University of Washington.
Rutgers University-Camden.
Child Dev. 2021 Jan;92(1):35-53. doi: 10.1111/cdev.13418. Epub 2020 Aug 10.
This study investigated the relation between Dual Language Learners' (N = 90) vocabulary and grammar comprehension and word learning processes in preschool (aged 3-through-5 years). Of interest was whether: (a) performance in Spanish correlated with performance in English within each domain; and (b) comprehension predicted novel word learning within and across languages. Dual-language experience was evaluated as a potential moderator. Hierarchical linear modeling revealed stronger predictive associations within each language than across languages. Across languages, results varied by experience and domain. Structural sensitivity theory suggests exposure to two languages heightens awareness of parameters along which languages vary and provides a framework for interpreting complex associations within and across languages. Knowledge from one language may influence learning in both.
本研究调查了学龄前（3 至 5 岁）双语学习者（N=90）的词汇和语法理解与单词学习过程之间的关系。研究的重点是：（a）在每个领域中，西班牙语的表现是否与英语的表现相关；以及（b）理解是否能预测两种语言内和跨语言的新单词学习。双语经验被评估为潜在的调节因素。层次线性模型显示，在每种语言内的预测关联比跨语言更强。在跨语言方面，结果因经验和领域而异。结构敏感性理论表明，接触两种语言会提高对语言差异参数的认识，并为解释跨语言内的复杂关系提供了框架。一种语言的知识可能会影响两种语言的学习。
