Bilingual infants' acquisition and perception of phonemes

双语婴儿对音素的习得和感知

• 批准号: 341501-2008
• 负责人: Fennell, Christopher
• 金额: $ 1.31万
• 依托单位: University of Ottawa
• 依托单位国家: 加拿大
• 项目类别: Discovery Grants Program - Individual
• 财政年份: 2012
• 资助国家: 加拿大
• 起止时间: 2012-01-01 至 2013-12-31
• 项目状态: 已结题
• 来源: https://www.nserc-crsng.gc.ca/ase-oro/Details-Detailles_eng.asp?id=497130
• 关键词: Bilingual; infants; acquisition; perception; phonemes

Nearly all experimental work in infant language development has focused on monolingual infants. Yet, due to immigration, official language policies, and cultural preferences and norms, many infants are being raised in a bilingual environment. The task of learning two languages from birth is potentially not an easy one, as the infants have to acquire more language sounds and words than an infants learning one language. Despite these potential difficulties, bilingual infants do pass language milestones, like onset of first word, at comparable times to monolinguals and have similar sized vocabularies as monolinguals, when words from both languages are taken into account. However, relatively little is known about the learning processes involved in acquiring the sounds and words of two languages. Do bilinguals take a different path to reach similar goals as monolinguals? I propose two sets of studies examining bilinguals' acquisition and use of phonemes, the smallest meaningful units of sound in a language. The aim is to ascertain how infants learning two languages acquire these sounds (e.g., [b] and [d]) and how they use, or misuse, phonemes to disambiguate similar-sounding words in their lexicon (e.g., "bog" and "dog"). The first set of studies will explore models of acquisition by investigating if: 1) monolinguals can learn phonemes in a laboratory-induced "bilingual" setting and 2) whether bilingual infants' natural linguistic exposure, which differs greatly from that of monolinguals, leads to direct differences in phoneme discrimination between these learner populations. The second set of studies will investigate bilingual infants' phoneme use in early word learning. Will any differences seen in phoneme discrimination in the first year of life lead to differences in the use of those phonemes in word learning in the second year of life? Through studies with bilingual infants, we can gain a deeper understanding of language development in all infants. In addition, the findings that will emerge from these studies will have practical implications for parents and educators by revealing how young bilinguals acquire language, and identifying sounds that may give them difficulty.

几乎所有关于婴儿语言发展的实验工作都集中在单语婴儿身上。然而，由于移民、官方语言政策以及文化偏好和规范，许多婴儿在双语环境中长大。 从出生开始学习两种语言的任务可能并不容易，因为婴儿必须比学习一种语言的婴儿获得更多的语言声音和单词。 尽管存在这些潜在的困难，双语婴儿确实通过了语言里程碑，如第一个单词的出现，与单语者的时间相当，并且当考虑到两种语言的单词时，具有与单语者相似的词汇量。 然而，人们对习得两种语言的语音和单词的学习过程知之甚少。双语者是否采取了不同的途径来达到与单语者相似的目标？我提出了两组研究双语者的收购和使用的音素，最小的有意义的单位的声音在一种语言。 目的是确定学习两种语言的婴儿是如何获得这些声音的（例如，[b]和[d]）以及他们如何使用或误用音素来消除他们词典中发音相似的单词的歧义（例如，“沼泽”和“狗”）。 第一组研究将通过调查来探索习得模型：1）单语者是否可以在实验室诱导的“双语”环境中学习音素; 2）双语婴儿的自然语言暴露（与单语者的自然语言暴露有很大不同）是否会导致这些学习者群体之间音素辨别的直接差异。第二组研究将调查双语婴儿在早期单词学习中的音素使用。在第一年的音素辨别中所看到的任何差异是否会导致在第二年的单词学习中使用这些音素的差异？通过对双语婴儿的研究，我们可以更深入地了解所有婴儿的语言发展。此外，这些研究的结果将通过揭示年轻的双语者如何获得语言，并识别可能给他们带来困难的声音，对父母和教育工作者产生实际影响。