• <tr id="yyy80"></tr>
  • <sup id="yyy80"></sup>
  • <tfoot id="yyy80"><noscript id="yyy80"></noscript></tfoot>
  • 99热精品在线国产_美女午夜性视频免费_国产精品国产高清国产av_av欧美777_自拍偷自拍亚洲精品老妇_亚洲熟女精品中文字幕_www日本黄色视频网_国产精品野战在线观看 ?

    Lower-Elementary Level School Pupils’ Developmental Trajectories of Chinese Verbal Vocabulary Knowledge and Influential Factors

    2018-12-07 03:45:28ChengYahuaWuXinchunLiuHongyunLiHong
    Contemporary Social Sciences 2018年6期
    關(guān)鍵詞:花錢籃子鮮花

    Cheng Yahua & Wu Xinchun & Liu Hongyun & Li Hong

    Abstract: 149 elementary school pupils were selected as the subjects for this study, to whom five tracking assessments of their verbal vocabulary knowledge were given over a period of three years. In addition, a latent variable growth model was adopted to explore grades 1-3 elementary school pupil’s developmental trajectory for verbal Chinese vocabulary knowledge. The phonological awareness, homomorphic morpheme awareness, compound morpheme awareness and family socioeconomic status (SES) on the students’verbal vocabulary knowledge were also investigated. The findings are: 1, grades 1-3 elementary school pupils verbal Chinese vocabulary knowledge developmental trajectory shows a curvilinear form, of which linear development is trended in the first two years, and as of the third year the developmental rate doubles the previous two years, whereas individual differences are remarkable in both the initial level and the growth rate; 2, awareness of phonetics, homomorphic morphemes and complex morphemes as well as the family socioeconomic status can be referred to for a positive forecast of the students’ initial level of verbal vocabulary knowledge; 3, only the awareness of homomorphic morphemes and the family socioeconomic status can be applied to a positive prediction of the students’ verbal vocabulary knowledge growth rate..

    Keywords: verbal vocabulary knowledge; developmental trajectory; latent variable growth modeling; family socioeconomic status; morphological awareness

    1. Research questions

    Verbal vocabulary knowledge encompasses the morphology (form), phonetics (sound),and semantics (meaning) of Chinese vocabulary and other related linguistic knowledge and is a key indication of the language development of children. Based on a review of relevant research findings, the enrichment level of verbal vocabulary can be employed as a predictive assessment of the pupils’ cognitive competence and their prospective learning performance and reading proficiency.①Wright & Cervetti, 2017.Seen from the children’s language development stages, particularly of their reading skills, the lowerelementary stage is critical for pupils learning to read. The pupils’ verbal vocabulary knowledge may exert significant effects on their development of word literacy, fluency in functional communication and reading comprehension.②Song et al., 2015Therefore, access to the lower-elementary verbal vocabulary knowledge developmental trajectory and its influential factors may have theoretical and practical implications to facilitate the pupils’ acquisition of verbal vocabulary knowledge.

    The changes and influential mechanisms in verbal vocabulary knowledge development draw researchers’ extensive attention. Some scholars have conducted studies of verbal vocabulary knowledge development of children, for instance,one study of 130 preschoolers, from junior, middle,and up to senior kindergarten levels, found that the preschoolers’ verbal vocabulary knowledge increases markedly with age.③Li, Rao et al, 2016.Another study indicates that grade-1 elementary school pupils’verbal vocabulary knowledge, through two tests at an interval of six months, tends to progress significantly.④Cheng, Li et al, 2017.A study with a group of grades 1,3 and 5 elementary school pupils as subjects also discovered that their verbal vocabulary knowledge,through two tests at an interval of one year,demonstrates a trend of noticeable increases.⑤Zhao, Cheng, et al, 2016Such findings manifest clearly that in a short term,children’s verbal vocabulary knowledge sees a considerable rise. For this study, newly enrolled grade-1 pupils were selected as subjects, whose verbal vocabulary knowledge developmental trajectory was investigated over three consecutive years. Moreover, previous studies were mainly concerned with the influential factors of vocabulary knowledge levels⑥Li Hong et al., with very few focusing on the influence of the vocabulary knowledge developmental rate.

    Some researchers hold that assessments of children’s performance of their language competence shall not only be based on the children’s language level at a particular time but also should include their language skills developmental rate in the assessment system⑦M(jìn)cMaster, Fuchs, Fuchs & Compton, 2005. The children’s verbal vocabulary knowledge developmental rate is conducive to knowing their verbal vocabulary developmental potential. With regard to teaching practice, this may help identify the children at a lower developmental rate and it would be possible for the teacher to take intervention measures to speed up their vocabulary development.Then, will such factors as phonological awareness, morphological awareness, and family socioeconomic status, which have proved to affect the children’s verbal vocabulary developmental level, also affect their verbal vocabulary developmental rate. This is the second question that this study attempts to answer. Therefore,from the first test of tracking in this study, data of phonological awareness, morphological awareness,family socioeconomic status and other variables was collected, to explore their predictive roles in the children’s verbal vocabulary knowledge developmental level and rate in latent variable growth modeling.

    It was our hope that this study would also provide some evidence regarding the ideographic Chinese script learning for the differences and similarities of the children’s vocabulary knowledge development models in a diversified language system. Based on a study with 45 out of 360 Swedish children at a high risk of dyslexia, , and 89 children as a control group, followed by a three-year tracking investigation, some researchers determined that the gaps between the two groups were enlarged in terms of vocabulary knowledge development with the Matthew effect.①Kempe, Eriksson-Gustavsson & Samuelsson, 2011Cain and Oakhill identified out a group of 21 reading comprehension elites and another group of 21 reading comprehension stragglers from 102 eight-year-old English children,with three-year follow-up tracking, and noted that the differences were amplified in vocabulary knowledge development, but there was no similar phenomenon in word reading skills.②Cain & Oakhill, 2011As a typical non-phonetic script, Chinese lacks a systematic and explicit rule for phonetic-to-morphological conversion. Only through in-depth exploration can such questions as which trajectories children’s Chinese vocabulary knowledge development follows, and what connections exist between the initial and later development rates, be better answered in reference to theories on the language development laws.

    In studies of vocabulary knowledge, exploration of the influential factors for vocabulary knowledge development may be conductive to deeper access through the mechanism of vocabulary knowledge development. Studies find that metalinguistic awareness of phonetics and morphemes, forms key cognitive factors contributing to vocabulary knowledge development.③McBride-Chang et al., 2005; Zhao et al., 2016.Other studies have concluded that phonological awareness can be a key predictive indicator for children’s vocabulary knowledge development and can shed light on the significance of the awareness in vocabulary knowledge development.④McBride-Chang et al., 2005; Li et al., 2011.In one study of the interconnection between phonological awareness and vocabulary knowledge, with a group of grade 2 elementary pupils in China (Beijing and Hong Kong), South Korea, and the United States, it was found that the interconnection is close and has a cross-linguistic universality.⑤McBride-Chang et al., 2005Some researchers tracked 74 preschool children at two given points of time. After controlling the autoregressive effects of rapid naming, morpheme awareness and vocabulary knowledge, phonological awareness can still account for 7% of the vocabulary knowledge variables.⑥D(zhuǎn)ong et al, 2014For Chinese children, morphological awareness may affect the vocabulary knowledge level, but whether morphological awareness also enables positive prediction of the initial knowledge development level needs further research. However, with children’s buildup of reading and writing experience as well as their overall language proficiency, the morphological awareness’s effect on vocabulary knowledge may also change correspondingly.After the preschoolers’ progress to elementary education, when Chinese phonetics is taught, their morphological awareness can be developed rapidly up to a relatively stable level,①Shu, Peng, & McBride-Chang, 2008.and their vocabulary knowledge is in a state of continuous growth. As a result, whether morphological awareness can predict children’s vocabulary knowledge developmental rate is not clear cut.

