Keeping up with the monolinguals

2017 ◽  
Vol 6 (1) ◽  
pp. 41-64 ◽  
Author(s):  
Liquan Liu ◽  
Mengru Han ◽  
René Kager
Keyword(s):  
Language Acquisition ◽  
The Netherlands ◽  
Developmental Delay ◽  
Vocabulary Acquisition ◽  
Vocabulary Development ◽  
Expressive Vocabulary ◽  
Dutch Version ◽  
Bilingual Learners ◽  
Dominant Language

Abstract Previous studies investigating possible differences between monolingual and bilingual infants’ vocabulary development have produced mixed results. The current study examines the size of the total receptive and expressive vocabulary, total conceptual vocabulary, and specific Dutch vocabulary of two hundred 8- to 18-month-old monolingual and bilingual infants born and living in the Netherlands. Families completed a Dutch version of the MacArthur-Bates Communicative Developmental Inventories. Results illustrate that bilingual infants keep up with monolinguals even in Dutch receptive and expressive vocabulary sizes, showing no trace of delay in the development of the socially dominant language. The overall findings constitute an extension of work on vocabulary acquisition and challenge existing theories that suggest a developmental delay among bilingual learners. The equal pace of development between the monolingual and bilingual groups provides new insights into the influence and perhaps advantages of early bilingual language acquisition.

Differences at 17 Months

2005 ◽  
Vol 48 (2) ◽  
pp. 426-438 ◽  
Author(s):  
Charlotte Koster ◽  
Pieter H. Been ◽  
Evelien M. Krikhaar ◽  
Frans Zwarts ◽  
Heidi D. Diepstra ◽  
...  
Keyword(s):  
At Risk ◽  
The Netherlands ◽  
Vocabulary Development ◽  
Control Group ◽  
Dutch Version ◽  
Research Project ◽  
Cross Sectional ◽  
Communicative Development ◽  
Macarthur Communicative Development Inventory ◽  
Dutch Children

Productive vocabulary composition is investigated in 17-month-old children who are participating in an ongoing longitudinal dyslexia research project in the Netherlands. The project is searching for early precursors for dyslexia and follows a group of children who are genetically at risk for dyslexia and a control group during the first 10 years of their lives. Among other measures, the Dutch version of the MacArthur Communicative Development Inventory: Words and Sentences (N-CDI) is used to investigate early vocabulary development. In this article, the first N-CDI results from the 2 groups of 17-month-old children are compared with each other, with other cross-sectional, cross-linguistic studies, and with a similar Finnish longitudinal dyslexia project. The Dutch children show the same general acquisition pattern as documented for other languages, but there are significant differences between the two groups of 17-month-old children in total number of words produced and in the linguistic composition of their productive vocabulary.

scholarly journals Sociodemographic and Pre-Linguistic Factors in Early Vocabulary Acquisition

Children ◽  
2021 ◽  
Vol 8 (3) ◽  
pp. 206
Author(s):  
Elisabet Serrat-Sellabona ◽  
Eva Aguilar-Mediavilla ◽  
Mònica Sanz-Torrent ◽  
Llorenç Andreu ◽  
Anna Amadó ◽  
...  
Keyword(s):  
Birth Weight ◽  
Vocabulary Acquisition ◽  
Explanatory Power ◽  
Vocabulary Development ◽  
Linguistic Competence ◽  
Linguistic Variables ◽  
Regression Analyses ◽  
Expressive Vocabulary ◽  
Early Assessment ◽  
Communicative Development

