Patterns of language switching and bilingual children's word learning: An experiment across two communities.
Patterns of language switching and bilingual children's word learning: An experiment across two communities.
复制标题
语言转换和双语儿童单词学习的模式：跨两个社区的实验。
DOI：
10.1037/tps0000353
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发表时间：
2023
影响因子：
1.8
通讯作者：
Byers-Heinlein,Krista
中科院分区：
文献类型：
--
作者：
Tsui,RachelKa-Ying;Kosie,JessicaE;Fibla,Laia;Lew-Williams,Casey;Byers-Heinlein,Krista
语言转换在双语环境中很常见，包括许多双语儿童。一些双语儿童听到的是快速转换，涉及到单词的即时翻译（“即时翻译”模式），而另一些儿童听到的语言通常是单一语言的长块（“一次一种语言”模式）。我们的两个网站的实验研究比较了两组来自不同社区的发展中双语者，并调查是否在语言切换的时间差异施加不同的要求双语儿童的学习新名词在他们的两种语言：孩子们学习不同，如果他们听到翻译立即与如果他们听到翻译更多的时间分开？使用在家里的在线平板电脑单词学习任务，数据收集异步从3- 5岁的双语者从法语-英语双语家庭在加拿大蒙特利尔（N= 31）和西班牙语-英语双语家庭在新泽西，美国（N= 22）。结果表明，两个社区的双语儿童都很容易学习新单词，并且在立即翻译和一次一种语言的条件下，他们的表现相似。我们的研究结果强调，不同类型的双语互动可以为双语儿童的词汇发展提供平等的学习机会。（PsycInfo数据库记录（c）2023阿帕，保留所有权利）
Language switching is common in bilingual environments, including those of many bilingual children. Some bilingual children hear rapid switching that involves immediate translation of words (an “immediate-translation” pattern), while others hear their languages most often in long blocks of a single language (a “one-language-at-a-time” pattern). Our two-site experimental study compared two groups of developing bilinguals from different communities, and investigated whether differences in the timing of language switching impose different demands on bilingual children’s learning of novel nouns in their two languages: do children learn differently if they hear a translation immediately versus if they hear translations more separated in time? Using an at-home online tablet word learning task, data were collected asynchronously from 3-to 5-year-old bilinguals from French–English bilingual families in Montreal, Canada (N= 31) and Spanish–English bilingual families in New Jersey, USA (N= 22). Results showed that bilingual children in both communities readily learned new words, and their performance was similar across the immediate-translation and one-language-at-a-time conditions. Our findings highlight that different types of bilingual interactions can provide equal learning opportunities for bilingual children’s vocabulary development.(PsycInfo Database Record (c) 2023 APA, all rights reserved)