    As the only ideogram still in use in the world, Chinese has a systematic and transparent correspondence between its written symbols(Chinese characters) and morphemes.Therefore,morphological awareness is believed to play a distinctive role in children’s Chinese vocabulary development with supportive evidence from a great number of empirical studies.②Cheng, Li &Wu, 2015; Dong et al., 2014; Li et al., 2011Morphological awareness refers to children’s recognition of morphemes, the smallest semantic unit of the language, and their language operational ability.③Zou & Shu, 2013Homomorphic and compound morphological awareness is found to be closely related to Chinese morphological awareness.④Cheng et al., 2015; Zhao, 2016Homomorphic morphological awareness facilitates children’s consideration of contextual clues for distinction of multiple morphological meanings,⑤Zhao et al., 2016whereas compound morphological awareness means children’s awareness of morphological combination rules for compound vocabulary, which is conducive to children’s analysis of morphological structures and rational conjecture of lexical meanings.⑥Cheng et al., 2015

    Previous studies investigated the effect of morphological awareness on the vocabulary knowledge development level. The researchers then found that children with greater morphological awareness are usually more proficient in vocabulary knowledge. According to some studies, the upper-elementary schoolers in grades 5-6 with developmental dyslexia tend to be insufficient in their competence of homomorphic morpheme distinction.⑦Shu, McBride-Chang, Wu & Liu, 2006One study, with 154 9-year-old Chinese Hong Kong children as test takers, discovered,despite restriction of the maternal education level and phonological awareness, compound morpheme awareness still has unique interpretation coincidence for verbal vocabulary.⑧Liu, McBride-Chang, Wong, Shu &Wong, 2013However, no study has been conducted on how such morpheme awareness affects the vocabulary knowledge development rate.Our study explored the roles of both homomorphic and compound morpheme awareness in children’s vocabulary development. In reference to previous studies, we hypothesized that both homomorphic and compound morpheme awareness can be referred to for positive predictions of the children’s initial vocabulary level. Seen from the significance of the morpheme awareness for children’s Chinese vocabulary and reading skill development,⑨Pan et al., 2016we can also anticipate that homomorphic and compound morpheme awareness may play a positive role in children’s vocabulary knowledge development.

    In addition to the cognitive factor, researchers are also very much concerned with the family socioeconomic status (SES), a contextual factor.In view of the eco-system theory, individual development is conducted in a system. The closer a system’s connection with an individual, the greater the individual influence will be on the system.Other studies find that SES may affect children’vocabulary knowledge development.①Fernald, Marchman & Weisleder, 2013.Seen from the family investment model,②Conger & Donnellan, 2007.the higher the child's SES, the better the social resources and the better the family environment. For example, the number of books is more, the reading time is more sufficient, and the language exchange opportunities with parents are more abundant, thereby promoting the benign development of its cognitive and social skills.③Gu, Liu, Xia, 2017According to one tracking study with a family over three generations, the educational investment and parent-and-child communication for children in the second family generation hinges on the SES of the parents in the first generation, and thus the first-generation parents’ SES may influence the second-generation children’s educational level. When the children in the second generation grow into parents themselves, their educational level may also continue influencing the next (the third) generation, particularly on the children’vocabulary development level.④Sohr-Preston et al., 2013Based on review and analysis of the available literature, this study takes account of the contextual variable, exploring its effect on the children’s vocabulary development level and the rate, and concludes that SES may be applied for positive prediction of the initial level and the development rate of children’s vocabulary knowledge.

    Though there were studies of relevant variable effects on the verbal vocabulary knowledge of children in particular age brackets, no systematic investigation has been carried out to explore their effects on the knowledge development rate,nor has a tracking paradigm been practiced for a systematic survey of the verbal vocabulary developmental trajectories of children at elementary school ages. Therefore, with some newly enrolled grade 1 elementary schoolers as subjects, this study conducted five tracking tests over three years adopting a latent variable growth model to study the children’s verbal vocabulary knowledge developmental trajectories. Moreover, we also attempted to explore the phonological, homomorphic and compound awareness as well as their effects on the initial level and developmental rate of the children’s vocabulary knowledge. Apart from an indepth exploration of the children’s unique Chinese vocabulary knowledge developmental laws, the study also intended to offer some reference for future language teaching practice.

    2. Methodology

    2.1 Test takers for this study

    This study originated from a tracking study of children’s Chinese language skills. Five tests were given to 149 grade 1 pupils, 69 being girl students,from two primary schools in Linfen city of Shanxi province. The first test (T1) was scheduled in the autumn semester of the candidates at the average age of 75.78 ± 3.75 months, while the four later tests were set respectively in the spring semester of grade 1 (T2), the autumn semester of grade 2 (T3),the spring semester of grade 2 (T4), and the autumn semester of grade 3, each at an interval of 6 months.Consequently, 3, 19 and 2 candidates were absent for T2, T3 and T5, respectively.

    2.2 Study instruments

    2.2.1 Vocabulary knowledge

    All the five tests adopted the assignment of word definitions to investigate the children’s verbal vocabulary knowledge. The five tests on the vocabulary knowledge were identical with the specific form of the interlocutor’s presenting of double-character phrases for the children testers’definitions.①Shu et al., 2006.A total of 32 projects were arranged in an easy-to-difficult sequence, and the outcome of any candidate who gave five consecutive wrong answers, or left five questions blank, was deemed as invalid. Two test graders worked independently to score 0, 1 or 2. The consistencies among the graders for their five times of scoring ranged from 0.93, 0.94,0.94, 0.95, to 0.94, whereas the internal consistency coefficients α for the tests were 0.74, 0.78, 0.87, 0.7,and 0.82, respectively.

    2.2.2 Phonological awareness

    T1 was administered through the assignment of phoneme deletion, to test the children’s phonological awareness, particularly in the form of the interlocutor’s oral presenting of a syllable that required the test takers to tell the syllable left after deletion of a designated phoneme.②Shu et al., 2006For instance,one shall say which sound was left after deletion of /u/ of the phonetic transcription /zhua1/. The answer was /zha1/. A total of 12 projects, including 4 phonemes in the front, middle and rear were deleted. 1 point was scored for each correct answer.The internal consistency coefficient α was 0.88 for the tests.

    2.2.3 Homomorphic morpheme awareness

    T1 was administered through the assignment of homomorphic morpheme production, in which the interlocutor orally presented double-character phrases, designated a morpheme as the target one,like ‘花’ in the phrase ‘花朵’ (Chinese character and phrase meaning a general floral designation and a specific flower respectively), and asked the children to make two more phrases, of which the meaning of one target morpheme was identical to the original one, though the other one may be different, like ‘鮮花’ and ‘花錢’ (fresh flower and expending money).③Li, et al., 2011A total of 12 projects were implemented, and 2 points were scored for each.The internal consistency coefficient α was 0.69 for the tests.