Here, we studied the beginnings of language development, jointly assessing two groups of precursors, sociodemographic and pre-linguistic, that have previously been studied separately. Thus, the general objective of this study was to explore which factors best explained the acquisition of initial expressive vocabulary. The sample consisted of 504 participants from Catalan-speaking homes with ages ranging between 10 and 18 months. The data were obtained through the MacArthur–Bates Communicative Development Inventories (MCB-CDIs). Vocabulary development shows a lexical spurt at 17 months. Regression analyses show that pre-linguistic factors have more explanatory power of than sociodemographic ones. Within the sociodemographic variables, age, birth order and birth weight explain part of the vocabulary variance. With respect to pre-linguistic variables, imitation, late gestures and phrase comprehension are predictors of the initial vocabulary acquisition. Specifically, imitation and late gestures were the pre-linguistic behaviours that made it possible to distinguish between children with higher and lower levels of vocabulary. We discussed these findings in relation to their relevance for language acquisition and for the early assessment of linguistic competence.

scholarly journals Do Bilinguals Acquire Similar Words to Monolinguals? An Examination of Word Acquisition and the Similarity Effect in Japanese–English Bilinguals’ Vocabularies

2021 ◽  
Vol 11 (1) ◽  
pp. 168-182
Author(s):  
Aya Kutsuki
Keyword(s):  
Vocabulary Acquisition ◽  
Vocabulary Development ◽  
The Other ◽  
Bilingual Children ◽  
Word Category ◽  
Word Acquisition ◽  
English Bilingual ◽  
Similarity Effect ◽  
Japanese English

Previous research has paid much attention to the overall acquisition of vocabularies among bilingual children in comparison to their monolingual counterparts. Much less attention has been paid to the type of words acquired and the possible transfer or cross-linguistic effects of the other language on vocabulary development. Thus, this study aims to explore similarities and dissimilarities in the vocabularies of simultaneous bilinguals and Japanese monolinguals and considers the possible cross-linguistic similarity effect on word acquisition. Six simultaneous Japanese–English bilingual children (mean age = 34.75 months (2.56)) were language–age-matched with six Japanese monolinguals; their productive vocabularies were compared regarding size and categories. Additionally, characteristic acquired words were compared using correspondence analyses. Results showed that, although delayed due to the reduced inputs, young bilinguals have a similar set of vocabularies in terms of word category as monolinguals. However, bilingual children’s vocabularies reflect their unevenly distributed experience with the language. Fewer interactive experiences with language speakers may result in a lower acquisition of interactive words. Furthermore, there is a cross-linguistic effect on acquisition, likely caused by form similarity between Japanese katakana words and English words. Even between languages with great dissimilarities, resources and cues are sought and used to facilitate bilingual vocabulary acquisition.

Cross-Cultural Comparisons of Personality: The Netherlands and England

1991 ◽  
Vol 69 (3_suppl) ◽  
pp. 1091-1096 ◽  
Author(s):  
R. Sanderman ◽  
S. B. G. Eysenck ◽  
W. A. Arrindell
Keyword(s):  
The Netherlands ◽  
Social Desirability ◽  
Cross Cultural ◽  
Eysenck Personality Questionnaire ◽  
Personality Questionnaire ◽  
Dutch Version ◽  
Men And Women ◽  
Personality Variables ◽  
National Differences ◽  
Neuroticism Scale

401 men and 475 women completed the Dutch version of the Eysenck Personality Questionnaire. Factor comparisons all exceeded 0.97 so that the factors of Psychoticism, Extraversion, Neuroticism, and Social Desirability are deemed to be identical in the two countries, England and The Netherlands. Sex differences conform with those in most other cross-cultural studies, namely, men score higher than women on Psychoticism and Extraversion, but lower on Neuroticism and Social Desirability. Reliabilities (alpha coefficients) are satisfactorily high for all factors, although the lowest value (0.62) for the Psychoticism dimension for Dutch men appears somewhat weak. National differences on personality variables were only significant for the Neuroticism scale and Social Desirability; Dutch men and women scored lower on the Neuroticism scale than their English counterparts but higher on Social Desirability.

scholarly journals The impact of subtitled movies on vocabulary development

2017 ◽  
Vol 6 (1) ◽  
pp. 1-6
Author(s):  
Alisa Sadiku
Keyword(s):  
Language Learning ◽  
Vocabulary Acquisition ◽  
Vocabulary Development ◽  
Real Life ◽  
Target Language ◽  
Adequate Knowledge ◽  
Language Environment ◽  
The Right ◽  
The Impact ◽  
Technology Resources

