What factors influence phonological production in French-speaking bilingual children, aged three to six years?

2020 ◽  
Vol 47 (5) ◽  
pp. 945-981 ◽  
Author(s):  
Margaret KEHOE ◽  
Chloé GIRARDIER
Keyword(s):  
Picture Naming ◽  
Age Groups ◽  
Naming Task ◽  
Bilingual Children ◽  
Vocabulary Test ◽  
Phonological Features ◽  
First Languages ◽  
French Speaking ◽  
L2 Vocabulary ◽  
Vocabulary Score

AbstractThis study examines the influence of bilingual status, language-internal (complexity of L1 phonology), language-external (dominance), and lexical (L2 vocabulary score) factors on phonological production in French-speaking monolingual (n = 37) and bilingual children (n = 64) aged three to six years. Children participated in an object and picture naming task which tested different phonological features. The bilinguals’ first languages were coded in terms of the complexity of these phonological features. In addition, the parents completed a questionnaire on their child's language dominance and the children were administered a vocabulary test in their L2. Results indicated that vocabulary was the principal predictor of phonological accuracy across both age groups. Apparent monolingual–bilingual differences and dominance effects could largely be explained by vocabulary scores: children who scored better on a vocabulary test obtained superior phonological accuracy. Language-internal effects were minimal and marginally influenced vowel accuracy only.

scholarly journals Bilingual phonological acquisition: the influence of language-internal, language-external, and lexical factors

2018 ◽  
Vol 46 (2) ◽  
pp. 292-333 ◽  
Author(s):  
Margaret KEHOE ◽  
Mélanie HAVY
Keyword(s):  
Socioeconomic Status ◽  
High Frequency ◽  
Picture Naming ◽  
Naming Task ◽  
Phonological Acquisition ◽  
First Languages ◽  
Cluster Accuracy ◽  
French Speaking ◽  
And Gender ◽  
Lexical Factors

AbstractThis study examines the influence of language-internal (frequency and complexity of linguistic properties), language-external (percent French input, socioeconomic status (SES), and gender), and lexical factors (size of total and French vocabulary) on the phonological production abilities of monolingual and bilingual French-speaking children, aged 2;6. Children participated in an object and picture naming task in which they produced words selected to test different phonological properties. The bilinguals’ first languages were coded in terms of the frequency and complexity of these phonological properties. Results indicated that bilinguals who spoke languages characterized by high frequency/complexity of codas and clusters had superior results in their coda and cluster accuracy in comparison to monolinguals. Bilinguals also had better coda and cluster accuracy scores than monolinguals. These findings provide evidence for cross-linguistic interaction in combination with a ‘general bilingual effect’. In addition, percent French exposure, SES, total vocabulary, and gender influenced phonological production.

The role of within-language vocabulary size in children's semantic development: evidence from bilingual children

2012 ◽  
Vol 40 (4) ◽  
pp. 873-884 ◽  
Author(s):  
MARGAUX KEITH ◽  
ELENA NICOLADIS
Keyword(s):  
Picture Naming ◽  
Naming Task ◽  
Bilingual Children ◽  
Vocabulary Size ◽  
Formal Instruction ◽  
English Bilingual ◽  
Semantic Development ◽  
Vocabulary Score ◽  
English Monolingual

ABSTRACTThis study tested whether bilingual children show a lag in semantic development (the schematic–categorical shift) relative to monolingual children due to smaller vocabularies within a language. Twenty French–English bilingual and twenty English monolingual children (seven to ten years old) participated in a picture-naming task in English. Their errors were coded for schematic or categorical relations. The bilingual children made more schematic errors than monolinguals, a difference that was accounted for statistically by vocabulary score differences. This result suggests that within-language vocabulary size is one important factor in semantic development and may explain why bilingual children sometimes show a lag relative to monolingual children in one of their languages, perhaps the language in which they have received less formal instruction.