    2.2.4 Compound morpheme awareness

    T1 was administered through the assignment of compound phrase production, in which the interlocutor asked each child tester one question and the test takers responded creatively with a new phrase, for instance, ‘紙籃’ (paper basket) is a ‘籃子’ (basket) woven with ‘紙’ (paper).④Cheng et al., 2017A total of 20 projects were involved, in an easy-to-difficult sequence, and the outcome of any candidate who gave five consecutive wrong answers, or left the five questions blank, was deemed as invalid. Two graders might, depending on a child tester’s extraction of key morphemes as well as the accuracy and conciseness of their vocabulary structure, score 0, 1, 2, and 3 points, at a consistency of 0.98. The internal consistency coefficient α was 0.83 for the tests.

    2.2.5 Family socioeconomic status (SES)

    On the basis of relevant studies,⑤Shi & Shen, 2007a questionnaire was designed. As T1 was administered, the pupil candidates’ parents were asked to fill out the family questionnaire informing their occupations,educational levels, and incomes. Their occupations were coded into corresponding rankings, and 1 up to 5 points were scored for the rankings.Their educational levels were in the sequences of elementary, junior high school, senior high school, technical secondary school, junior college,undergraduate, master, and PhD, which were scored 1 to 8 points when coded. The monthly income levels were arranged in the sequences of below 1,000, 1,001 - 2,000, 2,001 - 4,000, 4,001 - 6,000,6,001 - 8,000, 8,001 - 10,000, and above 10,000,which were scored 1 - 7 points when coded. In the end, summation of the values of occupational rankings, educational levels, and income levels were referred to as the SES indicators.

    2.3 Procedures

    All the tests were administered by trained interlocutors. The family questionnaires were filled out by the children testers’ parents at home, and the rest of the tests were administered to individuals.The procedures of the five tests were completely identical. Upon the first test, some individual tests were completed twice (one test in one day) within a week to avoid inclusion of other factors, but the other four tests were done one time. During the tests a break between sections was scheduled to avoid the children testers’ over-fatigue. Individual tests were administered in a quiet room, on a one-to-one basis, with an interlocutor and a test candidate, each within a time frame of 45 minutes.

    3. Findings

    For this study, the churn rate of test takers was 16%, which, based on an analysis of the chi-square test and the student’s test, indicated that there existed neither remarkable differences nor structural loss among the 125 (n = 125) participants and 24 (n=24)for follow-up studies in the gender ratio (χ2(1)=0.25,p=0.62), ages (t(147)=0.35, p=0.73) and the first test of vocabulary knowledge (t(147)=–1.79, p=0.08),compound morpheme awareness (t(147)=–1.89,p=0.06), homomorphic morpheme awareness(t(147)=0.08, p=0.92), phonological awareness(t(147)=0.71, p=0.48), and SES (t(147)=–0.67,p=0.51). In the analysis of the statistic figures, the missing value of the tracking data was allowed, and a maximum likelihood model was used for estimation.

    3.1 Descriptive statistical results

    Table 1 lists the average value, standard deviation and relevant matrix of variables.From T1 to T5, the children testers’ vocabulary knowledge took on a trend of gradual growth. Their performance of vocabulary knowledge indicated an intermediate level of stability at coefficients ranging from 0.50 to 0.71. A marked moderate and positive correlation existed amid SES, phonological awareness, homomorphic and compound morpheme awareness. Five tests of vocabulary knowledge at related coefficients ranged from 0.20 to 0.49.

    3.2 Children’s vocabulary knowledge developmental trajectories: unconditional modeling

    To plot the vocabulary knowledge developmental trajectories, a linear, unconditional latent variable growth model and a quadratic nonlinear growth model could be structured respectively. The intercept α and the gradient β were two parameters necessary for estimation of the linear, nonconditional latent variable growth modeling, in which the intercept stood for the initial level of the vocabulary knowledge developmental trajectories with all the modeling factor load set at 1, whereas the gradient represented the vocabulary knowledge trajectory rate at an equal interval for the studypurposed tests at the set factor loads of 0, 1, 2, 3,and 4. The equation of the first level model was VOCit=αi+βiλt+ζit, of which VOCit stood for the value of a child’s (i) vocabulary knowledge by the time spent; αi, the estimated average value of the child’s (i) vocabulary knowledge by calculation of the intercept level at T1 for this study; βi, the average variable value of the vocabulary knowledge during the five tests for the study; λt, the value of time; and ζit, the residual error of the child at the time (t). The second level equation is αi=μα+ζαi;βi=μβ+ζβi, in which, μα and μβ referred to the average value of the intercept and the gradient; and ζαi and ζβ, the residual errors of the child’s intercept and gradient.Based on the linear growth modeling, one quadratic term was added to constitute a non-linear growth model with the respective factor loads of 0, 1, 4, 9,and 16.

    The fit index of two unconditional models was shown in table 2 (lines 1-2), which indicated that both the linear and quadratic nonlinear models were well fitted, and that such models did not apply to the vocabulary knowledge developmental trajectories.To explore the vocabulary developmental trajectories, an undefined curve model estimation was adopted,①Liu & Zhang, 2005by which, the gradient at the first time point was set at 0; the second; at 1; and the free estimation of the gradient for the later three was shown in the simulative fit index table 2 (Line 3).Seen from the index, such models complied with a desirable data fitting, the five times of gradient factor loads being at 0, 1, 2.54, 3.23, and 5.78.

    Table 1 Average value, standard deviation and related matrix of variables

    Table 2 The latent variable growth model fitting indices of nonlinear and undefined curve and defined slope factor loads

    Figure 1 The unconditional latent variable growth model of the children’s vocabulary knowledge

    It was difficult to explain the value of estimation simply on the basis of an undefined curve model alone. Therefore, generally in line with the gradient factor loads estimated by the model, researchers deduced whether the model-based estimation of gradient factor loads conformed to some explicable developmental trajectories, worked out the gradient factor load value, and then attached a psychological implication to the undefined curve model. Seen from the gradient factor load by the undefined curve model, with the five-test factors set at 0, 1, 2,3, and 5, in reference to the defined gradient factor load model, an estimation was made for the model fitting indices in Table 2 (Line 4), which indicated good model-to-data fittings (See figure 1 for the finalized model).

    The statistical outcome of the models was shown in Table 3. The model intercept, i.e. the vocabulary knowledge level of the newly enrolled elementary students,was 8.59, markedly greater than 0 (p<0.001);there was significant growth during the five tests (M=2.27, SE=0.10,p<0.001); seen from the factor loads, the growth was nonlinear in general,with four times of linear growth and one time of accelerated growth (T5)at rates double the previous.①Liu Hongyun, Zhang Lei, 2005In addition, the variation of the intercept (σ2=20.98, p<0.001)and that of the gradient (σ2=0.76, p<0.001) were obviously greater than 0, which indicated there were evident individual differences in the initial level of the children’s vocabulary knowledge and the knowledge developmental rate. Eventually, it was found that there was no obvious relativity between the intercept and the gradient (r=0.10, p=0.45),which indicated clearly that there existed no marked relevance between the growth rate of the children’s vocabulary knowledge and the initial level.

