Pathways for learning two languages: lexical and grammatical associations within and across languages in sequential bilingual children.
Pathways for learning two languages: lexical and grammatical associations within and across languages in sequential bilingual children.
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DOI：
10.1017/s1366728915000899
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发表时间：
2016-11
期刊：
影响因子：
--
通讯作者：
Pham G
中科院分区：
文献类型：
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作者：
Pham G
本研究以连续双语者为样本，考察了第一语言和第二语言（L1和L2）内部以及之间词汇-语法关联的强度和方向。33名讲越南语（L1）和英语（L2）的儿童每隔4年完成一次用每种语言命名图片和讲故事的任务。在1-4年级的分层线性模型显示双向的语言内协会和单向的跨语言协会从L1到L2。结果表明，语言之间的条件关系，其中L1支持L2的增长，但不是反之亦然。研究结果有助于确定跨领域和语言的L1和L2学习途径。
This study examines the strength and direction of lexical-grammatical associations within and between first and second languages (L1 and L2) in a longitudinal sample of sequential bilinguals. Thirty-three children who spoke Vietnamese (L1) and English (L2) completed picture-naming and story-telling tasks in each language at four yearly intervals. Hierarchical linear modeling across Years 1–4 revealed bidirectional within-language associations and a unidirectional cross-language association from the L1 to L2. Results suggest a conditional relationship between languages in which the L1 supports L2 growth, but not vice versa. Findings contribute to defining pathways for L1 and L2 learning across domains and languages.