The Status Of Mandarin Acquisition Of Left-behind Young Children In Rural Areas Between 3 And 7 Years Old

Language is an important symbol of the development of human civilization and a vital way for people to communicate with each other.Besides language ability is a vital part of physical and mental development for infants and young children.China is a multi-ethnic and multi-dialect country.Mandarin is the common language of the nationality,the standard language of modern Chinese and the lingual franca of our country.With the development and progress of times,regional differences have gradually narrowed and the population is moving at a faster pace,therefore,a good mastery of mandarin is crucial for personal development.Left-behind children are special group under the current era without accompany of parents,accepting generation-skipping education.Usually their family condition is in poverty,so they can’t accept the good education.As a result,their mandarin acquisition is slow and there appear all sorts of problems for left-behind children who are surrounded by the environment of locia dialect.Left-behind children can not grasp standard putonghua in that it is mixed dialect vocabulary.Once left-behind are accustomed to the wrong language habits,it is hard to change in the key period of language acquisition which affects the phonetic features after entering primary and middle school.Most left-behind children have been sensitive and introverted,and their inaccurate pronunciation,malapropism and syntax error will may call in ridicule from other students.They are afraid to speak in class,thereby affecting academic performance,interpersonal communication and other social behavior in turn.Relevant research proves that dialect experience influences the development of phonological awareness in children,which indirectly affects the ability of text reading and eventually leads to the lag of the development of word consciousness.Taking PuZhou town 3 to 7 years old left-behind children of BeiBei Kindergarten as the research object,the present study aims to explore the characteristics of left-behind children in learning mandarin under specific language environment,and find out the reasons in order to improve the putonghua level of left-behind children aged from 3 to 7 years,by means of observation,questionnaire survey,interview and experiment to collect the specific data and analyze them.By doing so,we can truly understand the mandarin acquisition’s characteristics of left-behind children aged from 3 to 7 and put forward the corresponding method to change and help left-behind children so that they can better fit into society after entering school age period.This paper is divided into five chapters.The first chapter is the introduction.The second chapter are the basic characteristics of left-behind children in learning mandarin under specific language environment.The third chapter analyzes the reasons for the characteristics of left-behind children’s putonghua acquisition from the aspects of individual factors,family factors,kindergarten factors,social factors and dialect factors.The fourth chapter is the suggestion to improve the putonghua level of left-behind children.The fifth chapter is the conclusion and prospect.