| Summary: | 碩士 === 臺北市立教育大學 === 兒童發展研究所 教師在職進修幼教教學碩士 === 94 === Abstract
The objective of this research is to probe into the issue of language development ability of the new Vietnamese inhabitants’ children as well as how their culture background may affect their language development. This research sampled 32 new Vietnamese inhabitants’ children in Banciao city. Research tools include: “Preschool language comprehension obstacle test”; “Basic information questionnaire”; “Family socio-economical status questionnaire”; and “Test of Nonverbal Intelligence, TONI”. Data collected is analyzed using statistics methods such as mean, standard deviation, one-way analysis of variances (ANOVA) and two-way ANOVA etc. Further interviews were performed to children scored with the highest and the lowest percentage from the language development ability test in order to further understand what underlies the numerical statistical data. The result of the research is summarized as follows:
Current language development status of Vietnamese inhabitants’ children
1. Language understanding ability: Average score of 21.34, standard deviation of 4.36 and percentage grade of 39.
2. Oral presentation ability: Average score of 23.31, standard deviation of 4.43 and percentage grade of 46.
3. Language development ability: Average score of 44.66, standard deviation of 7.66 and percentage grade of 46.
4. Articulation ability: The older the children are, the ratio of number of children who can correctly pronounce the 37 phonetic symbols gets higher. Total number of incorrect notation is 31, which leads to an average of 0.97 symbols per child. Type of symbols pronounced incorrectly: ㄈ, 5 times; followed by ㄩ, 4 times, followed by ㄘ and ㄙ, 3 times，followed by ㄏ、ㄔ and ㄕ, 2 times, and at last, ㄊ、ㄌ、ㄎ、ㄒ、ㄖ、ㄗ、ㄛ、ㄝ、ㄡ and ㄦ, once only. Types of articulation disorders: The most frequently seen is substitution, using substitute symbols such as ㄈ is substituted by ㄏ; ㄩ is substituted by一. These children’s fluency, intonation, sound and tone abilities are said to be normal.
Comparison in language development due to different background factor
1. From the perspective of children’s background
（1）The abilities of language understanding, oral presentation, language development and articulation of the 5 years old group are better than that of the 4 years old group.
（2）There is no significant difference in language understanding, oral presentation,
language development and articulation ability between children with different gender, number of sibling in the family, preschool education experience (before age 4), and different family socio-economical status.
2. From the perspective of mother’s background
（1）Children whose mother have been living in Taiwan for 6 to 8 years have better oral presentation ability than children whose mother have been living in Taiwan for less than 5 years. However, there is no significant difference in language understanding, language development and articulation ability.
（2）Children whose mother did not attend language (word-teaching) classes has better articulation ability than those whose mother had attended language class for 6 ~ 11 months. However, there is no significant difference in language understanding ability, oral presentation and language development ability.
（3）There is no significant difference in language understanding ability, oral presentation, language development and articulation ability between children whose mother is in different age group and their time spend in attending language (word-teaching) classes.
3.From the perspective of learning object
（1）Children who have been looked after mainly by other people (other than their mother) show better language understanding ability than those who have been looked after mainly by their Vietnamese mother. However, there is no significant difference in oral presentation, language development and articulation ability.
（2）There is no significant difference in language understanding, oral presentation, language development and articulation ability between children who have been looked after by different language speaking people.
（3）Children whose family speaks Mandarin daily have better oral presentation ability than those who speak other languages. However, there is no significant difference in language understanding, language development and articulation ability.
Based on the above research finding, following suggestions are made:
1.Family members should pay more attention and care to each child’s education and breeding.
2.Upgrade and improve the breeding knowledge and ability of their Vietnamese mother.
3. Provide the children with correct pronunciation demonstration.
4. Encourage mothers of these children to speak their own mother tongue with their child.
5. Increase cooperation relationship between mothers and teachers.
6. Increase teacher’s professional ability.
7. Use methods to improve children’s language development.
Key words: children of new inhabitants, children’s language development, foreign spouse
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