Phonology and lexicon in a cross-linguistic perspective: the importance of phonetics – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’*

2010 ◽  
Vol 38 (1) ◽  
pp. 61-68 ◽  
Author(s):  
DORTHE BLESES ◽  
HANS BASBØLL ◽  
JARRAD LUM ◽  
WERNER VACH
Keyword(s):  
American English ◽  
Vocabulary Development ◽  
Receptive Vocabulary ◽  
Phonological Development ◽  
Phonological Acquisition ◽  
Interesting Article ◽  
Vocabulary Skills ◽  
Linguistic Research ◽  
Communicative Development ◽  
The Difference

In her interesting article, Stoel-Gammon (this issue) reviews studies concerning the interactions between lexical and phonological development. While the focus of the review is on vocabulary production from children acquiring American English, she also suggests that cross-linguistic research be undertaken to examine how universal and language-specific properties affect the interaction between lexical and phonological acquisition. In this regard, Stoel-Gammon referred to the study of Bleses et al. (2008) who found differences in receptive vocabulary development across languages, based on norming studies for the Communicative Development Inventories (Fenson, Marchman, Thal, Dale, Reznick & Bates, 2007). Bleses et al. showed that Danish children were slower in the early comprehension of words (and phrases). It was hypothesized that the phonetic structure of Danish may account for the difference in receptive vocabulary skills in this population (Bleses & Basbøll, 2004).

scholarly journals Receptive and Expressive Vocabulary Skills and Their Correlates in Mandarin-Speaking Infants with Unrepaired Cleft Lip and/or Palate

2020 ◽  
Vol 17 (9) ◽  
pp. 3015
Author(s):  
Si-Wei Ma ◽  
Li Lu ◽  
Ting-Ting Zhang ◽  
Dan-Tong Zhao ◽  
Bin-Ting Yang ◽  
...  
Keyword(s):  
Cleft Palate ◽  
Cleft Lip ◽  
Cleft Lip And Palate ◽  
Short Form ◽  
Cross Sectional Study ◽  
Receptive Vocabulary ◽  
Expressive Vocabulary ◽  
Cross Sectional ◽  
Vocabulary Skills ◽  
Communicative Development

Background: Vocabulary skills in infants with cleft lip and/or palate (CL/P) are related to various factors. They remain underexplored among Mandarin-speaking infants with CL/P. This study identified receptive and expressive vocabulary skills among Mandarin-speaking infants with unrepaired CL/P prior to cleft palate surgery and their associated factors. Methods: This is a cross-sectional study involving patients at the Cleft Lip and Palate Center of the Stomatological Hospital of Xi’an Jiaotong University between July 2017 and December 2018. The Putonghua Communicative Development Inventories-Short Form (PCDI-SF) was used to assess early vocabulary skills. Results: A total of 134 children aged 9–16 months prior to cleft palate surgery were included in the study. The prevalences of delays in receptive and expressive vocabulary skills were 72.39% (95% CI: 64.00–79.76%) and 85.07% (95% CI: 77.89–90.64%), respectively. Multiple logistic regression identified that children aged 11–13 months (OR = 6.46, 95% CI: 1.76–23.76) and 14–16 months (OR = 24.32, 95% CI: 3.86–153.05), and those with hard/soft cleft palate and soft cleft palate (HSCP/SCP) (OR = 5.63, 95% CI: 1.02–31.01) were more likely to be delayed in receptive vocabulary skills. Conclusions: Delays in vocabulary skills were common among Mandarin-speaking CL/P infants, and age was positively associated with impaired and lagging vocabulary skills. The findings suggest the necessity and importance of early and effective identification of CL/P, and early intervention programs and effective treatment are recommended for Chinese CL/P infants.

Interactions between lexical and phonological development: cross-linguistic and contextual considerations – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’

2010 ◽  
Vol 38 (1) ◽  
pp. 69-74 ◽  
Author(s):  
KATHERINE DEMUTH
Keyword(s):  
Young Children ◽  
Phonological Development ◽  
Phonological Acquisition ◽  
Additional Insight ◽  
Lexical Development ◽  
Linguistic Research ◽  
Early Use ◽  
The Relationship ◽  
Insight Into ◽  
Phonological System

Stoel-Gammon (this issue) provides a welcome addition to the phonological acquisition literature, bringing together insights from long-standing and more recent research to address the relationship between the developing phonological system and the developing lexicon. A growing literature on children's early use of words across languages and phonological contexts provides additional insight into the nature of the interactions between phonological and lexical development, suggesting that learners' knowledge and connection of the two may develop much earlier than often thought. This commentary highlights some of these exciting results from recent cross-linguistic research on development between the ages of 1 and 3.

scholarly journals Vocabulary size, translation equivalents, and efficiency in word recognition in very young bilinguals