    3.3 The conditional models for prediction of the initial vocabulary knowledge level and the knowledge growth rate

    Considering such predictive variables forconstitution of the conditional growth model,including children’s phonological awareness,homomorphic and compound morpheme awareness and SES, the researchers explored whether such variables were causal factors contributing to the individual differences in the initial level of vocabulary knowledge and the knowledge growth rate. These conditional models (See figure 2) were well fitted with the data: χ2(22)=26.95, p=0.21,CFI=0.99, TLI=0.98, RMSEA=0.04, SRMR=0.03.The products showed that in the estimation of the vocabulary knowledge growth model intercept, SES(β=0.35, p<0.001), phonological awareness (β=0.15,p<0.05), homomorphic morpheme awareness(β=0.28, p<0.001), and compound morpheme(β=0.20, p<0.05) all played dramatically positive and predictive roles. With regard to the prediction of the gradient for the vocabulary knowledge growth model, marked positive and predictive roles were demonstrated in SES (β=0.26, p<0.05)and homomorphic morpheme awareness (β=0.30,p<0.01), but no explicit predictive roles were played in phonological awareness and compound morpheme awareness.

    Table 3 Analytical outcome of the unconditional latent variable growth model for children’s vocabulary knowledge

    4. Discussion

    4.1 The developmental trajectories of the elementary pupils’ vocabulary knowledge

    The results of this study of the children subjects’marked growth during their elementary learning of Chinese verbal vocabulary knowledge is found consistent with the findings of previous studies①Zhao et al., 2016; Song et al., 2015.In the stage from grades 1 to 2, the children enjoy rapid, linear development in the knowledge; as of grade 3, greater developmental rates are achieved,which shows that grade 3 may be a critical stage for the children’s vocabulary knowledge development.It was also found that there is no remarkable relevance between the initial knowledge level(intercept) and the developmental rate (gradient), i.e.the lower-elementary schoolers’ verbal vocabulary knowledge development takes on a model with differential steadiness.

    The developmental trend of the vocabulary knowledge is mainly attributable to the following three factors: 1, relevance to the children’s reception of formal teaching of vocabulary knowledge as part of the language acquisition contents based on the multi-factor model for the vocabulary knowledge;meanwhile, it results from the children’s learning of reading and writing skills. Prior to their access to formal pedagogy, the children gain their vocabulary knowledge mainly by means of interaction. After that, through practice of reading and writing,the children integrate their previous vocabulary knowledge and the meanings of the new words they have learned. Whenever a new word is acquired,a solitary nodal point is added in its lexical system with updated semantic connections to the established system, and thus their comprehension of original vocabulary can be deepened. 2, relevance to increased semantic communication. The children’s chances to interact with their teachers and peers are multiplied after they are admitted to an elementary school, a key venue of formal learning. Through such bilateral exchanges with their teachers or peers, either by teacher-to-student or student-tostudent interaction, the children’s comprehension of the vocabulary can be interpreted and clarified. 3,relevance to the children’s cognitive and language development in this stage②Song et al.2015found that, through their studies of children’s vocabulary knowledge, the children’s phonological awareness and morphemeawareness in this stage may be strikingly developed.Their phonological awareness and morpheme awareness can be protective factors that enable the children at a lower vocabulary proficiency level to develop their vocabulary knowledge level.

    Figure 2 The effect of family SES, phonological awareness, homomorphic and compound morpheme awareness on their vocabulary knowledge developmental trajectories

    Seen from the developmental perspective,grade 3 may be a critical period for elementary schoolers’ vocabulary knowledge development①Song et al., 2015. In view of the theory on reading skill developmental stage②Chall, 1996, the children in different stages of schooling may be confronted with differentiated reading development assignments. In around grade 3,however, the children can move from the stage of “l(fā)earning to read” to that of “l(fā)earning from reading,” with a gradually increased contribution to speech comprehension from readings. Some studies with some children sitting for the tests as subjects,found that speech comprehension’s contribution to reading was 11% for grade 2 students and could rise to 31% by the time they reached grade 4③Joshi, Tao, Aaron, & Quiroz, 2012. Unlike the early knowledge of vocabulary that just rests on the shallow level of basic semantics, for children in grade 3, in-depth interpretation competence for verbal vocabulary, the context of the words in use, the semantic knowledge online, among some others, may be gradually deepened, which reflects the process of children’s continuous understanding of the connections between new knowledge and that already learned①Paris, 2005. Therefore, regarding the developmental view, there is an upgrade potential for children’s verbal vocabulary knowledge.However, due to the limit of the tracking times,it would be difficult to draw more accurate developmental trajectories for the children’s vocabulary knowledge after grade 3.

    Verbal vocabulary knowledge is deemed as the individual learner’s language learning competence for later sustainable development in life②Paris, 2005. The children, whose initial level is already considerably high, may still have broad room for development. So studies of alphabetic writing show that the children at low or high initial verbal vocabulary levels may enlarge their later gaps in the vocabulary knowledge development. It is noteworthy that, like the children’s age brackets concerned by some institutes of alphabetic writing studies, this study also pays close attention to the lower-elementary school children. A possible interpretation for developmental model differences lies in the characteristics of the writing system of a language that may affect the developmental trajectories of vocabulary knowledge.③Pfost, Hattie, D?rfler, & Artelt, 2014Compared with the Chinese language, children, whose mother tongue follows the alphabetic system, may acquire the word-decoding skills④Moll et al., 2014in relatively shorter duration, their independent reading may be started at an earlier stage and thus they also tend to develop higher initial vocabulary knowledge at a faster pace.By contrast, Chinese children, despite also having a fast buildup of verbal vocabulary in the same ages, owing to main efforts on literary⑤Shu, Chen, Anderson,Wu, & Xuan, 2003, generally demonstrate much less quantities of independent reading without the trend of gap widening though there may be a constant discrepancy among the children in terms of their initial level.

    4.2 Correlation of the pronunciation,homomorphic morpheme, compound morpheme awareness and family SES with the initial verbal vocabulary level

    This study found that the phonological awareness may contribute to variations in the initial verbal vocabulary levels, which is consistent with the findings of previous studies⑥McBride-Chang et al., 2005; Li et al., 2011. In view of the hypothesis on long-term phonetic knowledge⑦Bowey, 2001,vocabulary knowledge learning depends on activation of or accessibility to the long-term memory for phonological representation. In the vocabulary knowledge learning process, lexical meanings are acquired through phonological activation and bonding. Children with stronger phonological awareness also tend to perform better in segmentation and operation of continuous sound flow in speech, and behave more sensibly in phonetic clues to verbal vocabulary learning, which may foster their vocabulary learning and upgrading of their vocabulary knowledge proficiency⑧Li et al., 2011.

