Ebert Kerry Danahy, Pham Giang, Kohnert Kathryn
Rush University, Chicago.
University of Massachusetts, Amherst.
Biling (Camb Engl). 2014 Oct 1;17(4):766-783. doi: 10.1017/S1366728913000825.
This study used lexical tasks to examine associations between languages, tasks, and age in bilingual children with primary language impairment. Participants (n = 41, mean age 8;8 years) lived in the United States, spoke primarily Spanish (L1) at home and English (L2) at school, and were identified with moderate to severe impairments in both languages. A total of eight tasks (four in each language) measured breadth of vocabulary knowledge (receptive and expressive vocabulary) and aspects of lexical processing (rapid automatic naming and nonword repetition). Correlational analyses revealed older children outperformed younger children on lexical tasks in L2 but not L1, as well as relative L2 dominance for most individuals and tasks. Positive associations were found between languages on processing-based tasks but not vocabulary measures. Findings were consistent with literature on typical bilingual learners, albeit with a notable increased risk of plateau in L1 growth. Results are interpreted within a Dynamic Systems framework.
本研究采用词汇任务来考察患有原发性语言障碍的双语儿童的语言、任务和年龄之间的关联。参与者（n = 41，平均年龄8岁8个月）生活在美国，在家主要说西班牙语（第一语言），在学校说英语（第二语言），并且在两种语言中均被认定为中度至重度障碍。总共八项任务（每种语言四项）测量了词汇知识的广度（接受性和表达性词汇）以及词汇加工的各个方面（快速自动命名和非词重复）。相关分析显示，年龄较大的儿童在第二语言的词汇任务上表现优于年龄较小的儿童，但在第一语言上并非如此，而且大多数个体和任务在第二语言上占优势。在基于加工的任务中发现了两种语言之间的正相关，但在词汇量测量中未发现。研究结果与典型双语学习者的文献一致，尽管第一语言发展停滞的风险显著增加。研究结果在动态系统框架内进行了解释。
