EARLY BILINGUAL DEVELOPMENT - ONE LANGUAGE OR 2
EARLY BILINGUAL DEVELOPMENT - ONE LANGUAGE OR 2
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DOI：
10.1017/s0305000900013490
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发表时间：
1989-02-01
影响因子：
2.2
通讯作者：
GENESEE, F
中科院分区：
文献类型：
--
作者：
GENESEE, F
人们普遍认为，同时学习两种语言的儿童在婴儿期会经历一个无法区分两种语言的阶段。几乎所有关于婴儿双语发展的研究都发现，双语儿童混合了两种语言的元素。这些结果被解释为一个统一的，无差别的语言系统（统一语言系统假说）的证据。这些说法的经验基础被重新审视，并认为，与大多数现有的解释相反，双语儿童从一开始就发展出不同的语言系统，并且能够以上下文敏感的方式使用他们正在发展的语言。呼吁更认真地关注父母以混合话语形式输入的可能作用。
It is commonly thought that children learning two languages simultaneously during infancy go through a stage when they cannot differentiate their two languages. Virtually all studies of infant bilingual development have found that bilingual children mix elements from their two languages. These results have been interpreted as evidence for a unitary, undifferentiated language system (the unitary language system hypothesis). The empirical basis for these claims is re-examined and it is argued that, contrary to most extant interpretations, bilingual children develop differentiated language systems from the beginning and are able to use their developing languages in contextually sensitive ways. A call for more serious attention to the possible role of parental input in the form of mixed utterances is made.