Language Skills (PTH) Development語文（普通話）發展

Using data of Yi children in cohort 1 (obtained from wave 1 to wave 4, i.e., between the year 2007 and 2009), we find that their language skills (PTH), i.e., Putonghua proficiency, improve over time. The graph below shows the language skills (PTH) development of Yi children. Because Putonghua is the official language of China and the native language of Yi children is Yi dialect, Yi children have to be proficient in the second language of Putonghua for their future success.

透過分析首組彝童的數據（取自第一至第四輪測試，即二零零七年至二零零九年），研究發現他們的語文能力（普通話），如普通話熟習程度，隨時間有所進步。由於普通話是中國內地的官方語言，而彝語是彝族人的母語，熟習普通話有助他們的前途發展。以下的圖表顯示他們的語文能力（普通話）發展：

 

Yi children’s Putonghua proficiency was evaluated by their teachers at each data wave. Indicators include their ability to understand instructions and meaning of words in Putonghua, as well as to communicate and use a wide range of Chinese adjectives and pronouns correctly. Higher score means higher level of Putonghua proficiency. For more information, please refer to the data access and instrument Section in the About the Project Page.

研究委託老師評估彝童的普通話熟習程度，指標包括理解普通話指示和字詞、以普通話溝通和正確地運用中文的形容詞和代詞，分數越高代表普通話語文能力越高。如欲獲得更多資訊，請參閱本網頁的「數據和量表」頁面。

Improvement in Language skills (PTH) overtime and Contributing factors普通話語文能力的改善和相關的因素

Longitudinal analysis using multilevel modelling shows a statistically significant improvement in the Putonghua proficiency of Yi children from wave 1 to 4. We observe an average of 1.14 unit of increase in their proficiency scores across each time wave (b=1.14, t=23.83).

The following discusses the regression findings on the effect of each factor, measured at wave 1, on Yi children’s Putonghua proficiency:

Ethnic and Cultural Awareness. Yi children with higher levels of ethnic and cultural awareness show higher Putonghua scores (b=0.49, t=3.16). Findings support our assumption that ethnic and cultural awareness affects Yi children positive development.

Relationship Quality. Yi children who share a better relationship with their fathers show relatively higher levels of Putonghua proficiency (b=0.55, t=3.07), while relationships with other family members (i.e., adopter, mother/late mother, and siblings) do not have an impact. Results support our conceptualization that relationship with caregivers will affect the language skills development of Yi children. Further research is needed to understand why relationship with father has a specific impact on Yi children’s Putonghua proficiency.

Maternal and Paternal Status. Yi children with mothers who are remarried (b=0.71, t=1.97) show a higher level of Putonghua proficiency that those whom mothers have passed away; while the paternal status does not show any significant effect.

Number of Siblings. Number of siblings is not associated with the Putonghua Proficiency of Yi children.

Demographics. Male and female Yi children do not show any difference in their Putonghua proficiency. Yi children who are older at enrollment show a statistically significant higher score in their Putonghua proficiency than their younger parts (b=0.78, b=5.35).

多層次模型的縱向分析顯示，第一至第四輪測試期間彝童的普通話語文能力有明顯的改善，他們的普通話熟習程度分數在每一輪測試之間平均增加1.14個單位（b=1.14，t=23.83）。

研究運用了迴歸法分析了不同因素對彝童普通話語文能力的影響，第一輪測試結果如下：

民族和文化意識：有較高民族和文化意識的彝童獲得較高的分數（b=0.49，t=3.16），吻合研究對「民族和文化認知能促進彝童的正面發展」的假設。

關係質素：和父親關係較好的彝童在普通話語文能力方面取得較高的分數（b=0.55，t=3.07），但與其他人的關係（例如：收養者、健在或已過身的母親及其他兄弟姊妹）並沒有明顯的影響。以上的結果證實了研究的構想，即彝童與照顧者的關係會影響他們語文能力發展的表現。在這方面需要進行更深入的研究以了解為何彝童與父親的關係會特別影響其普通話語文能力的發展。

雙親的狀況：母親再嫁的彝童（b=0.71，t=1.97）的普通話語文能力高於喪母的彝童，而父親的狀況對其語文能力則沒有明顯的影響。

人口特徵：男性和女姓彝童的普通話語文能力並沒有差別。入學年紀較大的彝童則比入學年紀較小的有較高的分數（b=0.78，t=5.35）。