    Some studies discovered that, following the control of the ages, phonological awareness and rapid naming, homomorphic morpheme awareness still contributes specially 5% to the verbal vocabulary knowledge①Li et al., 2006. The results of these studies also indicate that the homomorphic morpheme awareness plays a prominent predictive role in the progression of verbal vocabulary knowledge. For Chinese vocabulary, superficially, all the word structures appear the same. As a matter of fact, the Chinese morphemes bear no external structural clues but pure representational meanings, that is,almost every Chinese character may convey an independent morpheme meaning②Shu et al., 2006. Referring to the hypothesis of the vocabulary-based core semantic representation③Borowsky & Masson, 1996, multiple-semantic representation of homomorphic morphemes may produce greater semantic activation. Therefore, children better aware of homomorphic morphemes may not just focus on a particular homomorphic morpheme implication but rather may have more extensive semantic comprehension of a single word. They are more likely to be able to distinguish the possible meanings of the same Chinese character in several different phrases, express the meanings promptly in a certain context, and thus effectively facilitate their vocabulary knowledge development.

    Consistent with the findings of other studies④Liu et al., 2013; Dong et al., 2014,for this study, the compound morpheme awareness is also strikingly conducive to forecast the initial verbal vocabulary knowledge level. Related studies display that decomposability is a key mechanism of morpheme processing and the morpheme and entire word representation coexist in Chinese verbal vocabulary processing⑤Zhou & Marslen-Wilson, 1995. It has been found that children with adequate development of compound morpheme awareness may, more deliberately,have access to every morpheme in the vocabulary,and analyze the morpheme structures of complex vocabulary with two or more morphemes. By full use of clues, they may also learn new words, infer rationally the word implications, and comprehend fully the lexical meanings⑥Cheng et al., 2015.

    A previous study of kindergarten children’s vocabulary knowledge shows that those with higher SES tend to be more proficient in their verbal vocabulary level⑦Fernald et al., 2013. This study also found children with higher SES may also develop higher initial verbal vocabulary knowledge than their peers with lower SES. Usually, households with higher SES may own greater volumes of readings, and a high correlation exists between the household quantity of readings and the children’s reading competence⑧Shu et al., 2002.On the other side, the parents with higher SES may keep reading stories to their children, share picture books with their own children, and have more meaningful exchanges with them among other activities involved, which facilitates the children’s acquisition of vocabulary knowledge.

    4.3 The vocabulary knowledge developmental rate: the roles of homomorphic morpheme awareness and family SES

    This study also finds that homomorphic morpheme awareness and family SES can be two marked references for the prediction of children’s verbal vocabulary knowledge developmental rate,but there is no indication of the predictive role of phonological and compound morpheme awareness.With regard to phonological awareness, we maintain that such outcomes may be attributable to the fact that the phonological awareness role is regulated to some extent by the form-to-sound consistency of the language writing system. In contrast to an alphabetic writing system, the pronunciation of the Chinese language features markedly monosyllable vocabulary, with lower form-to-sound consistency.Compared with the continual development of vocabulary knowledge, the development of Chinese phonological awareness became mature earlier.①Shu et al., 2008Therefore, the correlation between phonological awareness and vocabulary knowledge may be gradually weakened with advancement of children’s ages. For children who are learning Chinese,satisfactory phonological representation competence alone is inadequate for vocabulary acquisition.

    Speaking of compound morpheme awareness,the finding and the hypothesis were found to be inconsistent. The study shows children with better compound morpheme awareness may also tend to make more meticulous analysis of morpheme interconnection and vocabulary structures, and thus may demonstrate more sensitivity to key morphemes in verbal vocabulary. Meanwhile,children may learn to interpret unfamiliar vocabulary based on the vocabulary composition rules, which is then conducive to their vocabulary knowledge development.②Liu et al., 2013However, though this study intend to identify the effect of compound morpheme awareness on the initial vocabulary knowledge level, there was no discovery of the effect of the compound morpheme awareness on the vocabulary knowledge developmental rate. Such results still need further validation in prospective studies and the causal factors to the outcome to be explored.

    There have already been some studies with children suffering from Chinese language developmental dyslexia, who tend to demonstrate homomorphic morpheme awareness defect.③Shu et al., 2006According to the results of this study, homomorphic morpheme awareness was found noticeable in prediction of both the children’s initial verbal vocabulary level and the vocabulary knowledge developmental rate, which indicates that homomorphic morpheme awareness plays a very important role in children’s vocabulary knowledge.To sum up the findings of this study and previous ones, we can infer that homomorphic morpheme awareness can be a predictive factor for children’s vocabulary knowledge development. As there contains a large number of polysemic words in Chinese, Chinese word comprehension requires access to both phonological and morpheme information to convey the meaning and achieve the sound and meaning correspondence for ultimate word comprehension.④Shu et al., 2006Accordingly, children with more satisfactory homomorphic morpheme awareness may be able to grow aware, in earlier ages than their peers, to distinguish word meanings,identify the contextual clues, tell the multiple meanings of homomorphic morphemes, and avoid any semantic misunderstanding. In other words,the homomorphic morpheme awareness in children may facilitate their deeper word comprehension and ensure their continuous development of vocabulary knowledge.

    Seen from the results of this study, SES is prominent in the prediction of the vocabulary knowledge developmental rate, which indicates its unremittingly strong bond with the lowerelementary children’s vocabulary knowledge.Such a finding expands the outcomes of previous studies,①Fernald et al., 2013and brings to light the key role of family environment, probably as a protective factor contributing to children’s vocabulary knowledge development. The parents with higher SES, on one hand, may render sufficient material support to their children, such as the creation of optimum reading settings at home; on the other, they may also offer their children richer emotional backing, for instance, more parent-to-child communication, or participatory and inspiring readings together with the children.②Conger & Donnellan, 2007; Gu et al., 2017Living in families with optimum reading atmospheres, children tend to be nurtured into more proficient and independent readers,accordingly with increased reading quantities and interests, which then fosters effective development of their vocabulary knowledge. This can be a hint for us that the role of family environment factors may affect the prospective development of the children’s vocabulary knowledge.

    4.4 Theoretical implications of this study

    This study has several key theoretical implications. First, through 5 tracking tests over a period of three years, a systematic investigation was conducted with a group of children to explore their verbal vocabulary knowledge developmental trajectories and reveal their individual differences in the growth rate. The findings from this study show that the study of the developmental trajectories, particularly the developmental rate,has a unique value for understanding children’s vocabulary knowledge development. In a prospective assessment of children’s speaking skills,it would be necessary to include the children’s verbal vocabulary knowledge developmental rates in the assessment system, and provide focused interventions for children with a slower developmental rate. The results of this study may remind parents and educators of additional care to the elementary schoolers in grades 1-3. Second,this study also discloses the roles of homomorphic morpheme awareness and SES on children’s verbal vocabulary knowledge developmental rates.Currently, studies of the factors on the verbal vocabulary knowledge mainly focus on prediction of their developmental level, and few studies have been conducted on prediction of the developmental rate. Consequently, the findings from this study, to a certain extent, enrich and expand the achievements of previous studies.

    5. Conclusion

    In grades 1-3 elementary schoolers’ vocabulary knowledge takes on a trend of nonlinear development, in which the first two years sees a linear development and as of the third grade a doubled rate of development. Meanwhile, both the initial level and the developmental rate demonstrate a marked individual difference.

    Phonological awareness, homomorphic morpheme awareness, compound morpheme awareness, and family SES are all attributable to positive prediction of the initial vocabulary knowledge level of the newly enrolled elementary school pupils.

    Homomorphic morpheme awareness and family SES were found conducive to positive prediction of the grades 1-3 elementary schoolers’ vocabulary knowledge developmental rate.

