Is the simultaneous acquisition of two languages in early childhood equal to acquiring each of the two languages individually
Is the simultaneous acquisition of two languages in early childhood equal to acquiring each of the two languages individually
复制标题
在幼儿期同时习得两种语言是否等于单独习得两种语言
DOI：
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发表时间：
1997
期刊：
影响因子：
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通讯作者：
S. Dopke
中科院分区：
文献类型：
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作者：
S. Dopke
Is the Simultaneous Acquisition of Two Languages in Early Childhood Equal to Acquiring Each of the Two Languages Individually? Susanne Döpke Monash University Australia 1996 A major theoretical question is whether children who are exposed to two languages simultaneously in early childhood accomplish the task by strictly separating the two languages and acquiring each of them like monolingual children do or whether the grammatical systems of the two languages are acquired in relation to each other. The present study is longitudinal and involves three Australian children, who are growing up with German and English simultaneously. The analysis of the data reveals systematic variations from developmental patterns of monolingual German and English children during the middle stages of early language development. From the point of view of the Competition Model, these variations are a result of partially overlapping structures in German and English, which severely increase the complexity of the acquisition task when the middle of the sentence first becomes processible for the children. Thus, crosslinguistic structures can be seen as a normal outcome of the language acquisition process under simultaneous input conditions. It is suggested that the totally separate development of German and English under simultaneous input conditions is an extreme case on the continuum of developmental variation and related to more rapid language development in general. The degree of structural interaction in the developing language systems is seen as related to the structural closeness of the languages as well as the interaction between cognitive conditions of a particular child and features of the input situation.
