在英语和韩语学习动词:词顺序和参数的作用下降
Huanhuan Shi1, Angela Xiaoxue He2, Hyun-Joo Song3
1Department of Communicative Sciences and Disorders, New York University, New York, USA.
概括
学习英语和韩语动词的学龄前儿童表现出类似的学习能力,这表明语言学习差异随着年龄的增长而减少. 随着孩子的发展,他们会适应不同的语言环境.
科学领域:
- 发展心理学 发展心理学
- 语言学的语言学.
- 语言获取 语言获取
背景情况:
- 儿童学习者从语言背景中获益,以获得词汇,特别是动词.
- 跨语言的差异,如单词顺序和参数下降,可以影响动词学习.
- 以前的研究表明,英语和韩语学习的幼儿之间动词学习的差异.
研究的目的:
- 调查是否在年龄较大的学龄前儿童中存在动词学习的跨语言差异.
- 为了确定语言学习者是否随着语言知识的增加而变得更加相似.
- 检查不同的句子结构 (词顺序,参数下降) 对新动词获取的影响.
主要方法:
- 测试了学龄前单语英语 (N=80) 和韩语 (N=64) 学习者.
- 小说动词在不同的词顺序和论证下降的背景下呈现,以及视觉刺激.
- 通过强制选择指点任务的准确性来评估学习;眼睛的目光测量了绘制过程.
主要成果:
- 结果显示,在英语和韩国学龄前儿童之间的新动词学习中,存在相似之处,而不是差异.
- 年龄较大的学龄前儿童在不同语言背景下学习动词方面表现出相似的能力.
- 眼睛的目光数据提供了对动词意义映射背后的认知过程的见解.
结论:
- 幼儿发展减轻了动词学习中的跨语言差异.
- 孩子们成为更灵活的学习者,擅长利用各种语言背景.
- 随着孩子的成熟,语言学习过程趋同,导致学习成果更相似.
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