Fabiano-Smith Leah, Shuriff Rebecca, Barlow Jessica A, Goldstein Brian A
The University of Arizona.
Ithaca College.
Linguist Approaches Biling. 2014 Jan 1;4(1):34-60. doi: 10.1075/lab.4.1.02fab.
It is still largely unknown how the two phonological systems of bilingual children interact. In this exploratory study, we examine children's use of dialect features to determine how their speech sound systems interact. Six monolingual Puerto Rican Spanish-speaking children and 6 bilingual Puerto Rican Spanish-English speaking children, ages 5-7 years, were included in the current study. Children's single word productions were analyzed for (1) dialect density and (2) frequency of occurrence of dialect features (after Oetting & McDonald, 2002). Nonparametric statistical analyses were used to examine differences within and across language groups. Results indicated that monolinguals and bilinguals exhibited similar dialect density, but differed on the types of dialect features used. Findings are discussed within the theoretical framework of the (Paradis, 2001) of language acquisition in bilingual children.
双语儿童的两种语音系统如何相互作用在很大程度上仍是未知的。在这项探索性研究中，我们研究儿童对方言特征的运用，以确定他们的语音系统是如何相互作用的。本研究纳入了6名5至7岁的单语波多黎各西班牙语儿童和6名双语波多黎各西班牙语 - 英语儿童。对儿童的单词发音进行了分析，包括（1）方言密度和（2）方言特征的出现频率（根据奥廷和麦克唐纳，2002年）。使用非参数统计分析来检验语言组内部和之间的差异。结果表明，单语儿童和双语儿童表现出相似的方言密度，但在使用的方言特征类型上存在差异。研究结果将在双语儿童语言习得的（帕拉迪斯，2001年）理论框架内进行讨论。
