上海交大“985 工程”外语学院二语习得研究平台 > 研究动态 > The home language environment of monolingual and bilingual children and their language proficiency

The home language environment of monolingual and bilingual children and their language proficiency

2010-01-10 08:50 来源: 作者:ANNA F. SCHEELEa1 c1, PAUL P. M. LESEMANa1 and AZIZA Y. MAYOa2 网友评论 0 条 浏览次数 1857
a1 Utrecht University

a2 University of London

 

 

This study investigated the relationships between home language learning activities and vocabulary in a sample of monolingual native Dutch (n = 58) and bilingual immigrant Moroccan–Dutch (n = 46) and Turkish–Dutch (n = 55) 3-year-olds, speaking Tarifit-Berber, a nonscripted language, and Turkish as their first language (L1), respectively. Despite equal domain general cognitive abilities, Dutch children scored higher than the bilingual children on a L1 vocabulary test, and Moroccan–Dutch children had higher second language (L2) vocabulary skills compared to Turkish–Dutch children. Multigroup analyses revealed strong impact on both L1 and L2 skills of language specific input in literate and oral activities. Finally, indications were found of positive cross-language transfer from L1 to L2 as well as competition between L1 and L2 input.

(Received April 03 2008)

(Accepted March 21 2009)

Correspondence:

c1 ADDRESS FOR CORRESPONDENCE Anna F. Scheele, Utrecht University, P.O. Box 80140, NL-3508 TC Utrecht, The Netherlands. E-mail: a.f.scheele@uu.nl

 

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