Valdez-Menchaca M C, Whitehurst G J
State University of New York, Stony Brook.
Child Dev. 1988 Dec;59(6):1451-9.
The effects on vocabulary acquisition of child-initiated versus adult-initiated instances of adult labeling were studied. 16 monolingual, English-speaking preschool children were exposed to a Spanish-speaking adult. In order to have access to toys placed out of their reach, children had to request the toys in Spanish. For the experimental group, adult labeling occurred when the children expressed interest in the toy. Control group children were yoked temporally to experimental group children for the purpose of adult labeling. Thus, adult labeling for the control group was randomly related to the children's expressions of interest. Although both groups of children learned some Spanish words, children in the experimental group produced significantly more Spanish words during the training sessions and showed superior performance on posttraining tests of Spanish production. Levels of comprehension of the Spanish words were equivalent for both groups. Results are interpreted in the context of the literature on "incidental teaching" and are viewed as demonstrating the critical role in language acquisition of the timing of exposure to language models.
研究了成人标注中儿童发起与成人发起的实例对词汇习得的影响。16名说英语的单语学龄前儿童接触了一位说西班牙语的成年人。为了拿到放在够不着的地方的玩具，孩子们必须用西班牙语请求。对于实验组，当孩子们对玩具表现出兴趣时，成人进行标注。为了进行成人标注，对照组的孩子在时间上与实验组的孩子绑定。因此，对照组的成人标注与孩子们的兴趣表达随机相关。尽管两组孩子都学习了一些西班牙语单词，但实验组的孩子在训练期间说出的西班牙语单词明显更多，并且在西班牙语产出的训练后测试中表现更优。两组对西班牙语单词的理解水平相当。研究结果在关于“附带教学”的文献背景下进行了解释，并被视为证明了接触语言模型的时机在语言习得中的关键作用。
