Home Language Will Not Take Care of Itself: Vocabulary Knowledge in Trilingual Children in the United Kingdom.
Home Language Will Not Take Care of Itself: Vocabulary Knowledge in Trilingual Children in the United Kingdom.
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DOI：
10.3389/fpsyg.2017.01358
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发表时间：
2017
影响因子：
3.8
通讯作者：
Haman E
中科院分区：
文献类型：
--
作者：
Mieszkowska K;Łuniewska M;Kołak J;Kacprzak A;Wodniecka Z;Haman E
语言输入对语言习得，特别是对儿童词汇量的增长至关重要。与单语儿童相比，双语儿童接受的每种语言的输入减少，据报道，至少在他们的一种语言中，词汇量较小。三语儿童词汇习得的研究在很大程度上是不足的，只有少数案例研究已发表至今。此外，儿童的三语语言习得很少与双语和单语同龄人的语言结果进行对比。我们提出了一个比较三语，双语，单语儿童（共5 - 6名参与者，年龄4;5-6;7，匹配一对一的年龄，性别和非言语智商）在他们的接受和表达词汇（标准化测试测量），和相对频率的输入在每种语言（父母的报告测量）。单语儿童讲波兰语或英语，而双语和三语儿童是生活在联合王国的移民儿童，英语是他们的主要语言，波兰语是他们的母语。三语者在家里有另一种（第三种）语言。对于大多数语言，英语，没有发现在三组之间的差异，无论是在接受性或生产性词汇。然而，这些团体在用母语波兰语进行表演时却有所不同。三语者的接受性词汇量低于单语者，产出性词汇量低于单语者。三语者表现出与双语者相似的词汇知识。双语者的得分低于单语者，但仅在产出性词汇方面。报告的语言输入的数据显示，在英语输入的双语和三语组是相似的，但双语者的波兰语输入的相对频率高于三语者。总体而言，结果表明，在大多数语言，多语儿童可能会发展词汇技能类似于他们的单语同龄人。然而，他们的少数民族语言较弱：三语者在接受性和表达性词汇测试中的得分低于波兰单语者，双语者的表达知识减少，但在接受性词汇上与波兰单语者持平。研究结果应鼓励移徙儿童的父母支持母语，以便从更长远的角度保留母语。
Language input is crucial for language acquisition and especially for children’s vocabulary size. Bilingual children receive reduced input in each of their languages, compared to monolinguals, and are reported to have smaller vocabularies, at least in one of their languages. Vocabulary acquisition in trilingual children has been largely understudied; only a few case studies have been published so far. Moreover, trilingual language acquisition in children has been rarely contrasted with language outcomes of bilingual and monolingual peers. We present a comparison of trilingual, bilingual, and monolingual children (total of 56 participants, aged 4;5–6;7, matched one-to-one for age, gender, and non-verbal IQ) in regard to their receptive and expressive vocabulary (measured by standardized tests), and relative frequency of input in each language (measured by parental report). The monolingual children were speakers of Polish or English, while the bilinguals and trilinguals were migrant children living in the United Kingdom, speaking English as a majority language and Polish as a home language. The trilinguals had another (third) language at home. For the majority language, English, no differences were found across the three groups, either in the receptive or productive vocabulary. The groups differed, however, in their performance in Polish, the home language. The trilinguals had lower receptive vocabulary than the monolinguals, and lower productive vocabulary compared to the monolinguals. The trilinguals showed similar lexical knowledge to the bilinguals. The bilinguals demonstrated lower scores than the monolinguals, but only in productive vocabulary. The data on reported language input show that input in English in bilingual and trilingual groups is similar, but the bilinguals outscore the trilinguals in relative frequency of Polish input. Overall, the results suggest that in the majority language, multilingual children may develop lexical skills similar to those of their monolingual peers. However, their minority language is weaker: the trilinguals scored lower than the Polish monolinguals on both receptive and expressive vocabulary tests, and the bilinguals showed reduced expressive knowledge but leveled out with the Polish monolinguals on receptive vocabulary. The results should encourage parents of migrant children to support home language(s), if the languages are to be retained in a longer perspective.
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