The Development of Fundamental Frequency in 6- to 10-Year Old Children: A Brief Study

1998 ◽  
Vol 28 (1-2) ◽  
pp. 55-62 ◽  
Author(s):  
S. P. Whiteside ◽  
C. Hodgson
Keyword(s):  
Standard Deviation ◽  
Fundamental Frequency ◽  
Picture Naming ◽  
Age Groups ◽  
Naming Task ◽  
Final Position ◽  
The Mean ◽  
Age And Sex

This brief study investigates the development of fundamental frequency (FO) in pre-adolescent children as a function of age and sex. The children who took part in the study were divided into three age groups: 6, 8 and 10 years. Each group consisted of three males and three females. Each subject produced nine target phrases with [] in phrase-final position, which were elicited via a picture-naming task. FO was estimated for the nine target utterances and the following FO parameters were derived: mean FO for the whole phrase; FO range for the whole phrase; standard deviation values of FO for the whole phrase and mean FO for the phrase-final vowel [α:]. Results indicated that FO parameters generally decreased with age, and by age 10 years the males had lower values than the females for all four parameters. Results also indicated that the mean standard deviation of FO across the phrase was significantly higher for the females compared to that for the males.

Using whole-word production measures to determine the influence of phonotactic probability and neighborhood density on bilingual speech production

2011 ◽  
Vol 16 (4) ◽  
pp. 369-387 ◽  
Author(s):  
Skott E. Freedman ◽  
Jessica A. Barlow
Keyword(s):  
Speech Production ◽  
Picture Naming ◽  
Naming Task ◽  
Word Production ◽  
Neighborhood Density ◽  
Bilingual Children ◽  
Typically Developing ◽  
Phonotactic Probability ◽  
Whole Word ◽  
Phonological Complexity

Numerous lexical and sublexical factors have been reported to influence speech production in monolinguals (Storkel, 2001; Vitevitch, 2002); however, whole-word production analyses have rarely been used to measure such influences. The present study investigated the effects of phonotactic probability and neighborhood density on bilingual speech production using whole-word production measures (Ingram, 2002). Five typically developing English–Spanish bilingual children were administered a picture-naming task in English and Spanish in which stimuli varied in sublexical and lexical parameters. Their English and Spanish productions were compared with those of five age-matched monolingual English- and Spanish-speaking children, respectively. No differences were found between bilinguals and monolinguals in the respective languages; however, bilinguals evidenced greater phonological complexity in Spanish than English on words with low phonotactic probability and low neighborhood density. Whole-word approximation remained similar between languages. Findings are interpreted in the context of crosslinguistic influences of sublexical and lexical factors on speech production.

The acquisition of rhotics by child L2 and L3 learners

2017 ◽  
Vol 3 (2) ◽  
pp. 0-0
Author(s):  
Alexandra Morales Reyes ◽  
Begona Arechabaleta ◽  
Silvina A. Montrul
Keyword(s):  
Picture Naming ◽  
Native Speakers ◽  
Naming Task ◽  
Linguistic Knowledge ◽  
Bilingual Children ◽  
Linguistic Experience ◽  
L3 Acquisition ◽  
L2 Learners ◽  
English Speaking

This study investigated how previous linguistic experience and universal strategies guide the acquisition of phonology in the classroom. More specifically, it focused on the possible advantages that bilingual children have over monolingual children. Thirty-four children completed a picture-naming task: 9 Spanish native speakers, 19 English native speakers acquiring Spanish as L2 and 6 Korean-English bilinguals acquiring Spanish as L3. Results indicated that in general the children rapidly acquired native-like pronunciation of the Spanish rhotics, but the Korean-English bilinguals outperformed the English-speaking children. We propose that although previous linguistic knowledge plays a role in L2 and L3 acquisition, children are able to overcome transfer errors because they are guided by universal developmental strategies from the initial stages of acquisition. We suggest that if L3 learners have an advantage over L2 learners, this may be due to their complex linguistic knowledge and higher metalinguistic competence.

