Assessing language dominance in Mandarin-English bilinguals: Convergence and divergence between subjective and objective measures.
Assessing language dominance in Mandarin-English bilinguals: Convergence and divergence between subjective and objective measures.
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DOI：
10.1017/s1366728913000424
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发表时间：
2014-04
期刊：
影响因子：
--
通讯作者：
Gollan TH
中科院分区：
文献类型：
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作者：
Sheng L;Lu Y;Gollan TH
本研究探讨了用于评估中英双语者语言优势的语言水平的主观和客观测量方法的趋同和差异。62名年轻人（实验1）和27名儿童（实验2）提供了自我评价的熟练程度（或由他们的父母），接受采访的口语熟练程度，并命名的图片在多语言测试（MINT）和（仅在实验1中）的波士顿测试。在实验1中，四个措施收敛的人数分为不同的优势群体，但命名测试表明更大的英语优势比自我报告和采访措施。在实验2中，家长报告和采访措施收敛在优势分类，但MINT表明更高程度的英语优势。双语者在很大程度上能够将自己（或他们的孩子）归类为优势群体，但在所有年龄和优势群体中观察到优势分类措施之间的一些不匹配。这些结果以及之前对西班牙语-英语双语成年人的研究结果表明，双语者在对话流畅性方面可能会先在对抗命名中转向英语主导地位，并且这种主导地位的转变在整个生命周期中都会持续存在，但在儿童中可能相对更明显。这些研究结果警告使用自我报告作为唯一的手段，双语者的优势群体进行分类，并支持多措施的方法，包括直接评估相关的语言领域。
This study examines the convergence and divergence between subjective and objective measures of language proficiency for assessing language dominance in Mandarin-English bilinguals. Sixty-two young adults (Experiment 1) and 27 children (Experiment 2) provided self-ratings of proficiency level (or were rated by their parents), were interviewed for spoken proficiency, and named pictures in the Multilingual Naming Test (MINT) and (in Experiment 1 only) the Boston Naming Test. In Experiment 1, the four measures converged in the number of people classified into different dominance groups but both naming tests indicated greater English dominance than self-report and interview measures. In Experiment 2, parent report and interview measures converged in dominance classifications but the MINT indicated higher degrees of English dominance. To a large extent bilinguals were able to classify themselves (or their children) into dominance groups but some mismatches between measures in dominance classification were observed for all age and dominance groups. These results, together with previous findings with Spanish-English bilingual adults, suggest that bilinguals may shift to English dominance in confrontation naming before they do so in conversational fluency, and that dominance shifts persist throughout the lifespan but may be relatively more pronounced in children. These findings caution against the use of self-reports as the sole means of classifying bilinguals into dominance groups and support a multi-measure approach including direct assessment of the relevant linguistic domain.