Schmid Monika S, Yılmaz Gülsen
Centre for Research on Language Development throughout the Lifespan (LaDeLi), Department of Language and Linguistics, University of Essex, Colchester, United Kingdom.
Institut für Anglistik und Amerikanistik, Humboldt-Universität zu Berlin, Berlin, Germany.
Front Psychol. 2018 Aug 20;9:1306. doi: 10.3389/fpsyg.2018.01306. eCollection 2018.
Late bilinguals who spend (part of) their adult lives in an environment where a language other than the one they learned in childhood is spoken typically experience a range of language development phenomena. Most obviously, they will acquire some level of receptive and/or productive knowledge of the new, or second, language (L2). How basic or advanced that level will be is determined by a range of environmental, experiential, attitudinal and individual factors. Secondly, they will most likely find the knowledge of their native language (L1) beginning to diverge from that of monolingual speakers in their country of origin, a process known as . In the course of this developmental process, some L2 skills may eventually match or even overtake the corresponding skill in the L1. This shift in the balance between L1 and L2 is the focus of investigations of . The present study explores language dominance in four migrant populations (Germans in the Netherlands and Canada, Turks and Moroccans in the Netherlands). Investigating both the development of formal/controlled skills and more automatic aspects of lexical access and fluency, we aim to attain an understanding of how extralinguistic factors contribute to the development of languages. We argue that an integrated perspective can contribute more profound insights into the predictors of this complex process of bilingual development. In particular, our findings show that statistical models based on linear relationships fall short of capturing the full picture. We propose an alternative method of analysing data, namely discriminant function analysis, based on a categorisation of the populations, and demonstrate how this can enhance our understanding. Our findings suggest that different aspects of the bilingual experience contribute differently to language development, regardless of language combination and type of skill measured. Contrary to what previous research suggests, measures relating to the intensity of informal use of both the L1 and the L2 in daily life are important in determining whether someone is a good or a poor L1 maintainer, while high vs. low success in acquisition appears to be predominantly associated with personal factors such as educational level.
成年后（部分）时间生活在以其童年所学语言之外的其他语言为母语的环境中的晚期双语者，通常会经历一系列语言发展现象。最明显的是，他们会获得一定程度的对新语言（即第二语言，L2）的接受性和/或产出性知识。该水平的基础程度或高级程度取决于一系列环境、经验、态度和个人因素。其次，他们很可能会发现自己母语（L1）的知识开始与母语使用者在其原籍国的知识产生差异，这一过程被称为 。在这个发展过程中，一些L2技能最终可能会与L1中的相应技能相匹配甚至超越。L1和L2之间平衡的这种转变是 研究的重点。本研究探讨了四个移民群体（荷兰和加拿大的德国人、荷兰的土耳其人和摩洛哥人）的语言优势。通过研究形式/控制技能的发展以及词汇通达和流利度等更自动化的方面，我们旨在了解语言外因素如何促进 语言的发展。我们认为，综合视角可以为这一双语发展复杂过程的预测因素提供更深刻的见解。特别是，我们的研究结果表明，基于线性关系的统计模型不足以全面反映情况。我们提出了一种基于群体分类的数据分析替代方法，即判别函数分析，并展示了这种方法如何能增进我们的理解。我们的研究结果表明，无论语言组合和所测量技能的类型如何，双语经历的不同方面对语言发展的贡献各不相同。与先前研究的结果相反，在日常生活中L1和L2非正式使用强度的相关测量对于确定某人是L1的良好保持者还是较差保持者很重要，而习得的高成功率与低成功率似乎主要与教育水平等个人因素相关。
