Unsworth Sharon
Radboud University,Nijmegen.
J Child Lang. 2016 May;43(3):608-34. doi: 10.1017/S030500091500080X. Epub 2016 Feb 26.
This paper explores whether there is evidence for age and/or input effects in child L2 acquisition across three different linguistic domains, namely morphosyntax, vocabulary, and syntax-semantics. More specifically, it compares data from English-speaking children whose age of onset to L2 Dutch was between one and three years with data from children whose age of onset was between four and seven years in their acquisition of verb morphology, verb placement, vocabulary, and direct object scrambling. The main findings were that there were no significant differences between the two groups in any of these areas and, with the exception of scrambling, current amount of exposure was the only factor significantly related to children's scores. The paper discusses the theoretical significance of these findings with respect to the role of input in the language acquisition process and the claim that there is a critical period ending within (early) childhood.
本文探讨了在儿童第二语言习得过程中，跨越形态句法、词汇和句法-语义这三个不同语言领域，是否存在年龄和/或输入效应的证据。更具体地说，它将母语为英语、第二语言荷兰语起始年龄在1至3岁的儿童的数据，与起始年龄在4至7岁的儿童在动词形态、动词位置、词汇和直接宾语移位习得方面的数据进行了比较。主要研究结果是，两组儿童在这些领域中的任何一个都没有显著差异，并且除了移位之外，当前的接触量是与儿童成绩显著相关的唯一因素。本文讨论了这些研究结果在输入在语言习得过程中的作用方面的理论意义，以及关于存在一个在（幼儿）期内结束的关键期这一说法。
