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理解变异中的无序:英语学习者对英语语法形式的生成

Understanding Disorder Within Variation: Production of English Grammatical Forms by English Language Learners.

作者信息

Bedore Lisa M, Peña Elizabeth D, Anaya Jissel B, Nieto Ricardo, Lugo-Neris Mirza J, Baron Alisa

机构信息

Department of Communication Sciences & Disorders, The University of Texas at Austin.

School of Education, University of California, Irvine.

出版信息

Lang Speech Hear Serv Sch. 2018 Apr 5;49(2):277-291. doi: 10.1044/2017_LSHSS-17-0027.

Abstract

PURPOSE

This study examines English performance on a set of 11 grammatical forms in Spanish-English bilingual, school-age children in order to understand how item difficulty of grammatical constructions helps correctly classify language impairment (LI) from expected variability in second language acquisition when taking into account linguistic experience and exposure.

METHOD

Three hundred seventy-eight children's scores on the Bilingual English-Spanish Assessment-Middle Extension (Peña, Bedore, Gutiérrez-Clellen, Iglesias, & Goldstein, 2008) morphosyntax cloze task were analyzed by bilingual experience groups (high Spanish experience, balanced English-Spanish experience, high English experience, ability (typically developing [TD] vs. LI), and grammatical form. Classification accuracy was calculated for the forms that best differentiated TD and LI groups.

RESULTS

Children with LI scored lower than TD children across all bilingual experience groups. There were differences by grammatical form across bilingual experience and ability groups. Children from high English experience and balanced English-Spanish experience groups could be accurately classified on the basis of all the English grammatical forms tested except for prepositions. For bilinguals with high Spanish experience, it was possible to rule out LI on the basis of grammatical production but not rule in LI.

CONCLUSIONS

It is possible to accurately identify LI in English language learners once they use English 40% of the time or more. However, for children with high Spanish experience, more information about development and patterns of impairment is needed to positively identify LI.

摘要

目的

本研究考察了西班牙裔 - 英语双语学龄儿童在11种语法形式上的英语表现,以便了解语法结构的项目难度如何在考虑语言经验和接触量的情况下,帮助从第二语言习得的预期变异性中正确分类语言障碍(LI)。

方法

通过双语经验组(高西班牙语经验、英语 - 西班牙语经验平衡、高英语经验)、能力(典型发展[TD]与LI)和语法形式,分析了378名儿童在双语英语 - 西班牙语评估 - 中级扩展版(Peña、Bedore、Gutiérrez - Clellen、Iglesias和Goldstein,2008)形态句法完型任务上的得分。计算了最能区分TD组和LI组的形式的分类准确率。

结果

在所有双语经验组中,LI儿童的得分均低于TD儿童。在双语经验和能力组中,不同语法形式存在差异。来自高英语经验和英语 - 西班牙语经验平衡组的儿童,除介词外,基于所有测试的英语语法形式都能被准确分类。对于高西班牙语经验的双语者,基于语法产出可以排除LI,但不能确诊LI。

结论

一旦英语学习者使用英语的时间达到40%或更多,就有可能准确识别其LI。然而,对于高西班牙语经验的儿童,需要更多关于发展和损伤模式的信息来明确诊断LI。

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