Cognitive-linguistic skills and vocabulary knowledge breadth and depth in children’s L1 Chinese and L2 English
Cognitive-linguistic skills and vocabulary knowledge breadth and depth in children’s L1 Chinese and L2 English
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DOI：
10.1017/s0142716422000480
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发表时间：
2023-01
影响因子：
2.1
通讯作者：
Dora Jue Pan;Mariko Nakayama;C. McBride;Zebedee Rui En Cheah;Mo Zheng;Charlie Cheuk Laam Yeung
中科院分区：
文献类型：
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作者：
Dora Jue Pan;Mariko Nakayama;C. McBride;Zebedee Rui En Cheah;Mo Zheng;Charlie Cheuk Laam Yeung
摘要本研究以香港地区481名6-12岁双语儿童为被试，考察了母语汉语和母语英语词汇知识的相关性。测量了他们的非言语智商、认知语言技能、接受性和表达性词汇知识广度以及汉语和英语词汇知识深度。结果表明，形态意识与不同方面的词汇知识在汉语和英语中的独特相关。语音加工技能在第一语言和第二语言的词汇知识中起着不同的作用。此外，接受性词汇广度对不同语言的表达性词汇广度有独特的贡献。此外，接受性和表达性词汇广度对汉语和英语词汇知识深度都有贡献。研究结果突出了跨语言的不同词汇结构的一些共同和独特的方面。
Abstract This study examined the correlates of different aspects of vocabulary knowledge in L1 Chinese and L2 English in Hong Kong bilingual children (N = 481, age = 6–12 years old). Their nonverbal IQ, cognitive-linguistic skills, receptive and expressive vocabulary knowledge breadth, and vocabulary knowledge depth in Chinese and English were measured. Results demonstrated that morphological awareness was uniquely correlated with different aspects of vocabulary knowledge across Chinese and English. Phonological processing skills played different roles in vocabulary knowledge in L1 and L2. In addition, receptive vocabulary breadth uniquely contributed to expressive vocabulary breadth across languages. Moreover, both receptive and expressive vocabulary breadth contributed to vocabulary knowledge depth in L1 Chinese and L2 English. The findings highlight some shared and unique aspects of different vocabulary constructs across languages.