Language input environments and language development in bilingual acquisition
Language input environments and language development in bilingual acquisition
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双语习得中的语言输入环境和语言发展
DOI：
10.1515/9783110239331.221
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发表时间：
2011
影响因子：
2.6
通讯作者：
A. D. Houwer
中科院分区：
文献类型：
--
作者：
A. D. Houwer
幼儿双语儿童语言使用的一个显着特征是，他们使用任何一种语言的方式以及每种语言的语言技能水平之间可能存在很大差异。正如我将要论证的，双语儿童使用两种语言之间的许多差异可以归因于每种语言的语言输入环境的差异。这些语言输入环境尤其涉及父母对的语言使用模式、第一次定期接触每种语言的年龄、每种语言输入的相对和绝对频率以及交互策略。我的主张的证据将基于对 3,390 名双语儿童的调查研究、对 31 个双语家庭的更深入研究以及文献调查结果。如果语言输入环境的差异确实可以解释一个特定儿童使用两种语言之间的大部分差异（以及，推而广之，双语儿童之间的个体间差异），那么这将对学校和其他地方的双语儿童的评估产生重要影响。
A striking feature of young bilingual children’s language use is that there can be so much difference between the ways in which they use either of their languages and the levels of language skill in each. As I will argue, many of the differences between individual bilingual children’s use of their two languages can be attributed to differences in the language input environments for each of the languages. These language input environments concern, amongst others, language use patterns in the parent pair, age of first regular exposure to each language, relative and absolute frequencies of input for each language, and interaction strategies. Evidence for my claims will be based on a survey study of 3,390 bilingual children, a more in-depth study of 31 bilingual families, and findings from the literature. If indeed it is the case that differences in language input environments can explain much of the variation between one particular child’s use of two languages (and, by extension, inter-individual variation between bilingual children), this has important repercussions for the assessment of bilingual children in school and elsewhere.
西班牙语 - 英语发展的2岁儿童的语言曝光，语音记忆和语言发展之间的关系。
影响因子：
2.6
作者：
Parra M;Hoff E;Core C
通讯作者：
Core C
影响因子：
4.6
作者：
Place S;Hoff E
通讯作者：
Hoff E