L2 vocabulary acquisition of early sequentially bilingual children with TD and DLD affected differently by exposure and age of onset

2020 ◽  
Author(s):  
Sini Smolander ◽  
Marja Laasonen ◽  
Eva Arkkila ◽  
Pekka Lahti‐Nuuttila ◽  
Sari Kunnari
Keyword(s):  
Vocabulary Acquisition ◽  
Age Of Onset ◽  
Bilingual Children ◽  
L2 Vocabulary

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.

scholarly journals “Which mouse kissed the frog?” Effects of age of onset, length of exposure, and knowledge of case marking on the comprehension of wh-questions in German-speaking simultaneous and early sequential bilingual children

2016 ◽  
Vol 43 (3) ◽  
pp. 635-661 ◽  
Author(s):  
ANNE DOROTHEE ROESCH ◽  
VASILIKI CHONDROGIANNI
Keyword(s):  
Age Of Onset ◽  
Bilingual Children ◽  
Language Abilities ◽  
Error Patterns ◽  
Case Marking ◽  
Different Types ◽  
Wh Questions ◽  
German Speaking

AbstractStudies examining age of onset (AoO) effects in childhood bilingualism have provided mixed results as to whether early sequential bilingual children (eL2) differ from simultaneous bilingual children (2L1) and L2 children on the acquisition of morphosyntax. Differences between the three groups have been attributed to other factors such as length of exposure (LoE), language abilities, and the phenomenon to be acquired. The present study investigates whether four- to five-year-old German-speaking eL2 children differ from 2L1 children on the acquisition of wh-questions, and whether these differences can be explained by AoO, LoE, and/or knowledge of case marking. The 2L1 children outperformed the eL2 children in terms of accuracy; however, both bilingual groups exhibited similar error patterns. This suggests that 2L1 and eL2 bilingual children are sensitive to the same morphosyntactic cues, when comprehending wh-questions. Finally, children's performance on the different types of wh-questions was explained by a combination of knowledge of case marking, LoE, and AoO.

scholarly journals Factors of success and failure in the acquisition of grammatical gender in Dutch

2008 ◽  
Vol 24 (3) ◽  
pp. 267-295 ◽  
Author(s):  
Leonie Cornips ◽  
Aafke Hulk
Keyword(s):  
Second Language Acquisition ◽  
Success Factors ◽  
Age Of Onset ◽  
Structural Similarity ◽  
Grammatical Gender ◽  
Bilingual Children ◽  
Two Factors ◽  
Gender System

The goal of this article is to examine the factors that are proposed in the literature to explain the success—failure in the child L2 (second language) acquisition of grammatical gender in Dutch definite determiners. Focusing on four different groups of bilingual children, we discuss four external success factors put forward in the literature: (1) early age of onset, (2) lengthy and intensive input, (3) the quality of the input and (4) the role of the other language. We argue that the first two factors may indeed contribute to explaining the differences in success between the less and more successful bilingual children. However, the influence of the quality of the input in (standard) Dutch appears to be inconclusive, whereas the (structural) similarity of the gender systems in the two languages may reinforce the children's awareness of the grammatical gender category. Moreover, it appears that individual bilingualism vs. societal bilingualism, that is the sociolinguistic context in which Dutch is acquired, is not a factor for failure or success with respect to the acquisition of grammatical gender. In the final part of this article, we hypothesize that the important role of the input is related to a language internal factor, which distinguishes the Dutch gender system of the definite determiner from that of other languages, resulting in different acquisition paths.

Memorization versus semantic mapping in L2 vocabulary acquisition

ELT Journal ◽  
2013 ◽  
Vol 67 (2) ◽  
pp. 199-209 ◽  
Author(s):  
R. Khoii ◽  
S. Sharififar
Keyword(s):  
Vocabulary Acquisition ◽  
Semantic Mapping ◽  
L2 Vocabulary

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.

Remarks on the acquisition of Basque–Spanish bilingualism

2012 ◽  
Vol 17 (3) ◽  
pp. 392-399 ◽  
Author(s):  
Jürgen M. Meisel
Keyword(s):  
Role Models ◽  
Age Of Onset ◽  
First Language ◽  
Problem Area ◽  
Bilingual Children ◽  
Grammatical Development ◽  
Second Language Speakers ◽  
Developmental Sequences ◽  
Core Areas ◽  
Grammatical Change

This commentary on the preceding six articles focuses on three issues concerning simultaneous and successive acquisition in early childhood which are addressed directly or indirectly in the contributions under discussion. The first issue concerns crosslinguistic interaction. It is argued that the evidence presented here speaks in favour of autonomous grammatical development in simultaneous bilingualism. Crosslinguistic interaction seems to happen only when grammatical knowledge is activated, i.e. in language use. The second problem area discussed here concerns the respective roles of input, universal mechanisms, and age of onset of acquisition as factors determining the course of acquisition. The claim is that these and other variables all contribute to an explanation of developmental sequences in monolingual and bilingual first language acquisition but that quantitative properties of the input do not override universal principles in the domain of grammar. The third point consists in emphasizing the role of second language speakers as role models for bilingual children. This provides an explanation of contact-induced change in core areas of grammar where, otherwise, empirical evidence does not support the claim of crosslinguistic interaction in bilingual children acquiring two languages simultaneously. It also constitutes a plausible scenario accounting for diachronic grammatical change.

scholarly journals Neural changes underlying early stages of L2 vocabulary acquisition

2016 ◽  
Vol 40 ◽  
pp. 55-65 ◽  
Author(s):  
He Pu ◽  
Phillip J. Holcomb ◽  
Katherine J. Midgley
Keyword(s):  
Vocabulary Acquisition ◽  
Early Stages ◽  
L2 Vocabulary
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