The language-specific nature of grammatical development:: evidence from bilingual language learners
The language-specific nature of grammatical development:: evidence from bilingual language learners
复制标题
DOI：
10.1111/j.1467-7687.2004.00340.x
复制
发表时间：
2004-04-01
影响因子：
3.7
通讯作者：
Dale, PS
中科院分区：
文献类型：
--
作者：
Marchman, VA;Martínez-Sussmann, C;Dale, PS
早期词汇和语法习得密切相关的事实被引用作为反对语言能力是由可分离和自主模块组成的观点的证据（Bates & Goodman，1997）。然而，以前的研究还没有排除词汇-语法关联可能归因于语言总体个体差异的可能性。G.善于学习单词的孩子也善于学习语法。家长报告评估的幼儿谁是同时学习英语和西班牙语（n = 113）允许检查的特殊性词汇语法关系，同时保持儿童因素不变。即使在控制了年龄、语言暴露比例、一般语言技能和报告者偏见之后，语言内词汇语法关联也比跨语言关系强。基于自然主义语言样本（n = 22）发现了类似的模式，排除了方法学上的人为因素。这些结果与语法学习与特定语言中的词汇进展密切相关的观点一致，并为早期习得中强大的词汇-语法连续性提供了进一步的支持。
The fact that early lexical and grammatical acquisition are strongly correlated has been cited as evidence against the view that the language faculty is composed of dissociable and autonomous modules (Bates & Goodman, 1997). However, previous studies have not yet eliminated the possibility that lexical-grammar associations may be attributable to language-general individual differences (e. g. children who are good at learning words are good at learning grammar). Parent report assessments of toddlers who are simultaneously learning English and Spanish (n = 113) allow an examination of the specificity of lexical-grammar relationships while holding child factors constant. Within-language vocabulary-grammar associations were stronger than cross-language relationships, even after controlling for age, proportion of language exposure, general language skill and reporter bias. Similar patterns were found based on naturalistic language samples (n = 22), ruling out a methodological artifact. These results are consistent with the view that grammar learning is specifically tied to lexical progress in a given language and provide further support for strong lexical-grammatical continuity early in acquisition.