Measuring bilingual children's receptive vocabularies.
Measuring bilingual children's receptive vocabularies.
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DOI：
10.1111/j.1467-8624.1992.tb01678.x
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发表时间：
1992-08
影响因子：
4.6
通讯作者：
V. Umbel;B. Pearson;María C. Fernández;D. Oller
中科院分区：
文献类型：
--
作者：
V. Umbel;B. Pearson;María C. Fernández;D. Oller
接受词汇的西班牙裔儿童在迈阿密进行了测试，在英语和西班牙语的补充标准化测试，皮博迪图片词汇测试（PPVT-R）和测试德词汇恩Imágenes皮博迪（TVIP-H）。105名双语一年级学生，相对于国家标准，具有中等到高等的社会经济地位，根据他们家中所说的语言进行划分。无论是在家里只说西班牙语（奥什）还是在家里同时说英语和西班牙语（ESH），这两组儿童在西班牙语接受词汇方面的表现接近平均值100（TVIP-H平均值为97.0和96.5）;相反，ESH组儿童的英语得分比奥什组儿童高出1个SD（PPVT-R分别为88.0和69.7）。因此，同时学习两种语言似乎不会损害母语的接受性语言发展，而它确实为在多数语言中的上级表现奠定了基础。此外，翻译等价物，项目共享的两个测试的分析表明，双语儿童的词汇知识的统计显着部分不重叠，在他们的2种语言，因此没有反映在单一语言的分数。
Receptive vocabulary of Hispanic children in Miami was tested in both English and Spanish with complementary standardized tests, the Peabody Picture Vocabulary Test (PPVT-R) and the Test de Vocabulario en Imágenes Peabody (TVIP-H). 105 bilingual first graders, of middle to high socioeconomic status relative to national norms, were divided according to the language(s) spoken in their homes. Both groups, whether they spoke only Spanish in the home (OSH) or both English and Spanish in the home (ESH), performed near the mean of 100 in Spanish receptive vocabulary (TVIP-H means 97.0 and 96.5); in contrast, ESH group children scored more than 1 SD higher in English than OSH group children (PPVT-R means 88.0 and 69.7, respectively). It appears, therefore, that learning 2 languages at once does not harm receptive language development in the language of origin, while it does lay the groundwork for superior performance in the majority language. Furthermore, an analysis of translation equivalents, items shared by both tests, shows that a statistically significant portion of bilingual children's lexical knowledge does not overlap in their 2 languages and is therefore not reflected in single-language scores.