EXPLORING THE INFLUENCE OF PARENTAL EDUCATION, SOCIOECONOMIC STATUS, AND LANGUAGE EXPOSURE ON CHINESE PRESCHOOLERS’ ATTITUDES TOWARD ENGLISH LEARNING
DOI:
https://doi.org/10.18623/rvd.v22.n6.3937Keywords:
Parental Education, Socioeconomic Status, Language Exposure, English Learning Attitudes, PreschoolersAbstract
In non-English-speaking regions such as Asia, the growing emphasis on English as a foreign language (EFL) has brought increased attention to the role of the home environment in early language learning. In China, recent regulations restricting formal English instruction for preschoolers have further underscored the importance of parental involvement in shaping children’s attitudes toward English learning. This study explores how parental education, socioeconomic status (SES), and language exposure influence preschoolers’ affective attitudes toward EFL. A questionnaire survey was administered to 336 parents of preschool-aged children (three to six years old) in Zhengzhou, central China. The results indicate that higher parental education levels are associated with more positive attitudes in children toward English learning. Similarly, preschoolers from higher SES families tend to demonstrate more favorable affective orientations toward acquiring English. Importantly, the study also identifies a moderating effect of language exposure on the link between parental education and children’s attitudes: increased exposure enhances the positive impact of parental education. These findings underscore the multifaceted nature of early EFL development and suggest that home-based language exposure and parental background play critical roles in fostering young children’s enthusiasm and readiness for English learning. The study offers practical implications for educators and policymakers seeking to support family-based EFL learning in early childhood settings.
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