Pham Giang, Kohnert Kathryn
University of Minnesota.
Appl Psycholinguist. 2010 Jul;31(3):507-529. doi: 10.1017/S0142716410000093. Epub 2010 Jun 1.
We examined developing bilinguals' use of animacy and word order cues during sentence interpretation tasks administered in each of their languages. Participants were 6- to 8-year-old children who learned Vietnamese as a first language and English as a second language ( = 23). Participants listened to simple sentences and identified the agent or "doer" of the action. English-only peers ( = 23) served as a comparison group. Results indicated that the bilingual group relied more on animacy than the English-only group when interpreting sentences in English and that the bilingual group used a blending or "amalgamation" of cues to interpret English and Vietnamese sentences. Significant within-group variation in cue preference was investigated as a function of age and proficiency in the first language and second language.
我们研究了正在成长中的双语者在使用各自语言进行句子解释任务时对生命性和词序线索的运用。参与者是6至8岁的儿童，他们以越南语为第一语言，以英语为第二语言（= 23）。参与者听简单的句子，并识别动作的施事者或“执行者”。只说英语的同龄人（= 23）作为对照组。结果表明，双语组在解释英语句子时比只说英语的组更依赖生命性，并且双语组使用线索的混合或“融合”来解释英语和越南语句子。作为年龄以及第一语言和第二语言熟练程度的函数，我们研究了组内线索偏好的显著差异。
