Xu Rattanasone Nan, Kim Jae-Hyun
Centre for Language Sciences, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, NSW, Australia.
Multilingualism Research Centre, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, NSW, Australia.
Front Psychol. 2024 Feb 15;15:1302044. doi: 10.3389/fpsyg.2024.1302044. eCollection 2024.
Australian Mandarin-English bilingual preschoolers must acquire linguistic structures that occur only in the community language (e.g., English inflectional grammar). This study investigated how they acquire such structures and any relationship between linguistic knowledge and language experience on their performance. Twenty 4-6-year-olds showed known monolingual acquisition patterns with good performance for producing the progressive, developing ability for plurals, but only emerging ability for past and present tense. Better performance was related to a larger English vocabulary, more mixed language input and use, but less Mandarin input and use. On average, these children received less than 50% input in English and were performing behind monolinguals.
澳大利亚的普通话-英语双语学龄前儿童必须掌握仅在社区语言（如英语屈折语法）中出现的语言结构。本研究调查了他们如何习得这些结构，以及语言知识和语言经验对其表现的任何关系。20名4至6岁的儿童表现出已知的单语习得模式，在进行体的产出方面表现良好，复数形式的能力在发展，但过去时和现在时的能力才刚刚出现。更好的表现与更大的英语词汇量、更多的混合语言输入和使用有关，但普通话的输入和使用较少。平均而言，这些儿童接受的英语输入不到50%，且表现落后于单语儿童。
