双语儿童的词语学习有发展性语言障碍的风险
1Department of Speech, Language, and Hearing Sciences, University of Colorado Boulder.
American journal of speech-language pathology
|October 7, 2024
概括
患有发育性语言障碍 (DLD) 风险的双语儿童学习的新单词比通常发育的同龄人少. 词汇知识对每个群体的单词学习有不同的影响,这凸显了追踪双语语言发展的必要性.
科学领域:
- 儿童语言习得 儿童语言习得
- 双语研究研究 双语研究
- 发育性语言障碍 发育性语言障碍
背景情况:
- 了解新词的学习对于识别语言障碍至关重要.
- 双语儿童在语言发展评估中存在独特的挑战.
- 发育性语言障碍 (DLD) 影响儿童的语言技能,包括单词学习.
研究的目的:
- 为了比较语-英语双语儿童的新词学习能力,他们面临着DLD风险,而不是典型发育 (TD) 同龄人.
- 调查词汇知识在两个群体的单词学习中的作用.
- 检查双语儿童对单词学习的跨语言影响.
主要方法:
- 24名风险患DLD的广东语-英语双语儿童和38名TD儿童参加了这次活动.
- 参与者在8周内学习了8个新的广东语 (L1) 和8个新的英语 (L2) 单词.
- 用语言样本分析 (不同单词的移动平均数) 评估词汇知识.
主要成果:
- 患有DLD风险的儿童在L1和L2中表现出较低的词汇学习分数,与TD同龄人相比.
- L1 词汇知识预测了 TD 儿童的 L1 词汇学习; L2 词汇知识预测了 DLD 风险儿童的 L2 词汇学习.
- 在这两组中,从L2到L1观察到显著的跨语言效应.
结论:
- 双语儿童的新词学习是复杂的,并且依赖于语言.
- 在两种语言中跟踪语言学习轨迹对双语儿童有临床价值,他们有DDL风险.
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