Jacobson Peggy F, Cairns Helen S
St. John's University, Queens, NY, USA.
Lang Speech Hear Serv Sch. 2008 Jul;39(3):352-64. doi: 10.1044/0161-1461(2008/033).
One aspect of linguistic input that may vary in bilingual speech communities is the use of overregularization (e.g., catched). In an earlier study, typically developing bilingual Spanish/English-speaking children were noted to use overregularizations in an elicited production task, accept these forms in a grammaticality judgment task, and reject standard irregular forms (e.g., caught) at surprising rates in favor of the overregularization (P. F. Jacobson, 2002).
This study examined the extent to which bilingual adult speakers reported hearing and using overregularized forms.
Thirty Spanish/English-speaking adults who worked in settings with bilingual children served as informants. The stimuli included 15 regular and 15 irregular verbs-each as a correct irregular form and as an overregularization (e.g., caught and catched) or as a correct regular form and as an irregularization (e.g., helped and holp). Employing a modified grammaticality judgment task, the informants were instructed to state whether they heard these forms produced by bilingual adults and whether or not they themselves ever used the forms.
Although monolingual English speakers overwhelmingly rejected hearing or using overregularizations, the bilingual adults responded differently. They acknowledged hearing the correct regular and irregular forms in 96% of the instances presented. However, they also reported hearing 62%, and using 20%, of the overregularizations. Discussion These results prompt speculation regarding possible variation in the nature of linguistic input in the bilingual community and address learnability issues in the acquisition of the English past tense by bilingual children. The challenges facing speech-language pathologists who work with children from bilingual communities are discussed.
在双语语言社区中，语言输入的一个可能存在差异的方面是过度规则化的使用（例如，catched）。在早期的一项研究中，人们注意到，在以西班牙语/英语为母语的典型发育的双语儿童中，他们在诱发产出任务中会使用过度规则化形式，在语法性判断任务中会接受这些形式，并且以令人惊讶的比例拒绝标准的不规则形式（例如，caught），而支持过度规则化形式（P.F.雅各布森，2002年）。
本研究考察了双语成年使用者报告听到和使用过度规则化形式的程度。
30名在有双语儿童的环境中工作的西班牙语/英语双语成年人为被试。刺激材料包括15个规则动词和15个不规则动词——每个动词都有正确的不规则形式和过度规则化形式（例如，caught和catched），或者有正确的规则形式和不规则化形式（例如，helped和holp）。采用改良的语法性判断任务，要求被试说明他们是否听到双语成年人说出这些形式，以及他们自己是否使用过这些形式。
虽然只说英语的单语者绝大多数拒绝听到或使用过度规则化形式，但双语成年人的反应却不同。他们承认在96%的呈现实例中听到了正确的规则形式和不规则形式。然而，他们也报告说听到了62%的过度规则化形式，并且使用过其中20%的形式。讨论这些结果引发了关于双语社区语言输入性质可能存在差异的猜测，并探讨了双语儿童习得英语过去时态的可学性问题。文中还讨论了与来自双语社区的儿童打交道的言语语言病理学家所面临的挑战。
