Bilingual Speech Sound Development During the Preschool Years: The Role of Language Proficiency and Cross-Linguistic Relatedness.
Bilingual Speech Sound Development During the Preschool Years: The Role of Language Proficiency and Cross-Linguistic Relatedness.
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学龄前双语语音发展：语言熟练程度和跨语言相关性的作用。
DOI：
10.1044/2018_jslhr-s-17-0393
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Subrahmanyam,Kaveri
中科院分区：
文献类型：
--
作者：
Montanari,Simona;Mayr,Robert;Subrahmanyam,Kaveri
目的本研究的目的是调查典型的西班牙语-英语语音的发展纵向在一组双语学龄前儿童参加了一个头启动计划，并检查在何种程度上，这种发展与语言能力。这项研究的目的还在于确定是否语音发展是相关的跨语言，并提高我们的理解错误模式，在这个population.Method35双语学龄前儿童产生的西班牙语和英语都在他们的第一和第二年的头开始程序的单单词语音样本。在这些数据点上还收集了两种语言的对话样本，以计算平均话语长度（MLUw），从而评估儿童的语言能力。语音转录的语音样本进行了比较，随着时间的推移，在分段的准确性措施和错误模式的频率。相关性分析进行了检查之间的关系，跨语言和语音的声音生产和MLUw.ResultsOne-way受试者内方差分析显示，随着时间的推移，在两种语言的准确性显着改善，但并不总是跨语言的非共享段，也不是所有的辅音方式类。随着时间的推移，两种语言的总体错误率都有所下降;尽管某些错误类型没有变化。两种语言的跨语言互动都很低。结果还显示，西班牙语和英语之间的分段准确性存在显着的跨语言相关性，以及MLUw和两种语言的语音产生之间的一系列措施，在第二年的语言特定差异的开端计划，结论本研究首次记录了西班牙语语音模式的发展变化，1岁以上英语双语学龄前儿童。两种语言的准确率都有显着提高，这表明在学校加强接触主流语言可能不会阻碍母语的语音发展。自举效应在跨语言共享的声音上特别明显，这表明在两种语言中使用相同的基本技能，而语言特定的单辅音和辅音群似乎并没有从接触另一种语言中受益。研究结果还表明，在发展的早期阶段，语音技能和形态句法表现之间存在着错综复杂的联系，但此后出现了一种更复杂的模式，其差异可能是基于特定语言的语音特性。
PurposeThe purpose of this study was to investigate typical Spanish–English speech sound development longitudinally in a group of bilingual preschoolers enrolled in a Head Start Program and to examine the extent to which such development is linked to language proficiency. The study also aimed to identify whether speech development is related cross-linguistically and to improve our understanding of error patterns in this population.MethodThirty-five bilingual preschool children produced single-word speech samples in Spanish and English both at the beginning of their first and their second year in a Head Start Program. Conversational samples in both languages were also collected at these data points to calculate mean length of utterance in words (MLUw) and thus assess the children's linguistic proficiency. The phonetically transcribed speech samples were compared over time in terms of segmental accuracy measures and error pattern frequencies. Correlation analyses were run to examine the relation between segmental accuracy measures across languages and between speech sound production and MLUw.ResultsOne-way within-subject analysis of variance revealed significant improvements in accuracy over time in both languages, but not always for cross-linguistically unshared segments, nor for all consonant manner classes. Overall error rates decreased over time in both languages; although, certain error types showed no change. Cross-linguistic interactions were low in both languages. The results also revealed significant cross-linguistic correlations in segmental accuracy between Spanish and English, as well as between MLUw and speech sound production in both languages on a range of measures, with language-specific differences in Year 2 of the Head Start Program, but not in Year 1.ConclusionsThis study is the first to document developmental changes in the speech patterns of Spanish–English bilingual preschool children over 1 year. Accuracy rates improved significantly in both languages, suggesting that enhanced exposure to the majority language at school may not impede phonological development in the home language. Bootstrapping effects were particularly pronounced on cross-linguistically shared sounds, which suggests that the same underlying skills are utilized in both languages, whereas language-specific singleton consonants and consonant clusters did not appear to benefit from exposure to the other language. The results also suggest an intricate link between phonological skills and morphosyntactic performance at the early stages of development, but a more complex pattern thereafter with differences that may be based on language-specific phonological properties.
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