Learning new vocabulary compromises a significant factor for success within language learning since without the adequate knowledge of words and their meaning, learners are not able to use the target language efficiently. Moreover, vocabulary tends to be forgotten if it is not acquired and used through the right methods that will provide learners with language inputs in genuine target language environment. In this regard, the increasing access to different multimedia and technology resources facilitate spontaneous vocabulary acquisition for the contemporary age learners. In particular, movies with subtitles can be a great tool in bringing students closer to authentic real life communication vocabulary. As a result, previous studies have found out several benefits of using subtitled movies by confirming that subtitles indeed improve vocabulary development.

scholarly journals Vocabulary acquisition, input, and extensive reading: A conversation

2013 ◽  
Vol 37 (4) ◽  
pp. 56
Author(s):  
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Vocabulary Acquisition ◽  
Online Discussion ◽  
Word Knowledge ◽  
Relative Importance ◽  
Extensive Reading ◽  
Acquisition Process

JALT member Joseph Poulshock recently posted a video entitled “How do humans acquire language?” to the extensive reading (ER) website BeeOasis.com. In it, he describes his ALBUM Theory (acquire language by understanding messages), by which he means that the comprehension of input―for example, through ER―is the best way to acquire a second language. The video prompted an online discussion in which a number of JALT members exchanged ideas about the acquisition of vocabulary, the role of ER in the acquisition of various aspects of word knowledge, and the relative importance of input to the language acquisition process. An abbreviated version of this conversation is presented here.

scholarly journals Investigation of Early Vocabulary Development of a Persian Speaking Child at Age 2 Years Old in Iran

2017 ◽  
Vol 7 (2) ◽  
pp. 113-126
Author(s):  
Hajar SHAHHOSEINI
Keyword(s):  
Language Acquisition ◽  
First Language ◽  
Vocabulary Development ◽  
Sentence Production ◽  
First Language Acquisition ◽  
Gradual Development ◽  
Iranian Child

This study investigates the development of early Persian vocabulary in the process of first language acquisition in case of an Iranian child at age 2. The child was named Melica in this paper and her speech was observed for the period of 6 months. The outcomes show that Melica could produce about 150 words and understand many more when she was 2 years old. Also she understood such meanings as “on”, “under”, and “in”. At that age, she mostly produced nouns, which represented more than half of her vocabulary. Observed for a period of six months, Melica showed a gradual development in word as well as in sentence production, though some discrepancies in the use of certain words, such as developmental errors and overextensions, were also reported.

Rhetoric and Dutch Translation Theory (1750-1820)1

Target ◽  
1993 ◽  
Vol 5 (1) ◽  
pp. 55-69 ◽  
Author(s):  
Luc G. Korpel
Keyword(s):  
The Netherlands ◽  
Functional Approach ◽  
European Countries ◽  
Translation Theory ◽  
Dutch Version ◽  
Crucial Step ◽  
Rhetorical Tradition ◽  
Dutch Translation ◽  
Theory Of Language ◽  
Definition Of

Abstract Due to the influence of rhetoric, Dutch translation theory between 1750 and 1820, like translation theory in other Western European countries in those days, was primarily concerned with the effect of a translation on the Dutch public and the verbal appearance of the Dutch version. This functional approach was reinforced by the definition of translation as interpretatio, imitatio or exercitatio. The translational technique which follows from this prospective orientation is one of adaptation, correction and improvement. By the end of the period, Dutch translation theory seemed to be moving away slowly from the rhetorical tradition, as a result of two major changes: (1) a growing concern as of ± 1780 for fidelity to the verbal aspects of the original within the interpretatio-approach, and (2) a decrease in the popularity of imitatio as a creative technique after 1800. Unlike Germany, translation theory in The Netherlands had not made the crucial step towards a new theory of language before 1820.

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