Cynyddu amlygiad plant i'r Gymraeg: Dylanwad rhaglenni CYW ar ddatblygiad geirfa plant a'u hadnabyddiaeth o reolau cystrawennol

Abstract

Mae ymchwil ym maes seicoieithyddiaeth wedi amlygu pwysigrwydd amlder mewnbwn a rhyngweithio i sicrhau caffaeliad llwyddiannus o iaith ac mae’r patrymau hyn o drosglwyddo iaith yn cael eu defnyddio i gefnogi damcaniaethau blaengar megis Tomosello (2000) a Gathercole (2007). Bwriad yr ymchwil hwn oedd archwilio dull penodol o gynyddu amlygiad plant a theuluoedd L1 Saesneg i fodelau L1 Cymraeg trwy ddefnydd o’r teledu. Gan seilio’r fethodoleg ar ddulliau ymchwil arbrofol, cymharodd Astudiaeth 1 effaith gwylio rhaglenni teledu Cymraeg, wrth neu heb ryngweithio gydag oedolyn, ag effaith gwrando ar straeon Cymraeg neu Saesneg ar ddatblygiad iaith Gymraeg plant L1 Saesneg 4 i 5 mlwydd oed tra yn yr ysgol. Dangosodd y canlyniadau gynnydd yn bennaf yn adnabyddiaeth y plant oedd wedi gwylio’r teledu o eirfa Gymraeg, gyda mymryn o gynnydd o ran gramadeg, ond roedd y cynnydd mwyaf amlwg pan roedd yr ymchwilydd yn rhyngweithio gyda'r plant yn ystod y gwylio. Edrychodd Astudiaeth 2 ar effaith rhaglenni teledu Cymraeg ar blant L1 Saesneg 2 i 3 blwydd oed yn y cartref. Er nad oedd cynnydd amlwg i’w weld o ran y Gymraeg, roedd y teledu yn fodd o amlygu’r plant i batrymau iaith nad oedd yn gyfarwydd iddyn nhw a hynny mewn ffordd lle’r oedd y plant yn cael mwynhad. Aeth Astudiaeth 3 ati i ganfod agwedd rhieni tuag at y teledu fel cyfrwng a thuag at ddwyieithrwydd a’r Gymraeg, gan ymholi am arferion gwylio teledu yn y cartref ac unrhyw ymwybyddiaeth o’r gwasanaeth @TiFiaCyw sy’n annog rhieni di-Gymraeg i ryngweithio gyda’u plant tra’n gwylio rhaglenni Cyw. Datgelodd y canlyniadau gefnofaeth i’r cysyniad y tu ôl i’r gwasaneth, ond prin oedd y defnydd o’r gwasanaeth hwnnw. Mae angen rhagor o waith i sicrhau ei fod wedi ei farchanta’n effeithiol ar gyfer y gynulleidfa darged. Mae goblygiadau'r canfyddiadau hyn ar gyfer agweddau penodol ar addysg ddwyieithog a chynllunio ieithyddol bwriadus, ynghyd â’u cyfraniad i ddamcaniaethau ymchwil, yn cael eu trafod.

Abstract (AI English translation)

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Research in the field of psycholinguistics has highlighted the importance of frequency of input and interaction to ensure successful acquisition of language and these patterns of language transfer are used to support progressive theories such as Tomosello (2000) and Gathercole (2007). The intention of this research was to examine a specific method of increasing the exposure of L1 English children and families to L1 Welsh models through the use of television. Basing the methodology on experimental research methods, Study 1 compared the effect of watching Welsh television programmes, with or without interaction with an adult, with the effect of listening to Welsh or English stories on the Welsh language development of 4 to 5 year old English L1 children while at school . The results showed an increase mainly in the recognition of Welsh vocabulary by the children who had watched the television, with a slight increase in terms of grammar, but the most obvious increase was when the researcher interacted with the children during the viewing. Study 2 looked at the impact of Welsh television programs on English L1 children aged 2 to 3 years in the home. Although there was no obvious progress to be seen in terms of the Welsh language, the television was a means of exposing the children to language patterns that were not familiar to them and that in a way where the children had enjoyment. Study 3 set out to find out parents' attitude towards television as a medium and towards bilingualism and the Welsh language, inquiring about TV viewing habits at home and any awareness of the @TiFiaCyw service which encourages non-Welsh speaking parents to interact with their children while watching Cyw programmes. The results revealed support for the concept behind the service, but there was little use of that service. More work is needed to ensure it is marketed effectively for the target audience. The implications of these findings for specific aspects of bilingual education and intentional linguistic planning, together with their contribution to research theories, are discussed.