2015 ◽  
Vol 43 (4) ◽  
pp. 760-783 ◽  
Author(s):  
JACQUELINE LEGACY ◽  
PASCAL ZESIGER ◽  
MARGARET FRIEND ◽  
DIANE POULIN-DUBOIS
Keyword(s):  
Vocabulary Development ◽  
Receptive Vocabulary ◽  
Word Retrieval ◽  
Parental Report ◽  
Vocabulary Size ◽  
Word Comprehension ◽  
English Bilingual ◽  
Communicative Development ◽  
Vocabulary Comprehension ◽  
L1 And L2

ABSTRACTThe present study examined early vocabulary development in fifty-nine French monolingual and fifty French–English bilingual infants (1;4–1;6). Vocabulary comprehension was assessed using both parental report (MacArthur-Bates Communicative Development Inventory; CDI) and the Computerized Comprehension Task (CCT). When assessing receptive vocabulary development using parental report, the bilinguals knew more words in their L1 versus their L2. However, young bilinguals were as accurate in L1 as they were in L2 on the CCT, and exhibited no difference in speed of word comprehension across languages. The proportion of translation equivalents in comprehension varied widely within this sample of young bilinguals and was linked to both measures of vocabulary size but not to speed of word retrieval or exposure to L2. Interestingly, the monolinguals outperformed the bilinguals with respect to accuracy but not reaction time in their L1 and L2. These results highlight the importance of using multiple measures to assess early vocabulary development.

A longitudinal study of the phonological development of two Cantonese–English bilingual children

1999 ◽  
Vol 20 (3) ◽  
pp. 349-376 ◽  
Author(s):  
ALISON HOLM ◽  
BARBARA DODD
Keyword(s):  
Bilingual Children ◽  
Phonological Development ◽  
Phonological Acquisition ◽  
Process Data ◽  
Phonological Process ◽  
Error Patterns ◽  
English Bilingual ◽  
English Speaking ◽  
The Difference ◽  
Longitudinal Case Studies

Longitudinal case studies of the successive phonological acquisition of two Cantonese–English bilingual children, aged 2;3 to 3;1 years and 2;9 to 3;5 years, are presented. The children were assessed at 4-week intervals. The first assessment of their phonology occurred when they had been exposed to English for three months. Phoneme acquisition and phonological process data revealed that both children had separate phonological systems for the two languages. The two phonological systems for each child developed in similar ways to monolingual children acquiring Cantonese and English. However, a number of error patterns, indicative of disorder in monolingual children, were evident in the children's phonological systems in English and in Cantonese. These patterns have been documented as normal error patterns for successive bilingual Cantonese–English speaking children. The difference between normal successive bilingual phonological development and normal monolingual development is addressed.

scholarly journals Early Vocabulary Development in Rural and Urban Mozambique

2015 ◽  
Vol 2015 ◽  
pp. 1-15 ◽  
Author(s):  
Paul Vogt ◽  
J. Douglas Mastin ◽  
Suzanne Aussems
Keyword(s):  
Vocabulary Development ◽  
Small Sample ◽  
Receptive Vocabulary ◽  
Short Version ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Norming Study ◽  
Communicative Development ◽  
Rural And Urban ◽  
Positive Correlations

This paper presents an adaptation of the MacArthur-Bates Communicative Development Inventories (short version) into three languages spoken in Southern Mozambique. The tool was adapted to study vocabulary development among children of 12 to 25 months of age in two communities: a rural, monolingual Changana speaking community and an urban bilingual Ronga and Portuguese speaking community. We present a norming study carried out with the adaptation, as well as a validation study. The norming study revealed various predictors for reported expressive and receptive vocabulary size. These predictors include age, socioeconomic status, reported health problems, caregiving practices, and location. The validation of the CDI among a small sample in both communities shows positive correlations between the reported expressive vocabulary scores and children’s recorded word production. We conclude that the adapted CDI is useful for research purposes and could be used as a template for adaptations into other languages from similar cultures.

Early vocabulary development in Mandarin (Putonghua) and Cantonese

2009 ◽  
Vol 36 (5) ◽  
pp. 1115-1144 ◽  
Author(s):  
TWILA TARDIF ◽  
PAUL FLETCHER ◽  
WEILAN LIANG ◽  
NIKO KACIROTI
Keyword(s):  
Developmental Trajectories ◽  
Vocabulary Development ◽  
Parent Report ◽  
Grammatical Function ◽  
Vocabulary Size ◽  
Function Words ◽  
Caregiver Education ◽  
Communicative Development ◽  
Parental Reports ◽  
The Difference

