L1 and L2 acquisition in early sequential Vietamese-English bilinguals

早期越南语-英语双语者的 L1 和 L2 习得

• 批准号: 7488133
• 负责人: Giang Thuy Pham
• 金额: $ 3.64万
• 依托单位: UNIVERSITY OF MINNESOTA
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-06-24 至 2013-06-23
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7488133
• 关键词: 5 year old; Accounting; Achievement; Affect; Age; Birth; Child; Childhood; Class; Classification; Cognitive; Communities; Complement; Cross-Sectional Studies; Data; Development; Education; Educational Assessment; Educational Intervention; Educational Materials; Emotional; Goals; Growth; Home environment; Impairment; Individual; Investigation; Knowledge; Language; Language Delays; Language Development; Learning; Length; Life; Linear Models; Linguistics; Longitudinal Studies; Maintenance; Measures; Modality; Nature; Nursery Schools; Outcome; Participant; Pattern; Performance; Personal Satisfaction; Population; Populations at Risk; Process; Public Health; Range; Regression Analysis; Relative (related person); Research; Risk; School-Age Population; Semantics; Social Development; Speech; Staging; Task Performances; Testing; Theoretical model; Time; Variant; base; bilingualism; clinical application; design; elementary school; emotional factor; experience; interest; knowledge base; lexical; phonology; programs; skills; social; theories; tool

DESCRIPTION (provided by applicant): My long-term research objective is to systematically profile language acquisition in children learning Vietnamese as a first language (L1) and English as a second language (L2). A clear understanding of interactions between L1 and L2 in developing bilinguals will contribute to unified theories of language that account for language acquisition under diverse circumstances, including children learning two typologically distinct languages (such as Vietnamese and English), beginning at two different points in their social and cognitive development. Currently there are no available studies on Vietnamese language development. As an initial step in the research process, the proposed study focuses on lexical semantic development of 30 early elementary school-aged children learning Vietnamese (L1) and English (L2). Eight different lexicalsemantic measures (2 types [knowledge and processing-based] x 2 modalities [receptive and expressive] x 2 languages [Vietnamese and English]) will be administered to each participant at three different time points, with a one-year interval between test times. There are two specific aims. First, Hierarchical Linear Modeling will be used to analyze growth patterns of L1 and L2. Second, correlation and regression analyses will be used to investigate potential relationships within and across languages at each time point as well as across time. The current proposal may well be the first longitudinal investigation of bilingual lexical semantic development using both knowledge-based and processing-based measures. Upon completion of this project, we will better understand the lexical semantic growth trajectories of sequential bilingual children as well as the relationships within each language and across languages over time. In addition, this line of research has clinical applications in creating educational materials for Vietnamese populations at risk for poor language and academic outcomes. PUBLIC HEALTH RELEVANCE: Understanding and supporting the language development of non-English home languages in the U.S. promotes public health on individual and community levels. Strong connections in the home and surrounding community increase social and emotional development. A clear understanding of L1 and L2 development is essential to developing effective early education programs to promote L1 maintenance and pave the way for greater academic and vocational achievements in English, the majority community language.

描述（由申请人提供）：我的长期研究目标是系统地描述儿童学习越南语作为第一语言（L1）和英语作为第二语言（L2）的语言习得。清晰地理解母语和第二语言之间的相互作用将有助于建立统一的语言理论，该理论解释了在不同情况下的语言习得，包括儿童学习两种不同类型的语言（如越南语和英语），从他们的社会和认知发展的两个不同的点开始。目前尚无关于越南语发展的研究。作为研究的第一步，本研究对30名小学早期儿童学习越南语（第一语言）和英语（第二语言）的词汇语义发展进行了研究。8种不同的词汇语义测试（2种类型[基于知识和加工]x 2种模式[接受和表达]x 2种语言[越南语和英语]）将在三个不同的时间点对每个参与者进行，测试时间间隔为一年。有两个具体目标。第一，层次线性建模