1、中文 5200 字， 2700 英文 单词， 16500 英文字符 出处： Sohyun Meacham, Carol Vukelich, Myae Han, et al. Preschool teachers language use during dramatic playJ. European Early Childhood Education Research Journal, 2013, 21(2):250. Preschool teachers language use during dramatic play Sohyun Meacham， Carol Vukelich， Mya
2、e Han， Martha Buell ABSTRACT This study sought to describe preschool teachers language use during dramatic play using both quantitative and qualitative analyses. Findings indicate that the teachers language use during dramatic play varied among teachers. Quantitative analyses revealed the variabilit
3、y of teachers lexical diversity, syntactic complexity, talkativeness, and children-to-teacher utterance ratio. Qualitative analyses revealed four types of teacher play-instruction talk: play-embedded instructional talk, explicit instructional talk, play language coaching, and play administrational t
4、alk. In addition, the frequency of childrens talk varied across the cases. The teachers who frequently used play-embedded instructional talk scored relatively high in the frequency of childrens talk. Findings suggest that further investigation on the relationship between teachers language use during
5、 dramatic play and childrens language productivity can be useful for teacher education. Keywords: dramatic play; child language; teachers language; preschool; vocabulary Introduction Preschoolers language development is considered to be an important foundation for later reading development (Bracken
6、2005; Dickinson 2011; Dickinson et al. 2003; Dickinson and Porche 2011; NICHD Early Child Care Research Network 2005). Several studies have found that young childrens oral language skills predict their reading comprehension performance later in the elementary school years (Catts et al. 1999; Muter et al. 2004; Storch and Whitehurst 2002). This nding has led several researchers to investigate factors that impact young childrens language development. One factor, among many, discov
