Lexical Knowledge of Monolingual and Bilingual Children.
Lexical Knowledge of Monolingual and Bilingual Children.
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单语和双语儿童的词汇知识。
DOI：
10.1093/applin/14.4.344
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发表时间：
1993
影响因子：
3.6
通讯作者：
R. Schoonen
中科院分区：
文献类型：
--
作者：
M. Verhallen;R. Schoonen
本研究旨在了解在二语沉浸环境中成长的双语儿童的词汇语义知识。研究的重点是与学校成功相关的词汇知识方面。数据是通过要求40名单语荷兰儿童和40名双语土耳其儿童（9岁和11岁）在一个扩展的单词定义任务中解释常见的荷兰语名词的含义来获得的。在一个高度结构化的采访过程中，孩子们被刺激表达他们能想到的所有有意义的方面。通过统计（对数线性）模型拟合，我们评估了两个种族之间的差异以及年龄对儿童表达的意义类型的影响。在表达的意义方面的数量和涉及的意义关系的性质方面，发现了重要的差异。与单语荷兰儿童相比，双语土耳其儿童倾向于给荷兰语单词分配较少的广泛和较少变化的含义。
The aim of the present study is to gain insight into the lexico-semantic knowledge of bilingual children growing up in a second-language immersion environment. The research focus is on aspects of lexical knowledge that are relevant for school success. Data were obtained by asking 40 monolingual Dutch and 40 bilingual Turkish children (9 and 11 year olds) to explain the meanings of common Dutch nouns in an extended word definition task. In a highly structured interview session the children were stimulated to express all the meaning aspects they could think of. We evaluated both the differences between the two ethnic groups and the effect of age in relation to the types of meaning the children expressed, by means of statistical (loglinear) model fitting. Important differences were found with respect to the number of meaning aspects expressed and with respect to the nature of meaning relations involved. Compared to the monolingual Dutch children, the bilingual Turkish children tended to allot less extensive and less varied meanings to Dutch words.