语言 •幼儿主导的学习中对他们的启发应紧扣故事书和相关词汇 |
3 | •向幼儿用另一种语言讲故事，以扩展他们的学习 •幼儿被鼓励模仿书中的用词并用自己的方式表达，如为另一语言的故事讲述设计动作 |
4 | •中文教师使用同个故事的中文版书籍 •中文教师采用相递进的教学方式 |
该项目于2018-19学年开始启动，最终效果通过对比研究的方法与前一年进行比较。
执行故事探索的教学项目一年后，分析结果表明，学习故事探索课程的小班和大班幼儿，展现出较高水平的沟通和语言能力（效应量d=0.8）。这说明故事探索在提高中国低龄幼儿英语学习过程中的能力具有重要作用。这些发现与该领域的其他研究结果一致，这主要得益于在一段时间内重复使用故事讲述的方法并结合互动式的学习体验（McGrath Speaker, 2004; Coyle and Mora, 2018; Hu and Commeyras, 2008; Kirsch, 2012; Anderson and Chung, 2011）。总之，该研究表明，运用故事探索教学法可以提升中国低龄幼儿在学习英语时的沟通和语言能力。这种结构化、有效的教学方式通过讲故事提高幼儿的听说能力。这与其他互动式讲故事的研究结果是一致的（McGrath Speaker, 2004; Coyle and Mora, 2018; Hu and Commeyras, 2008; Kirsch, 2012; Anderson and Chung, 2011），同时也为中英双语学习研究领域增加了新的内容（Hu and Commeyras, 2008）。
基于本项目的研究结果，拟进行一项纵向研究，以评估在双语环境下使用故事探索方法对中国幼儿学习英语的影响，并研究其对汉语习得的作用。故事教学法在其他幼儿园的应用，也会加强本研究领域内已有的研究结果。更为重要的是，这项研究为中国双语教育研究相对不足的领域增加了新内容（Hu and Commeyras, 2008）。研究结果表明，故事探索在中国幼儿英语学习中具有显著的帮助。此外，这些发现将有助于通过实施类似故事探索的讲故事方式，指导上海和其他地区的幼儿园的教学和实践，潜在地助益中英双语环境下的英语语言习得。向上滑动阅览 参考文献
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