文章导读 学龄前（0～6岁）是儿童语言能力发展的关键时期。儿童早期的语言发展与其后期的阅读能力和学业表现紧密关联，并且直接影响其入学后的社交沟通能力和成人后的职业发展。典型儿童在5～6岁左右已经达到或接近成人的语言能力，能够有效地表达自己的想法和意图。但是，调查显示，接近19%的学龄前儿童患有不同程度的语言障碍（Law et al. 1998；Nelson et al. 2006）。有的语言障碍是伴随神经发育疾病而产生的，如孤独症和唐氏综合征；有的是由听力障碍导致的。此外，还有接近7%的学龄前儿童患有发展性语言障碍（Leonard 2014；Tomblin et al. 1997），他们的语言能力要显著低于同年龄的典型儿童，且该障碍并非由听力障碍、智力障碍、大脑神经损伤、其他认知障碍或环境因素所导致。
Abstract：To address the major limitations of previous research on child language development, this paper proposes a multi-comparative approach, viz. (i) comparisons are made across different populations and developmental stages using a combination of cross-sectional and longitudinal designs; (ii) comparisons are conducted between laboratory and open environments that incorporate crucial home environmental factors; and (iii) comparisons are made across typologically distinct languages using the rich diversity of Chinese languages. By elaborating on the multi-comparative approach, the paper aims to point towards three essential “shifts” in the field of child language research: (i) to construct causal models instead of investigating simple correlations; (ii) to study language development in natural environment rather than in laboratory settings; and (iii) to focus on the rich diversity of Chinese languages instead of merely looking for comparisons between Chinese and Indo-European languages.
周 鹏，谢 媛. 中国儿童语言发展研究的方法转向[J]. 语言战略研究, 2023, 8(3): 13-24.
Zhou Peng and Xie Yuan. A Multi-Comparative Approach to the Study of Child Language Development in China. , 2023, 8(3): 13-24.