ABSTRACTParent report instruments adapted from the MacArthur-Bates Communicative Development Inventories (CDI) examined vocabulary development in children aged 0 ; 8 to 2 ; 6 for two Chinese languages, Mandarin (n=1694) and Cantonese (n=1625). Parental reports suggested higher overall scores for Mandarin- than for Cantonese-speaking children from approximately 1 ; 4 onward. Factors relevant to the difference were only-child status, monolingual households and caregiver education. In addition to the comparison of vocabulary scores overall, the development of noun classifiers, grammatical function words common to the two languages, was assessed both in terms of the age and the vocabulary size at which these terms are acquired. Whereas age-based developmental trajectories again showed an advantage for Beijing children, Hong Kong children used classifiers when they had smaller vocabularies, reflecting the higher frequencies and greater precision of classifier use in adult Cantonese. The data speak to the importance of using not just age, but also vocabulary size, as a metric by which the acquisition of particular linguistic elements can be examined across languages.

scholarly journals L2 reading and vocabulary development after a short Study Abroad experience

2020 ◽  
pp. 35-55
Author(s):  
Judith Borràs ◽  
Àngels Llanes
Keyword(s):  
Study Abroad ◽  
Reading Fluency ◽  
Vocabulary Development ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Placement Test ◽  
L2 Reading ◽  
Vocabulary Skills ◽  
Fluency And Comprehension ◽  
Reading Text

This study explores the development of L2 reading and vocabulary as a result of a short (3-week) SA experience. Given the growing literature on Study Abroad (SA) research, this investigation attempts to shed some light on two rather under-researched areas such as L2 reading and vocabulary, and it does so with a group of adolescents (n= 52), a population often neglected by the SA research despite being one of the most common participants in SA programmes. The participants, Spanish learners of English (L2), were administered a placement test to determine their initial L2 level, a reading text (from which fluency and comprehension were calculated), the Updated Vocabulary Level Test to measure their receptive vocabulary knowledge, and a written essay to capture their productive vocabulary development in terms of lexical accuracy, fluency, density and sophistication. The results indicate that short SA experiences are positive for both reading fluency and comprehension as well as for receptive vocabulary development. Findings are not so positive in terms of productive vocabulary skills. Finally, results failed to show a direct relationship between gains in reading, and initial proficiency and vocabulary level.

Phonological Awareness and Phonemic Perception in 4-Year-Old Children With Delayed Expressive Phonology Skills

2003 ◽  
Vol 12 (4) ◽  
pp. 463-471 ◽  
Author(s):  
Susan Rvachew ◽  
Alyssa Ohberg ◽  
Meghann Grawburg ◽  
Joan Heyding
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Emergent Literacy ◽  
Language Skills ◽  
Receptive Language ◽  
Receptive Vocabulary ◽  
Vocabulary Skills ◽  
Literacy Knowledge ◽  
Age Appropriate ◽  
Expressive Phonology

The purpose of this study was to compare the phonological awareness abilities of 2 groups of 4-year-old children: one with normally developing speech and language skills and the other with moderately or severely delayed expressive phonological skills but age-appropriate receptive vocabulary skills. Each group received tests of articulation, receptive vocabulary, phonemic perception, early literacy, and phonological awareness skills. The groups were matched for receptive language skills, age, socioeconomic status, and emergent literacy knowledge. The children with expressive phonological delays demonstrated significantly poorer phonemic perception and phonological awareness skills than their normally developing peers. The results suggest that preschool children with delayed expressive phonological abilities should be screened for their phonological awareness skills even when their language skills are otherwise normally developing.

scholarly journals Corpus-based analysis of the collocational profiles of the terms denoting the mentally challenged

2017 ◽  
Vol 81 (2) ◽  
Author(s):  
Liana Markelova
Keyword(s):  
Public Perception ◽  
American English ◽  
Public Attitude ◽  
Cross Cultural ◽  
Web Pages ◽  
Gradual Change ◽  
Web Based ◽  
English Speaking ◽  
The Difference ◽  
Semantic Prosody

The present study aims to trace the evolution of public attitude towards the mentally challenged by means of the corpus-based analysis. The raw data comes from the two of the BYU corpora: Global Web-Based English (GloWbE) and Corpus of Historical American English (COHA). The former is comprised of 1.8 million web pages from 20 English-speaking countries (Davies/Fuchs 2015: 1) and provides an opportunity to research at a cross-cultural level, whereas the latter, containing 400 million words from more than 100,000 texts ranging from the 1810s to the 2000s (Davies 2012: 121), allows to carry on a diachronic research on the issue. To identify the difference in attitudes the collocational profiles of the terms denoting the mentally challenged were created. Having analysed them in terms of their semantic prosody one might conclude that there are certain semantic shifts that occurred due to the modern usage preferences and gradual change in public perception of everything strange, unusual and unique.

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