    猜你喜歡
    花錢籃子鮮花
    熱心的籃子
    預(yù)訂60年的鮮花
    不給他人“提籃子”——“提籃子”的實質(zhì)是“謀私利”
    籃子
    這一首,五月的鮮花
    少先隊活動(2018年5期)2018-12-29 12:12:20
    小小花錢看科舉
    花帽子,小籃子
    花前月下
    五月的鮮花
    中國火炬(2015年9期)2015-07-25 09:47:40
    五月的鮮花
    好看av亚洲va欧美ⅴa在| 亚洲精品久久午夜乱码| 国产精品 欧美亚洲| 大型av网站在线播放| 人成视频在线观看免费观看| 91精品三级在线观看| 日韩三级视频一区二区三区| av电影中文网址| 欧美精品啪啪一区二区三区| 啦啦啦在线免费观看视频4| 久久亚洲真实| 国产精品国产av在线观看| 国产精品国产av在线观看| 日韩精品免费视频一区二区三区| 国产在线一区二区三区精| 久久精品国产a三级三级三级| 国产99久久九九免费精品| 人妻久久中文字幕网| 亚洲一区高清亚洲精品| 亚洲aⅴ乱码一区二区在线播放 | 日本一区二区免费在线视频| 高清视频免费观看一区二区| 成人亚洲精品一区在线观看| 每晚都被弄得嗷嗷叫到高潮| 国产欧美日韩一区二区三区在线| 免费在线观看影片大全网站| 欧美日韩黄片免| 老司机在亚洲福利影院| 777久久人妻少妇嫩草av网站| 免费一级毛片在线播放高清视频 | 精品乱码久久久久久99久播| 国产亚洲欧美在线一区二区| 精品视频人人做人人爽| 国产不卡av网站在线观看| 午夜福利,免费看| 亚洲av美国av| www.自偷自拍.com| 老司机亚洲免费影院| 又紧又爽又黄一区二区| 女人被狂操c到高潮| 电影成人av| 男人操女人黄网站| 91成年电影在线观看| 一区二区三区精品91| 久久人妻熟女aⅴ| 国产成人精品久久二区二区91| 91麻豆精品激情在线观看国产 | 亚洲,欧美精品.| 热99久久久久精品小说推荐| 精品久久久久久,| 国产真人三级小视频在线观看| 九色亚洲精品在线播放| 久久精品亚洲精品国产色婷小说| 久久久久国产精品人妻aⅴ院 | 一a级毛片在线观看| 丁香欧美五月| 欧美人与性动交α欧美软件| 欧美中文综合在线视频| 黄色毛片三级朝国网站| 少妇 在线观看| 午夜精品久久久久久毛片777| 久99久视频精品免费| 国产伦人伦偷精品视频| 一级片免费观看大全| 国产成人系列免费观看| 曰老女人黄片| 中文字幕制服av| 亚洲美女黄片视频| 亚洲国产欧美网| netflix在线观看网站| 一本大道久久a久久精品| 91老司机精品| 一本综合久久免费| 在线观看舔阴道视频| 久久久国产成人精品二区 | 日本vs欧美在线观看视频| 别揉我奶头~嗯~啊~动态视频| 久久香蕉激情| 操出白浆在线播放| 久9热在线精品视频| 日本一区二区免费在线视频| 精品无人区乱码1区二区| 亚洲欧洲精品一区二区精品久久久| 亚洲五月婷婷丁香| 可以免费在线观看a视频的电影网站| 91国产中文字幕| 人妻久久中文字幕网| 亚洲免费av在线视频| 欧美丝袜亚洲另类 | 亚洲国产精品合色在线| 午夜成年电影在线免费观看| 老司机深夜福利视频在线观看| 曰老女人黄片| 成人永久免费在线观看视频| 少妇猛男粗大的猛烈进出视频| 在线观看免费视频日本深夜| 国产99白浆流出| 国产高清视频在线播放一区| 日韩精品免费视频一区二区三区| 纯流量卡能插随身wifi吗| 国产精品99久久99久久久不卡| 麻豆乱淫一区二区| 一进一出抽搐gif免费好疼 | 亚洲久久久国产精品| 国产亚洲欧美在线一区二区| 狠狠婷婷综合久久久久久88av| 亚洲欧美一区二区三区黑人| 国产有黄有色有爽视频| 高清毛片免费观看视频网站 | 欧美黑人精品巨大| 精品人妻1区二区| 精品一品国产午夜福利视频| 人人妻,人人澡人人爽秒播| 两个人免费观看高清视频| 久久亚洲精品不卡| 国内毛片毛片毛片毛片毛片| 国产一卡二卡三卡精品| 成在线人永久免费视频| 高清视频免费观看一区二区| 免费高清在线观看日韩| 欧美精品一区二区免费开放| 国产国语露脸激情在线看| 免费在线观看亚洲国产| 国产aⅴ精品一区二区三区波| 国产99久久九九免费精品| 美女国产高潮福利片在线看| 人人妻人人添人人爽欧美一区卜| 我的亚洲天堂| 欧美日韩精品网址| 国产99白浆流出| 国产精品1区2区在线观看. | 午夜福利一区二区在线看| 叶爱在线成人免费视频播放| 丝袜美腿诱惑在线| 中文字幕人妻丝袜一区二区| 国产精品 国内视频| 性少妇av在线| 香蕉丝袜av| 黄色片一级片一级黄色片| 国产激情久久老熟女| 日日爽夜夜爽网站| 国产精品国产高清国产av | 亚洲黑人精品在线| av超薄肉色丝袜交足视频| 十分钟在线观看高清视频www| 高清av免费在线| 99国产精品99久久久久| av国产精品久久久久影院| 在线十欧美十亚洲十日本专区| 国产精品1区2区在线观看. | 黄色视频,在线免费观看| 天天操日日干夜夜撸| 免费在线观看亚洲国产| 丝袜人妻中文字幕| tocl精华| 黑人欧美特级aaaaaa片| 久久青草综合色| 好看av亚洲va欧美ⅴa在| 亚洲av成人不卡在线观看播放网| 色老头精品视频在线观看| 亚洲成人免费av在线播放| 亚洲熟女毛片儿| 免费看a级黄色片| 人人妻,人人澡人人爽秒播| 在线免费观看的www视频| 久久狼人影院| 亚洲精品国产精品久久久不卡| a在线观看视频网站| 男女之事视频高清在线观看| 免费观看人在逋| 99香蕉大伊视频| 久久久久视频综合| 国产成人精品久久二区二区免费| 一级a爱视频在线免费观看| 欧美 亚洲 国产 日韩一| 无遮挡黄片免费观看| 精品人妻1区二区| av欧美777| 久久久国产精品麻豆| 69av精品久久久久久| 热99re8久久精品国产| 黄片播放在线免费| 国产成人啪精品午夜网站| 曰老女人黄片| 成人av一区二区三区在线看| 在线观看免费视频网站a站| 90打野战视频偷拍视频| 国产精品国产av在线观看| 久久久国产精品麻豆| 欧美激情高清一区二区三区| 如日韩欧美国产精品一区二区三区| 欧美黑人精品巨大| 国产精品 国内视频| 欧美精品一区二区免费开放| 久久影院123| 岛国在线观看网站| 国产在线一区二区三区精| 国产精品久久久人人做人人爽| 亚洲性夜色夜夜综合| 亚洲一码二码三码区别大吗| 国产欧美日韩综合在线一区二区| 免费av中文字幕在线| 亚洲精品国产一区二区精华液| 亚洲成人手机| 日韩免费高清中文字幕av| 飞空精品影院首页| 80岁老熟妇乱子伦牲交| 80岁老熟妇乱子伦牲交| av超薄肉色丝袜交足视频| 成人手机av| 欧美丝袜亚洲另类 | 99热国产这里只有精品6| 国产97色在线日韩免费| 一本大道久久a久久精品| 亚洲欧美色中文字幕在线| 手机成人av网站| 亚洲,欧美精品.