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双识字青少年的写作技巧在两种多数语言背景下
Eve Julie Rioux1,2, Elin Thordardottir1,2
1School of Communication Sciences and Disorders, McGill University, Montreal, Quebec, Canada.
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|May 15, 2025
概括
英法双语青少年的法语写作能力与单语青少年的法语写作能力相当,这表明双语不会阻碍第一语言的发展. 足够的暴露支持双语写作能力.
科学领域:
- 语言学的语言学.
- 心理语言学 心理语言学
- 双语研究 双语研究
背景情况:
- 双语研究往往侧重于少数民族语言背景.
- 了解双语写作技巧在两个多数语言的语言环境中至关重要.
- 青少年语言发展带来了独特的挑战和机遇.
研究的目的:
- 调查英法双语 (EFbil) 青少年在两种多数语言环境中的写作能力.
- 为了比较EFbil青少年的写作技能与法语近乎单语者 (FL1) 的写作技能.
- 探索预测双语青少年写作的文本质量的因素.
主要方法:
- 参与者:26名EFbil青少年和12名FL1青少年 (12-17岁).
- 任务:写法语 (两组) 和英语 (EFbil组) 的图像描述.
- 分析:对语法,错误和生产率进行组间和组内比较;对文本质量预测因素进行多重回归.
主要成果:
- EFbil青少年和FL1在法语中表现出类似的语法性能和生产力.
- EFbil青少年在法语中比在英语中产生更多的错误,但两组的整体错误与生产率比率都很高.
- 法语曝光,语法指标和阅读时间预测了法语文本质,低误差与生产率比率是最强的预测因素.
结论:
- 相似的法语学校暴露确保了双语和单语之间类似的语法写作表现.
- 双语者在两种多数语言背景下可以保持强大的写作技能在他们的第一语言 (英语) 由于环境暴露.
- 写作质量与内容生成和遵守语言规范 (拼写和语法) 相关.
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