Effects of language mixing on bilingual children's word learning.
Effects of language mixing on bilingual children's word learning.
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DOI：
10.1017/s1366728921000699
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发表时间：
2022-01
期刊：
影响因子：
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通讯作者：
Lew-Williams C
中科院分区：
文献类型：
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作者：
Byers-Heinlein K;Jardak A;Fourakis E;Lew-Williams C
语言混合在双语儿童的学习环境中很常见。在这里，我们调查了语言混合对儿童学习新单词的影响。我们测试了两组3岁的双语：法语-英语（实验1）和西班牙语-英语（实验2）。孩子们被教了两个新的单词，一个在单一语言的句子（“看！“你看见那条狗在树上吗？”）另一个是混合语言句子，中间有一个语言转换（“看！“你看什么呢？在学习阶段，孩子们在听到单语言和混合语言的句子时都能正确地识别新的目标。然而，在测试中，法英双语者没有成功地识别出混合语言句子中遇到的单词。西班牙语-英语双语者无法识别任何一个单词，这强调了检查多个双语人群的重要性。这项研究表明，语言混合有时可能会阻碍儿童对下游出现的新单词的编码，但留下了几个可能的潜在机制。
Language mixing is common in bilingual children’s learning environments. Here, we investigated effects of language mixing on children’s learning of new words. We tested two groups of 3-year-old bilinguals: French–English (Experiment 1) and Spanish–English (Experiment 2). Children were taught two novel words, one in single-language sentences (“Look! Do you see the dog on the teelo?”) and one in mixed-language sentences with a mid-sentence language switch (“Look! Do you see the chien/perro on the walem?”). During the learning phase, children correctly identified novel targets when hearing both single-language and mixed-language sentences. However, at test, French–English bilinguals did not successfully recognize the word encountered in mixed-language sentences. Spanish–English bilinguals failed to recognize either word, which underscores the importance of examining multiple bilingual populations. This research suggests that language mixing may sometimes hinder children’s encoding of novel words that occur downstream, but leaves open several possible underlying mechanisms.