Acquisition of doubly articulated stops among Ga-speaking children

2021 ◽  
Vol 42 (1) ◽  
pp. 101-146
Author(s):  
Felix Kpogo ◽  
Virginia C. Mueller Gathercole ◽  
Jonathan Nsiah Tetteh
Keyword(s):  
Picture Naming ◽  
Speech Sound ◽  
Age Groups ◽  
Naming Task ◽  
Older Children ◽  
Specific Factors ◽  
Better Than

Abstract This study investigates the acquisition of labio-velar stops by Ga-speaking children in Ghana. Such stops were elicited in initial, intervocalic, and pre-lateral positions through a picture naming task. Sixty Ga-dominant and Ga-English children at 5-, 61/2-, and 8-years of age were tested. All age groups showed some difficulty with the doubly articulated stops, but this was relative to voicing, phonological environment, age, and input. Performance on the voiceless labio-velar stop was better than on the voiced labio-velar stop, and better in intervocalic position than in word-initial and pre-lateral positions. Older children performed better than younger children and Ga-dominant children better than Ga-English children. Performance was better when children did not receive a prompt than when they did. Analysis of modifications reveals frequent processes of simplification to labial singleton stops, some voicing changes, and the occurrence of processes of vowel insertion between the stops and /l/. These findings are discussed in terms of universals of speech sound acquisition, the role of input, and the influence of language-specific factors on children’s performance.

scholarly journals Evidence of phonological transfer in bilingual preschoolers who speak Arabic and French

2021 ◽  
pp. 136700692110342
Author(s):  
Rabia Sabah Meziane ◽  
Andrea AN MacLeod
Keyword(s):  
Analysis Of Variance ◽  
Repeated Measures ◽  
Picture Naming ◽  
Naming Task ◽  
Bilingual Children ◽  
Positive Interactions ◽  
Clinical Implications ◽  
Phonological Development ◽  
Repeated Measures Analysis ◽  
Two Systems

Purpose: The purpose of this study is to document evidence of phonological transfer in bilingual preschoolers. Specifically, we focus on the phonological development of bilingual children acquiring French and Arabic. Method: Nine children who spoke Arabic and French, aged three years old, participated in a picture-naming task in both languages. Three types of measurement were used to examine the interaction between the two systems: consonants accuracy; inventory of acquired consonants; and types of errors. Data and analysis: The accuracy of shared and unshared consonants between Arabic and French were compared with a repeated measures analysis of variance, and error patterns were analyzed. Conclusions: Two main results suggest that these bilingual children have two phonological systems that interacted. First, the children had an inventory of acquired consonants that differed according to language. Second, they produced shared consonants more accurately than unshared consonants, indicating positive interactions and low accuracy for unshared consonants, indicating negative interactions. Originality: This study contributes much-needed research relating to the development of bilingual children, particularly children who are acquiring Arabic and French. Implications: These findings enrich the understanding of bilingual phonological development and contribute to understanding how two phonological systems interact. This study also has clinical implications for evaluation and intervention with bilingual children.

scholarly journals Pemerolehan Kosakata Bahasa Korea pada Pembelajar Dewasa Indonesia

2019 ◽  
Vol 8 (2) ◽  
pp. 255
Author(s):  
Amanda Vira Maharani
Keyword(s):  
Adult Learners ◽  
Language Learners ◽  
Picture Naming ◽  
Vocabulary Acquisition ◽  
Age Factors ◽  
Naming Task ◽  
Vocabulary Test ◽  
Korean Language ◽  
Vocabulary Size ◽  
Perfect Score

