Roesch Anne Dorothee, Chondrogianni Vasiliki
University Hospital Basel,Department of Clinical Neurophysiology / Neurology.
School of Psychology, Philosophy, and Language Sciences,University of Edinburgh.
J Child Lang. 2016 May;43(3):635-61. doi: 10.1017/S0305000916000015. Epub 2016 Feb 29.
Studies 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.
关于童年双语环境下起始年龄（AoO）影响的研究，在早期序贯双语儿童（eL2）与同时双语儿童（2L1）以及第二语言（L2）儿童在形态句法习得方面是否存在差异这一问题上，给出了不一致的结果。这三组之间的差异归因于其他因素，如接触时长（LoE）、语言能力以及待习得的现象。本研究调查了4至5岁说德语的eL2儿童在特殊疑问句习得方面是否与2L1儿童存在差异，以及这些差异是否可以用起始年龄、接触时长和/或格标记知识来解释。在准确性方面，2L1儿童表现优于eL2儿童；然而，两个双语组都表现出相似的错误模式。这表明，在理解特殊疑问句时，2L1和eL2双语儿童对相同的形态句法线索敏感。最后，儿童在不同类型特殊疑问句上的表现可以通过格标记知识、接触时长和起始年龄的综合作用来解释。
