The Relation between Teacher Input and Lexical Growth of Preschoolers.

摘要: The present study examined the growth of receptive lexical skills in preschoolers over an academic year relation to teacher speech. participating students were English language learners and their monolingual English-speaking peers from same classrooms. measures input included indicators amount speech (total number words), richness (number different word types), structural complexity words per utterance). These based on a sample collected during classroom observation. For learners, vocabulary was positively related total produced by teacher, but negatively utterance. speakers, types teacher. findings underscore importance considering aspects verbal for understanding individual variability preschool students.