Exposure and input in bilingual development
Exposure and input in bilingual development
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DOI：
10.1017/s1366728915000863
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发表时间：
2017-01-01
影响因子：
3.6
通讯作者：
Carroll, Susanne E.
中科院分区：
文献类型：
--
作者：
Carroll, Susanne E.
越来越多的关于双语发展的文献探讨了语言接触和学习结果之间的关系。词汇量和语法学习的速度被认为与接触每种语言的数量或类型有因果关系。关于接触对双语结果的作用，人们做出了强有力的论断。一些研究人员假设了一种独特的学习结果：一种弱语言。在一篇批判性的评论中，我提出了怀疑的理由，即仅凭风险敞口的数量或质量就能解释调查结果。核心概念没有得到很好的定义；使用了不适当的研究方法；没有讨论正确的数据类型。至关重要的是，作者在语言本身的概念上含糊其辞，在认知和环境角度之间切换。两者都是解释双语行为所必需的，但在学习者语法的构建中扮演着不同的角色。
A growing literature on bilingual development explores relationships between language exposure and learning outcomes. Vocabulary size and pace of grammar learning have been claimed to be causally related to amounts or types of exposure to each language. Strong claims are made about the role of exposure on bilingual outcomes. Some researchers posit a unique learning result: a weak language'. In a critical review, I voice reasons for scepticism that quantity or quality of exposure alone will explain findings. Central constructs are not well defined; inappropriate research methods have been used; the right kind of data is not discussed. Crucially, authors prevaricate on the notion of language itself, switching between cognitive and environmental perspectives. Both are needed to interpret bilingual behaviours but play different roles in the construction of learner grammars.