| 国产色视频综合| 精品无人区乱码1区二区| 国产精品免费大片| 久久精品国产综合久久久| 岛国在线观看网站| 国产精品香港三级国产av潘金莲| 女人久久www免费人成看片| 操出白浆在线播放| 人人澡人人妻人| 成年人午夜在线观看视频| 亚洲精品一卡2卡三卡4卡5卡| 国产高清激情床上av| 亚洲一区二区三区欧美精品| 中国美女看黄片| 国产高清videossex| 亚洲精品久久午夜乱码| 热re99久久精品国产66热6| 亚洲av美国av| 久久久国产精品麻豆| 一区二区三区精品91| 色尼玛亚洲综合影院| 国产成+人综合+亚洲专区| 每晚都被弄得嗷嗷叫到高潮| 男女高潮啪啪啪动态图| 在线av久久热| 亚洲精品乱久久久久久| 人人妻人人添人人爽欧美一区卜| 国产无遮挡羞羞视频在线观看| 国产成人欧美| 日韩熟女老妇一区二区性免费视频| 黑丝袜美女国产一区| 免费看十八禁软件| 色综合欧美亚洲国产小说| 50天的宝宝边吃奶边哭怎么回事| 动漫黄色视频在线观看| av线在线观看网站| 欧美日韩乱码在线| 99热国产这里只有精品6| 亚洲 欧美一区二区三区| 757午夜福利合集在线观看| 91在线观看av| 日韩中文字幕欧美一区二区| 极品少妇高潮喷水抽搐| 精品国产美女av久久久久小说| 久久精品亚洲av国产电影网| 麻豆国产av国片精品| 啦啦啦视频在线资源免费观看| 欧美日韩av久久| a级片在线免费高清观看视频| 老司机影院毛片| 美女扒开内裤让男人捅视频| 亚洲欧美一区二区三区久久| 成人av一区二区三区在线看| 国产免费现黄频在线看| 极品人妻少妇av视频| 亚洲欧美激情综合另类| www.精华液| 亚洲中文字幕日韩| 三上悠亚av全集在线观看| 亚洲人成77777在线视频| tocl精华| 亚洲人成电影免费在线| 欧美日韩亚洲国产一区二区在线观看 | 久久精品国产清高在天天线| 亚洲五月婷婷丁香| 亚洲av日韩在线播放| 亚洲国产中文字幕在线视频| √禁漫天堂资源中文www| 老司机靠b影院| 老司机影院毛片| 亚洲avbb在线观看| 亚洲欧美一区二区三区久久| av视频免费观看在线观看| 久久性视频一级片| 免费一级毛片在线播放高清视频 | x7x7x7水蜜桃| 女性被躁到高潮视频| 国产野战对白在线观看| 亚洲aⅴ乱码一区二区在线播放 | 热99久久久久精品小说推荐| 日本一区二区免费在线视频| 两个人看的免费小视频| 黑人巨大精品欧美一区二区蜜桃| 精品人妻在线不人妻| 欧美日韩成人在线一区二区| 欧美大码av| 精品国产超薄肉色丝袜足j| www.999成人在线观看| 日韩有码中文字幕| 一区二区三区国产精品乱码| 国产精品亚洲一级av第二区| 国产午夜精品久久久久久| 一夜夜www| 久久人妻av系列| 欧美 日韩 精品 国产| 日韩欧美免费精品| 18禁裸乳无遮挡动漫免费视频| 高潮久久久久久久久久久不卡| 极品少妇高潮喷水抽搐| 18禁国产床啪视频网站| 精品熟女少妇八av免费久了| 国产成人免费无遮挡视频| 国产亚洲精品第一综合不卡| cao死你这个sao货| 在线观看免费高清a一片| 国产精品一区二区精品视频观看| 男女床上黄色一级片免费看| 欧美人与性动交α欧美精品济南到| 午夜日韩欧美国产| 99re在线观看精品视频| 国产精品自产拍在线观看55亚洲 | av免费在线观看网站| 日韩 欧美 亚洲 中文字幕| 久9热在线精品视频| 真人做人爱边吃奶动态| 午夜影院日韩av| 99精品欧美一区二区三区四区| 日本撒尿小便嘘嘘汇集6| 老熟妇乱子伦视频在线观看| 黄色女人牲交| 国产av又大| 色播在线永久视频| 国产高清激情床上av| 麻豆av在线久日| 美女福利国产在线| 久久国产精品男人的天堂亚洲| 亚洲性夜色夜夜综合| 正在播放国产对白刺激| 伊人久久大香线蕉亚洲五| 91成人精品电影| 亚洲av第一区精品v没综合| 国产人伦9x9x在线观看| 亚洲午夜精品一区,二区,三区| 老熟女久久久| 欧美在线一区亚洲| 亚洲色图综合在线观看| 国产精品免费视频内射| 国产精品.久久久| 首页视频小说图片口味搜索| 国产成人精品久久二区二区免费| 亚洲精品久久成人aⅴ小说| 丝袜人妻中文字幕| 国产av又大| 国产精品乱码一区二三区的特点 | 大香蕉久久网| 很黄的视频免费| 侵犯人妻中文字幕一二三四区| 午夜免费观看网址| 久久久国产成人免费| 欧美 亚洲 国产 日韩一| 精品一品国产午夜福利视频| 电影成人av| 国产精品欧美亚洲77777| 18禁观看日本| 99riav亚洲国产免费| 人人妻人人添人人爽欧美一区卜| 99国产极品粉嫩在线观看| 少妇裸体淫交视频免费看高清 | 日本黄色视频三级网站网址 | 国产成人啪精品午夜网站| 丰满饥渴人妻一区二区三| 露出奶头的视频| 三级毛片av免费| 欧美成人午夜精品| 亚洲av成人不卡在线观看播放网| 丝袜人妻中文字幕| 久久人妻av系列| 国产xxxxx性猛交| 亚洲九九香蕉| 丁香六月欧美| 人人妻,人人澡人人爽秒播| 国产色视频综合| 国产精品电影一区二区三区 | 亚洲综合色网址| 国产精品1区2区在线观看. | 精品一区二区三区四区五区乱码| 亚洲成人免费电影在线观看| 久久久久久久午夜电影 | 国产精华一区二区三区| 亚洲一区中文字幕在线| 亚洲成av片中文字幕在线观看| 大码成人一级视频| 岛国在线观看网站| 国产男女超爽视频在线观看| 亚洲熟女精品中文字幕| av免费在线观看网站| av有码第一页| 国产极品粉嫩免费观看在线| 