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关于同时出现双语语言发展的纵向证据,以及语言主导地位的变化,以及如何解释这一点
Gary M Oppenheim1,2, Zenzi Griffin3, Elizabeth D Peña4
1School of Psychology, Bangor University, Bangor, Gwynedd LL57 2AS, UK.
Language learning
|February 16, 2024
概括
双语语言学习是一种通过实践逐步学习的技能. 增加使用第二语言 (L2) 可以提高熟练程度,但继续练习第一语言 (L1) 可以防止其丧失.
科学领域:
- 心理语言学 心理语言学
- 发展心理学 发展心理学
- 认知科学 认知科学
背景情况:
- 语言学习理论从基于规则的能力发展到基于技能的增量学习.
- 渐进式学习表明语言能力取决于实践,并且可以通过竞争的映射丢失.
研究的目的:
- 研究双语儿童的语言能力如何随着对第二语言 (L2) 的接触增加而变化.
- 检查增加L2使用是否导致第一语言 (L1) 磨损或共同改进.
主要方法:
- 长度研究追踪了多年来139名儿童.
- 利用定时的图片命名和词汇测试来评估语言能力.
- 从西班牙语占主导地位的家庭过渡到英语占主导地位的学校的监控儿童.
主要成果:
- 孩子们表现出更高的英语水平与更大的英语使用,支持持续学习.
- 许多孩子的西班牙语语言技能也得到了改善,这表明L1磨损并非不可避免.
- 结果与增量学习相一致,经验驱动语言发展和磨损.
结论:
- 双语语言的发展是经验驱动的,受每种语言的练习量的影响.
- 在L1和L2的同时改进是可能的,挑战了不可避免的L1磨损的概念.
- 增量学习提供了一个框架,以了解双语者语言获取和潜在损失.
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