Development of 14 English grammatical morphemes in Spanish-English preschoolers.
Development of 14 English grammatical morphemes in Spanish-English preschoolers.
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DOI：
10.3109/02699206.2012.700679
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发表时间：
2012-08
影响因子：
1.2
通讯作者：
Hammer CS
中科院分区：
文献类型：
--
作者：
Davison MD;Hammer CS
美国以往对西英双语儿童语言发展的研究主要集中在儿童的西班牙语能力发展上。然而，关于儿童英语语法发展的研究相对较少。因此，本研究的目的是考察双语（西班牙语-英语）学前儿童的英语语法发展。目的是确定(a)基于英语接触的时间，儿童对英语语法语素的产生是否存在差异；(b)双语儿童对哪些形态结构的产生达到了掌握、出现和早期出现的水平。这些目标是通过深入分析在两年内收集的自发语言样本来实现的。比较了从出生开始就在家里接触英语的西班牙语儿童（家庭英语交流（HEC））和直到进入学前教育（学校英语交流（SEC））才被期望用英语交流的西班牙语儿童。结果表明，HEC组儿童掌握语素的时间明显早于SEC组；然而，在学前教育的第二年结束时，两组孩子都掌握了相似数量的语素。此外，与只会说英语的孩子相比，两组孩子在“学前教育”结束时掌握的语素有所不同。本研究结果为临床医生提供了有关西班牙-英语学龄前儿童典型英语语法发展的信息。
Previous research in the USA studying Spanish–English bilingual children’s language development has largely focused on children’s developing abilities in Spanish. However, relatively little research has been conducted on children’s English grammatical development. Therefore, the purpose of this study was to examine the English grammatical development of bilingual (Spanish–English) Head Start children during the preschool years. The goals were to determine (a) whether there are differences in children’s productions of English grammatical morphemes based on timing of English exposure and (b) which morphological structures met mastery, emerging and early emerging levels of production by bilingual children. These aims were accomplished through in-depth analyses of spontaneous language samples collected over a two-year period in Head Start. Comparisons were made between Spanish-speaking children who were exposed to English at home from birth (home English communication (HEC)) and Spanish-speaking children who were not expected to communicate in English until their entry into Head Start (school English communication (SEC)). Results indicated that children in the HEC group mastered more morphemes earlier than the children in the SEC group; however, by the end of children’s second year in Head Start both groups had mastered a similar number of morphemes. Additionally, the children in both groups differed in which morphemes were mastered at the end of Head Start when compared to monolingual English-speaking children. The results of this investigation provide information to clinicians about typical English grammatical development of Spanish–English preschool children.
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影响因子：
2
作者：
de Villiers, J G;de Villiers, P A
通讯作者：
de Villiers, P A
影响因子：
2.1
作者：
LAHEY, M;LIEBERGOTT, J;ADAMS, J
通讯作者：
ADAMS, J
影响因子：
1.7
作者：
Bedore, Lisa M.;Pena, Elizabeth D.;Ho, Tsung-Han
通讯作者：
Ho, Tsung-Han
影响因子：
2.6
作者：
Kohnert, KJ;Bates, E;Hernandez, AE
通讯作者：
Hernandez, AE
影响因子：
4.4
作者：
DULAY, HC;BURT, MK
通讯作者：
BURT, MK