Taliancich-Klinger Casey L, Bedore Lisa M, Peña Elizabeth D
Department of Communication and Learning Disorders,Our Lady of the Lake University.
Department of Communication Sciences and Disorders,The University of Texas at Austin.
J Child Lang. 2018 Jan;45(1):97-119. doi: 10.1017/S0305000917000125. Epub 2017 May 16.
Preposition knowledge is important for academic success. The goal of this project was to examine how different variables such as English input and output, Spanish preposition score, mother education level, and age of English exposure (AoEE) may have played a role in children's preposition knowledge in English. 148 Spanish-English children between 7;0 and 9;11 produced prepositions in English and Spanish on a sentence repetition task from an experimental version of the Bilingual English Spanish Assessment Middle Extension (Peña, Bedore, Gutierrez-Clellen, Iglesias & Goldstein, in development). English input and output accounted for most of the variance in English preposition score. The importance of language-specific experiences in the development of prepositions is discussed. Competition for selection of appropriate prepositions in English and Spanish is discussed as potentially influencing low overall preposition scores in English and Spanish.
介词知识对学业成功很重要。本项目的目标是研究不同变量，如英语输入与输出、西班牙语介词得分、母亲教育水平以及英语接触年龄（AoEE），如何可能在儿童的英语介词知识中发挥作用。148名年龄在7岁0个月至9岁11个月之间的西班牙裔英语儿童，在双语英语西班牙语评估中级扩展版（Peña、Bedore、Gutierrez-Clellen、Iglesias和Goldstein，正在编制中）的一个实验版本的句子重复任务中用英语和西班牙语产出了介词。英语输入和输出占英语介词得分方差的大部分。文中讨论了特定语言经验在介词发展中的重要性。还讨论了在英语和西班牙语中选择合适介词时的竞争，认为这可能影响英语和西班牙语中较低的总体介词得分。
