Speech Sound Perception and Production in Spanish/English Bilingual Preschoolers

西班牙语/英语双语学龄前儿童的语音感知和产生

• 批准号: 10200570
• 负责人: Simona Montanari
• 金额: $ 43.8万
• 依托单位: CALIFORNIA STATE UNIVERSITY LOS ANGELES
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10200570
• 关键词: 6 year old; Address; Adult; Age; Assimilations; Auditory Perception; Awareness; Behavioral; California; Categories; Child; Child Language; Development; Education; Engineering; Environment; Exposure to; Future; Goals; Grant; Growth; Head Start Program; Hispanics; Institution; Instruction; Intervention; Interview; Language; Learning; Linguistics; Link; Literature; Los Angeles; Low income; Measures; Medicine; Modeling; Nursery Schools; Outcome; Parents; Pattern; Perception; Personal Satisfaction; Production; RQ2; Reading; Recording of previous events; Reporting; Research; Sampling; Science; Speech; Speech Perception; Speech Sound; Time; Time Perception; Training; United States National Academy of Sciences; Universities; Vocabulary; Voice; bilingualism; career; early childhood; falls; foreign language; improved; kindergarten; literacy; longitudinal design; minority student; peer; phonological awareness; phonology; programs; reading ability; recruit; skills; sound; speech accuracy; success; undergraduate student

Project Summary Although much research has documented speech perception and production abilities in young simultaneous bilingual learners (Höhle et al., 2019) and in adult second/foreign language learners (Kim et al., 2017), there is a major gap in the literature on how young sequential bilinguals – in particular, Spanish/English Dual Language Learners (DLLs) – perceive and produce sounds in both their first (L1) and second language (L2) when exposure to English starts after exposure to Spanish in early childhood (National Academies of Sciences, Engineering, and Medicine, 2017). Since perception of speech sound contrasts is crucial in order for children to develop phonological and phonemic awareness (Nittrouer & Burton, 2005) – the strongest predictors of reading achievement, understanding DLLs’ abilities to perceive and produce L1 and L2 speech sound categories during the preschool years has important implications for curricular and instructional approaches and is thus of critical importance for their future well-being and success. The proposed project uses a longitudinal design to track the development of English and Spanish speech sound perception and production skills in 50 low-income, Spanish L1/English L2 DLLs who begin to receive formal and consistent exposure to English in the Head Start preschool at around 3;6 of age. Children will be administered a) a speech perception task, b) a speech production task, and c) a vocabulary task in each language at 1) preschool entry (T1, mean age 3;6), 2) in the fall of their second year in the program (T2, mean age 4;6), and 3) at the end of preschool (T3, mean age 5;2). Children’s language history, language use and exposure patterns will be assessed at each time via parental interview and the classroom language environment will be observed as well. The study will then explore 1) the extent to which English vowel and Voice Onset Time perception and production patterns are comparable to those produced by 20 same-age monolingual controls; 2) how English and Spanish perception and production patterns in each language change from T1 to T3; 3) whether pre-existing Spanish speech sound categories influence English perception and production; and 4) the extent to which perception and production patterns are related a) with vocabulary measures in the same language, b) with language exposure and use patterns as reported by parents, c) with the classroom language environment, and d) within and across languages. The study is grounded in Flege’s Speech Learning Model (1995, 1999, 2002) and the Perceptual Assimilation Model of Second Language Speech Learning (Best & Tyler, 2007), which predict more accurate speech perception and production for phonemes and contrasts that are dissimilar between languages. The study will be carried out by a team of Spanish/English bilingual undergraduate students at California State University, Los Angeles, a federally recognized Hispanic-serving undergraduate institution, improving the research environment at CSULA and significantly contributing to the efforts to strengthen recruitment and training of minority students for careers in biomedical- and behavioral-related sciences.

项目摘要 虽然许多研究已经证明了年轻人的言语感知和产生能力， 双语学习者（Höhle等人，2019）和成人第二/外语学习者（Kim等人，2017年，有一个 关于年轻的连续双语者--特别是西班牙语/英语双语者--在文献中存在一个重大空白 学习者（DLL）-感知和产生的声音在他们的第一（L1）和第二语言（L2）时， 在幼儿期接触西班牙语后开始接触英语（国家科学院， 工程和医学，2017）。由于语音对比的感知对于儿童来说至关重要， 发展语音和音素意识（Nittrouer & Burton，2005）-最强的预测因素， 阅读成绩，理解DLL感知和产生L1和L2语音的能力 在学前阶段的分类对课程和教学方法有重要的影响 因此对他们未来的幸福和成功至关重要。拟议项目使用一个 纵向设计跟踪英语和西班牙语语音感知和产生的发展 技能在50低收入，西班牙语L1/英语L2 DLL谁开始接受正式和一致的接触， 英语在学前教育的头开始在大约3;6岁。儿童将被管理a）言语感知 任务，B）言语产生任务，和c）词汇任务 年龄3;6），2）在他们参加该方案的第二年的秋天（T2，平均年龄4;6），和3）在学前班结束时（T3， 平均年龄5岁;2）.儿童的语言历史，语言使用和接触模式将在每次评估 透过家长访谈及课堂语言环境观察。该研究将 探索1）英语元音和语音起始时间感知和产生模式在多大程度上是 与20个相同年龄的单语对照产生的结果相当; 2）英语和西班牙语的感知 和生产模式在每种语言的变化，从T1到T3; 3）是否预先存在的西班牙语语音 范畴对英语认知和产出的影响; 4）认知和产出的程度 模式与a）同一语言中的词汇量有关，B）与语言接触和使用有关 家长报告的模式，c）课堂语言环境，d）内部和跨 语言本研究的理论基础是Festival的言语学习模型（1995，1999，2002）和知觉语言学理论。 第二语言语音学习的同化模型（Best &泰勒，2007），其预测更准确 语音感知和音素的产生以及语言之间不同的对比。的 这项研究将由加州州立大学的一组西班牙语/英语双语本科生进行 大学，洛杉矶，联邦政府承认的西班牙裔服务本科院校，提高 CSULA的研究环境，并大大有助于加强招聘和 培训少数民族学生从事与生物医学和行为学有关的职业。