A Study On Language Socialization In Interactive Parent-child Reading

With the continuous development of society,parents pay more and more attention to family education.Family is an important place for each individual to carry out primary socialization,which have a profound impact on children's future development.Parent-child reading is an important part of family education.The existing research mainly focuses on improving children's reading interest,language ability and the like.Since the emergence of language socialization in the 1980s,many researchers have been interested in it.Reviewing the research at home and abroad,it is found that it is still relatively rare to analyze the interaction between children aged 3-4 and their parents in parent-child reading from the perspective of language socialization.Through the record and observation of the conversations between the mothers and the children,it is found that the interactions of nine mother-child pairs belong to the straight readers pattern and eight pairs belong to the recitation readers pattern,while only four mother-child pairs belong to the standard interactive readers pattern in the twenty-one mother-child pairs.Therefore,this study selects the conversations of the four mother-child pairs of standard interactive readers pattern as the data to analyze and finds that mothers mainly adopt three verbal strategies to promote children's language socialization in the process of parent-child reading:prompts,assessments,and opportunity education.The strategy of prompts can be divided into indirect prompts and direct prompts.This study mainly analyzes the strategy of prompts in the following contexts:prompting for politeness,correcting pronunciation,question practices and the socialization of appropriate parent-child and teacher-student interaction styles.The strategy of assessments can be divided into positive assessments and negative assessments.The purpose of positive and negative assessments is to make children accept the concept of "good" or "bad" w:ithin a moral framework.Positive assessments are intended to reinforce the appropriate behaviors while negative assessments aim to avoid the appropriate behaviors.The strategy of opportunity education is mainly used for the transmission of moral values and proper conducts to children.The data in this paper also shows that the discourse patterns of family members,especially mothers,have an impact on the formation of children's gender awareness and their own recognition of gender roles.This part first discusses that mothers treat girls and boys differently.Girls and their mothers have read the story of Mermaid,Snow White,and Thumbelina which do not appear in the boys'stories.In addition,when dealing with the mischievous behavior of the boys and girls,mothers would use more euphemistic and gentle tone for girls.When reading stories with children,the mothers' gender-typed vocabulary will enable the children to establish the understanding of the gender roles of male and female invisibly.This paper analyzes the mother-child conversation in parent-child reading from the perspective of language socialization.Finally,according to the results of the study,this paper gives suggestions on parent-child reading for parents and children,and some implications for family language socialization.