This study aims to find out the effects of Korean songs and videos on vocabulary size of adult Korean language learners through one-way communication. To collect the data, three respondents participated in a picture-naming task in Korean and questionnaire is used to know the frequency of the participants in listening to Korean songs and watching Korean videos. The result showed that acquiring vocabularies on adult learners is difficult because of motivation and age factors. All participants of this study have exposed to Korean content media for more than five years, yet none of them got a perfect score on vocabulary test, but they got different motivations for learning Korean. It can be concluded, the higher the motivation on learner is the better result the learner’s got. Korean vocabulary acquisition by listening to Korean songs and watching Korean videos is possible yet not easily acquired by adult learners. ABSTRAKPenelitian ini bertujuan untuk mengetahui pengaruh lagu dan video Korea pada kosakata pembelajar Bahasa Korea dewasa melalui komunikasi satu arah. Untuk mengumpulkan data, tiga responden berpartisipasi dalam penamaan gambar dalam Bahasa Korea dan kuesioner digunakan untuk mengetahui frekuensi peserta dalam mendengarkan lagu Korea dan menonton video Korea. Hasil penelitian menunjukkan bahwa memperoleh kosakata pada pelajar dewasa sulit karena motivasi dan faktor usia. Semua peserta penelitian ini telah terpapar ke media berkonten Korea selama lebih dari lima tahun, namun tidak satupun dari mereka mendapat nilai sempurna pada tes kosakata, tetapi mereka mendapat motivasi yang berbeda untuk belajar Bahasa Korea. Dapat disimpulkan bahwa semakin tinggi motivasi pada pelajar adalah hasil yang lebih baik pelajar dapatkan. Pemerolehan kosakata Bahasa Korea dengan mendengarkan lagu-lagu Korea dan menonton video Korea adalah mungkin namun tidak mudah diperoleh oleh pembelajar dewasa.

scholarly journals The Prosody of Two-Syllable Words in French-Speaking Monolingual and Bilingual Children: A Focus on Initial Accent and Final Accent

2021 ◽  
pp. 002383092110303
Author(s):  
Margaret Kehoe
Keyword(s):  
Naming Task ◽  
Bilingual Children ◽  
Older Children ◽  
Acoustic Characteristics ◽  
Initial Syllable ◽  
Syllable Duration ◽  
French Speaking ◽  
Disyllabic Word ◽  
Disyllabic Words ◽  
Final Syllable

This study examined the acoustic characteristics of disyllabic words produced by French-speaking monolingual and bilingual children, aged 2;6 to 6;10, and by adults. Specifically, it investigated the influence of age, bilingualism, and vocabulary on final-to-initial syllable duration ratios and on the presence of initial and final accent. Children and adults took part in a word-naming task in which they produced a controlled set of disyllabic words. Duration and maximum pitch were measured for each syllable of the disyllabic word and these values were inserted into mixed-effects statistical models. Results indicated that children as young as 2;6 obtained final-to-initial syllable duration ratios similar to those of adults. Young children realized accent on the initial syllable more often and accent on the final syllable less often than older children and adults. There was no influence of bilingualism on the duration and pitch characteristics of disyllabic words. Children aged 2;6 with smaller vocabularies produced initial accent more often than children with large vocabularies. Our findings suggest that early word productions are constrained by developmental tendencies favouring falling pitch across an utterance.

scholarly journals Contributions of nonlinguistic task-shifting to language control in bilingual children

2016 ◽  
Vol 21 (1) ◽  
pp. 181-194 ◽  
Author(s):  
MEGAN GROSS ◽  
MARGARITA KAUSHANSKAYA
Keyword(s):  
Cognitive Control ◽  
Picture Naming ◽  
Naming Task ◽  
Task Shifting ◽  
Naming Speed ◽  
Bilingual Children ◽  
English Bilingual ◽  
Language Selection ◽  
Language Control ◽  
Cross Language

Language control, bilinguals’ ability to regulate which language is used, has been posited to recruit domain-general cognitive control. However, studies relating language control and cognitive control have yielded mixed results in adults and have not been undertaken in children. The current study examined the contributions of nonlinguistic task-shifting to language control in Spanish–English bilingual children (ages 5–7) during a cued-switch picture-naming task. Language control was assessed at two levels: (1) cross-language errors, which indexed the success of language selection, and (2) naming speed, which indexed the efficiency of lexical selection. Nonlinguistic task-shifting was a robust predictor of children's cross-language errors, reflecting a role for domain-general cognitive control during language selection. However, task-shifting predicted naming speed only in children's non-dominant language, suggesting a more nuanced role for cognitive control in the efficiency of selecting a particular lexical target.

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