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灵活使用单词学习策略:单语和双语儿童在不同语言环境下学习单词
Kin Chung Jacky Chan1,2, Padraic Monaghan1
1Department of Psychology, https://ror.org/04f2nsd36Lancaster University, Lancaster, UK.
双语和单语儿童灵活地适应单词学习策略. 两个群体都使用相互排他性和词汇重叠,双语儿童更容易在不同的语言背景中接受多个标签.
科学领域:
- 儿童语言习得 儿童语言习得
- 心理语言学 心理语言学
- 双语研究研究 双语研究
背景情况:
- 单语儿童通常假设相互排他性,将一个词与一个对象联系起来.
- 双语儿童可能更容易接受词汇重叠 (一个对象的多个单词).
- 之前的研究缺乏关于说话者的语言背景的详细信息.
研究的目的:
- 调查单语言和双语4岁儿童如何应用相互排他性和词汇重叠.
- 根据说话者的语言背景 (一个与两个说话者,相同与不同的语言) 检查战略灵活性.
- 评估词对象映射的引用者选择和保留.
主要方法:
- 测试了4岁的单语和双语儿童.
- 使用场景,一个或两个扬声器 (相同/不同的语言) 标签对象.
- 评估儿童选择和保留词对象关联的能力.
主要成果:
- 两家集团在应用相互排他性方面表现相似.
- 当用两种语言标记对象而不是用一种语言标记对象时,儿童更有可能接受词汇重叠.
- 在不同条件下,引用者选择和以后的词对象保留性能是相似的.
结论:
- 单语和双语儿童可以灵活地调整他们的词学习策略.
- 儿童根据语言背景调整他们使用的相互排他性和词汇重叠.
- 这种适应性支持在不同的语言环境中有效地学习单词.
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