Tip-of-the-tongue (TOT) states and cross-linguistic transfer

2013 ◽  
Vol 16 (4) ◽  
pp. 914-923 ◽  
Author(s):  
KATY BORODKIN ◽  
MIRIAM FAUST
Keyword(s):  
Second Language ◽  
Oral Language ◽  
Language Skills ◽  
Syntactic Complexity ◽  
Connected Speech ◽  
Lexical Diversity ◽  
Grammatical Accuracy ◽  
Oral Language Skills ◽  
Linguistic Transfer ◽  
Tip Of The Tongue

This study examined cross-linguistic transfer in oral language skills in a sample of 50 native Hebrew speakers who learned English as a second language. The ability to retrieve phonological forms of words in naming, as manifested by the tendency to experience tip-of-the-tongue states, was correlated across languages. We also found within and across language correlations between this ability and grammatical accuracy, lexical diversity, and syntactic complexity in second language narratives. These findings are consistent with the transfer across languages in oral language skills and provide insights into the processes linking phonological and higher level encoding in production of connected speech.

Oral language skills of Spanish-speaking English language learners: The impact of high-quality native language exposure

2012 ◽  
Vol 34 (4) ◽  
pp. 673-696 ◽  
Author(s):  
PERLA B. GÁMEZ ◽  
SUSAN C. LEVINE
Keyword(s):  
English Language Learners ◽  
Bilingual Education ◽  
Language Learners ◽  
Oral Language ◽  
English Language ◽  
Language Skills ◽  
Syntactic Complexity ◽  
Transitional Bilingual ◽  
Transitional Bilingual Education ◽  
Oral Language Skills

ABSTRACTThis study examined the relation between young English language learners’ (ELL) native oral language skills and their language input in transitional bilingual education kindergarten classrooms. Spanish-speaking ELLs’ (n = 101) Spanish expressive language skills were assessed using the memory for sentences and picture vocabulary subtests of the Woodcock Language Proficiency Battery—Revised. Samples of transitional bilingual education teachers’ (n = 21) speech were recorded and coded for syntactic complexity and vocabulary usage. Results revealed considerable variation in ELLs’ language scores, with overall performance below the normative sample. There was also wide variation in teachers’ speech across classrooms. Hierarchical linear modeling revealed that gains in ELLs’ expressive language skills were positively related to the diversity of teachers’ vocabulary and teachers’ syntactic complexity. These findings suggest that the quality of teachers’ language input, not just the quantity of their input, plays a significant role in the language learning trajectories of ELLs.

The moderating effect of Korean preschoolers’ receptive and expressive language skills on the link between Korean PA and English PA

2019 ◽  
Vol 46 (05) ◽  
pp. 894-912
Author(s):  
Yea-Ji HONG ◽  
Soon-Hyung YI
Keyword(s):  
Second Language ◽  
Oral Language ◽  
Language Skills ◽  
Expressive Language ◽  
Moderating Effects ◽  
Initial Stage ◽  
Oral Language Skills ◽  
Study Participants ◽  
Cross Language ◽  
The Relationship

AbstractThe purpose of the current study was to examine whether oral language skills moderate the effect of Korean phonological awareness (PA) on English PA for Korean preschoolers in the initial stage of learning English as a second language. The study participants comprised 81 five- to six-year-old Korean preschoolers attending Korean-medium preschools in South Korea. The findings demonstrated that Korean PA was significantly associated with English PA. In addition, Korean receptive and expressive language skills had moderating effects on the relationship between Korean PA and English PA, respectively. This study is discussed not only in terms of cross-language PA transfer in processing two phonologically and orthographically different languages but also in light of the importance of native language skills interacting with native PA in the second-language PA development of preschool children in the initial stage of learning a second language.

Testing Oral Language Skills via the Computer

2013 ◽  
Vol 18 (1) ◽  
pp. 53-66 ◽  
Author(s):  
Jerry W. Larson
Keyword(s):  
Oral Language ◽  
Language Skills ◽  
Oral Language Skills

The relevance of oral language skills to early literacy: A multivariate analysis

1999 ◽  
Vol 20 (2) ◽  
pp. 167-190 ◽  
Author(s):  
DEBORAH L. SPEECE ◽  
FROMA P. ROTH ◽  
DAVID H. COOPER ◽  
SUSAN DE LA PAZ
Keyword(s):  
Early Literacy ◽  
Oral Language ◽  
Language Skills ◽  
A Priori ◽  
Kindergarten Children ◽  
Language And Literacy ◽  
Direct Role ◽  
Oral Language Skills ◽  
Subtype Differences

This study examined relationships between oral language and literacy in a two-year, multivariate design. Through empirical cluster analysis of a sample of 88 kindergarten children, four oral language subtypes were identified based on measures of semantics, syntax, metalinguistics, and oral narration. Validation efforts included (a) concurrent and predictive analyses of subtype differences on reading, spelling, and listening comprehension measures based on a priori hypotheses and (b) a comparison of the teacher classification of the children with the empirical classification. The subtypes represented high average, low average, high narrative, and low overall patterns of oral language skill. The high average subtype received the most consistent evidence for validation. The pattern of validation results indicates that the relationship between oral language and literacy is not uniform and suggests a modification of the assumption that oral language skills have a direct role in reading acquisition.

Joint picture-book reading correlates of early oral language skill

1993 ◽  
Vol 20 (2) ◽  
pp. 455-461 ◽  
Author(s):  
Barbara D. Debaryshe
Keyword(s):  
Oral Language ◽  
Picture Book ◽  
Age Of Onset ◽  
Language Skills ◽  
Threshold Level ◽  
Language Skill ◽  
Book Reading ◽  
Home Reading ◽  
Oral Language Skills ◽  
Picture Book Reading

ABSTRACTThe purpose of this study was to explore the relation between joint picture-book-reading experiences provided in the home and children's early oral language skills. Subjects were 41 two-year-old children and their mothers. Measures included maternal report of the age at which she began to read to the child, the frequency of home reading sessions, the number of stories read per week, and the frequency of visits by the child to the local library. Measures of language skill used were the child's receptive and expressive scores on the revised Reynell Developmental Language Scales. Multiple regression analyses indicated that picture-book reading exposure was more strongly related to receptive than to expressive language. Age of onset of home reading routines was the most important predictor of oral language skills. Directions of effect, the importance of parental beliefs as determinants of home reading practices, and the possible existence of a threshold level for reading frequency are discussed.

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