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语言距离缓解了混合语言环境对4岁儿童新词学习的影响

Zhengkai Niu¹, Zilong Li¹, Yunxiao Ma¹

¹Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education, & Center for Studies of Psychological Application, School of Psychology, South China Normal University, Guangzhou 510631, China.

|May 25, 2024

概括

语言混合会对双语儿童的词汇获取产生负面影响,语言距离越大会加剧这种影响. 这一发现对于理解不同语言环境中的双语发展至关重要.

科学领域:

发展心理学发展心理学
语言学的语言学.
认知科学认知科学

背景情况:

越来越多的双语家庭.
学术界对儿童语言混合的兴趣日益增长.
需要理解混合语言环境中的词汇获取.

研究的目的:

调查语言混合对双语儿童词汇获取的影响.
为了确定语言距离是否能缓和语言混合的影响.
为了比较中英双语和中日双语儿童的表现.

主要方法:

招募了两组双语儿童:中英和中日.
儿童在单语和混合语言环境中接触到新母语单词.
使用新词识别和凝视时间比例测量词汇获取.

主要成果:

孩子们成功地在代码交换的句子中识别了新词.
中国-英语双语者在代码切换中表现出比中国-日本双语者更长的凝视时间.
在单语条件下没有观察到任何显著差异.

结论:

语言混合对双语儿童的词汇获取有抑制作用.
语言之间的语言距离越大,抑制作用就越强.
需要对各种双语人口和其他影响因素进行进一步的研究.

关键词:

语言距离语言距离语言混合语言混合.词汇的获取词汇的获取

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