Bogulski Cari A, Bice Kinsey, Kroll Judith F
Center for Language Science, Department of Psychology, Pennsylvania State University.
Department of Psychology, University of California, Riverside.
Biling (Camb Engl). 2019 Nov;22(5):1052-1067. doi: 10.1017/S1366728918000858. Epub 2018 Aug 10.
Bilingualism imposes costs to language processing but benefits to word learning. We test a new hypothesis that relates costs in language processing at study to benefits in learning at test as desirable difficulties. While previous studies have taught vocabulary via bilinguals' native language (L1), recent evidence suggests that bilinguals acquire regulatory skill in the L1 to coordinate the use of each language. We hypothesized that L1 regulation underlies the observed costs and benefits, with word learning advantages depending on learning via the L1. Four groups learned novel Dutch words via English translations: English monolinguals, and English-Spanish, Spanish-English, and Chinese-English bilinguals. Only English-Spanish bilinguals demonstrated a word learning advantage, but they adopted a costly study strategy compared to monolinguals. The results suggest that bilingual advantages in vocabulary learning depend on learning via the L1 or dominant language because learning via the L1 allows bilinguals to engage regulatory skills that benefit learning.
双语会给语言处理带来成本，但对词汇学习有益。我们检验了一个新假设，即学习时语言处理的成本与测试时学习的益处之间存在关联，这是一种理想的困难。虽然之前的研究通过双语者的母语（L1）教授词汇，但最近的证据表明，双语者在母语中获得了调节技能，以协调每种语言的使用。我们假设，L1调节是观察到的成本和益处的基础，词汇学习优势取决于通过L1进行学习。四组通过英语翻译学习新的荷兰语单词：英语单语者，以及英-西、西-英和中-英双语者。只有英-西双语者表现出词汇学习优势，但与单语者相比，他们采用了一种成本较高的学习策略。结果表明，双语者在词汇学习方面的优势取决于通过L1或主导语言进行学习，因为通过L1学习使双语者能够运用有益于学习的调节技能。