亚洲欧美激情在线| 欧美日韩中文字幕国产精品一区二区三区 | a级毛片在线看网站| 91精品国产国语对白视频| 天天躁狠狠躁夜夜躁狠狠躁| 国产精品偷伦视频观看了| 在线国产一区二区在线| 午夜福利欧美成人| 在线看a的网站| 国产1区2区3区精品| 天天影视国产精品| 国产一区二区三区在线臀色熟女 | 国产成人av激情在线播放| 波多野结衣av一区二区av| 中文字幕人妻丝袜制服| 黄色毛片三级朝国网站| 日韩成人在线观看一区二区三区| 午夜精品久久久久久毛片777| 国产免费男女视频| 精品少妇一区二区三区视频日本电影| 亚洲七黄色美女视频| 99热网站在线观看| 成人av一区二区三区在线看| 亚洲国产欧美一区二区综合| 黄片播放在线免费| 亚洲午夜精品一区,二区,三区| 91成年电影在线观看| 亚洲免费av在线视频| 超碰成人久久| 亚洲中文av在线| 免费久久久久久久精品成人欧美视频| 一区二区三区激情视频| 亚洲熟妇熟女久久| 国产高清videossex| av中文乱码字幕在线| 捣出白浆h1v1| 成人18禁高潮啪啪吃奶动态图| 亚洲五月色婷婷综合| 亚洲欧美一区二区三区黑人| 91在线观看av| 天天影视国产精品| aaaaa片日本免费| 亚洲国产欧美日韩在线播放| 99精品欧美一区二区三区四区| 成熟少妇高潮喷水视频| 新久久久久国产一级毛片| 亚洲一区二区三区欧美精品| 99国产精品99久久久久| 免费在线观看影片大全网站| 中文欧美无线码| 黄色毛片三级朝国网站| 美女高潮喷水抽搐中文字幕| svipshipincom国产片| 老汉色∧v一级毛片| 久久精品亚洲av国产电影网| 岛国在线观看网站| 日韩三级视频一区二区三区| 欧美大码av| 少妇被粗大的猛进出69影院| 免费在线观看亚洲国产| 精品国产超薄肉色丝袜足j| 天堂中文最新版在线下载| 香蕉久久夜色| 欧美午夜高清在线| 午夜久久久在线观看| 在线观看www视频免费| 国产精品偷伦视频观看了| 手机成人av网站| 女人高潮潮喷娇喘18禁视频| 美女 人体艺术 gogo| 国产精品免费视频内射| 午夜免费观看网址| 男女高潮啪啪啪动态图| 一区福利在线观看| 69精品国产乱码久久久| 精品一区二区三区av网在线观看| 18禁国产床啪视频网站| 老司机午夜十八禁免费视频| 999久久久精品免费观看国产| 亚洲国产欧美一区二区综合| 亚洲欧美精品综合一区二区三区| 亚洲一码二码三码区别大吗| 日本wwww免费看| 亚洲 国产 在线| 国产成人精品无人区| 岛国在线观看网站| 亚洲第一青青草原| av福利片在线| 国产精品一区二区精品视频观看| 日本a在线网址| 国产精品永久免费网站| 欧美午夜高清在线| av一本久久久久| 飞空精品影院首页| 中文字幕人妻熟女乱码| 天天躁夜夜躁狠狠躁躁| 免费观看a级毛片全部| 国产精品1区2区在线观看. | 黄色片一级片一级黄色片| 一级黄色大片毛片| 久久人妻熟女aⅴ| 又黄又粗又硬又大视频| 亚洲精品粉嫩美女一区| 久久国产亚洲av麻豆专区| 一级a爱片免费观看的视频| 精品欧美一区二区三区在线| 新久久久久国产一级毛片| 欧美乱妇无乱码| 老熟妇仑乱视频hdxx| 51午夜福利影视在线观看| 成年人午夜在线观看视频| 午夜福利在线免费观看网站| 91老司机精品| 日韩欧美一区视频在线观看| 最新在线观看一区二区三区| 丁香欧美五月| 久久99一区二区三区| 久久久久国产精品人妻aⅴ院 | 最新美女视频免费是黄的| 国产精品免费一区二区三区在线 | 97人妻天天添夜夜摸| 亚洲精华国产精华精| 日韩中文字幕欧美一区二区| 日韩人妻精品一区2区三区| 国产精品一区二区精品视频观看| 麻豆av在线久日| 高清欧美精品videossex| 亚洲av日韩在线播放| 老司机深夜福利视频在线观看| 成人免费观看视频高清| 国产日韩一区二区三区精品不卡| 99国产精品免费福利视频| 中出人妻视频一区二区| 80岁老熟妇乱子伦牲交| 亚洲国产欧美一区二区综合| 亚洲专区国产一区二区| 久久九九热精品免费| 亚洲精品乱久久久久久| 国产又色又爽无遮挡免费看| 国产激情久久老熟女| 婷婷精品国产亚洲av在线 | 男人舔女人的私密视频| 午夜老司机福利片| 中文亚洲av片在线观看爽 | 不卡一级毛片| 久久九九热精品免费| 欧美 日韩 精品 国产| 亚洲人成伊人成综合网2020| 美女视频免费永久观看网站| 一进一出抽搐动态| 亚洲成人免费av在线播放| 国产成人一区二区三区免费视频网站| 国产高清视频在线播放一区| 日本vs欧美在线观看视频| 九色亚洲精品在线播放| 久久精品亚洲av国产电影网| 男女高潮啪啪啪动态图| 深夜精品福利| 看片在线看免费视频| 久久天堂一区二区三区四区| 亚洲情色 制服丝袜| 国产精品二区激情视频| xxxhd国产人妻xxx| 午夜福利在线免费观看网站| 欧美一级毛片孕妇| 丰满的人妻完整版| 国产精品一区二区免费欧美| 女性生殖器流出的白浆| 国产成+人综合+亚洲专区| 天天操日日干夜夜撸| 9热在线视频观看99| 亚洲第一av免费看| 免费久久久久久久精品成人欧美视频| 欧美老熟妇乱子伦牲交| 成人三级做爰电影| 国产不卡一卡二| 在线观看免费日韩欧美大片| 欧美+亚洲+日韩+国产| 两人在一起打扑克的视频| 国产一区有黄有色的免费视频| 国产男女内射视频| 亚洲精品一二三| 国产高清国产精品国产三级| 欧美激情极品国产一区二区三区| 精品国内亚洲2022精品成人 | 欧美丝袜亚洲另类 | 欧美精品高潮呻吟av久久| 国产精品自产拍在线观看55亚洲 | 亚洲一码二码三码区别大吗| 黄网站色视频无遮挡免费观看| 国产又爽黄色视频| 久久午夜综合久久蜜桃| 国产精品.久久久| 亚洲国产欧美网| 欧美黄色片欧美黄色片| 少妇猛男粗大的猛烈进出视频| 亚洲av电影在线进入| 欧美激情久久久久久爽电影 | 91大片在线观看| 视频区欧美日本亚洲| 香蕉久久夜色| 国产成人精品无人区| 亚洲熟女毛片儿| 精品熟女少妇八av免费久了| 国产一区有黄有色的免费视频| 国产日韩一区二区三区精品不卡| 大香蕉久久网| 在线十欧美十亚洲十日本专区| 69av精品久久久久久| 女同久久另类99精品国产91|