Gibson Todd A, Peña Elizabeth D, Bedore Lisa M
Communication Sciences and Disorders, University of Texas at Austin, Austin, TX, USA.
Int J Biling Educ Biling. 2014;17(1):90-110. doi: 10.1080/13670050.2012.743960. Epub 2012 Dec 11.
The purpose of the current study was to explore the influence of language experience on the presence of the receptive-expressive gap. Each of 778 Spanish-English bilingual children screened pre-kindergarten in Utah and Texas were assigned to one of five language experience groups, ranging from functionally monolingual to balanced bilingual. Children's scores from the language screener semantics subtest administered in both Spanish and English were standardized, and receptive and expressive semantic scores were compared. Children presented with a meaningful gap between receptive and expressive semantic knowledge in English but not Spanish. This gap increased as target-language exposure decreased. Results indicate that current language experience plays a dominant role in influencing the appearance and magnitude of the receptive-expressive gap.
本研究的目的是探讨语言经验对接受-表达差距存在的影响。在犹他州和得克萨斯州接受学前筛查的778名西班牙裔-英语双语儿童，每人被分配到五个语言经验组中的一组，范围从功能单语到平衡双语。对用西班牙语和英语进行的语言筛查语义子测试中儿童的得分进行标准化，并比较接受性和表达性语义得分。儿童在英语中表现出接受性和表达性语义知识之间存在有意义的差距，但在西班牙语中没有。随着目标语言接触的减少，这种差距会增大。结果表明，当前的语言经验在影响接受-表达差距的出现和程度方面起着主导作用。
