English Verb Accuracy of Bilingual Cantonese–English Preschoolers
| Autor: | Adriana Belletti, Ahuva Goldberg, Luigi Girolametto, Stefano Rezzonico, Trelani Milburn |
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| Rok vydání: | 2017 |
| Předmět: |
Male
Linguistics and Language media_common.quotation_subject Multilingualism Verb Predictor variables Vocabulary 050105 experimental psychology Language and Linguistics Speech and Hearing Typically developing English second language Humans 0501 psychology and cognitive sciences Neuroscience of multilingualism media_common 060201 languages & linguistics Language Tests Grammar 05 social sciences Sino-Tibetan languages 06 humanities and the arts Linguistics Cross-Sectional Studies Child Preschool 0602 languages and literature Female Psychology Preschool education Child Language |
| Zdroj: | Language, Speech, and Hearing Services in Schools. 48:153-167 |
| ISSN: | 1558-9129 0161-1461 |
| DOI: | 10.1044/2017_lshss-16-0054 |
| Popis: | Purpose Knowledge of verb development in typically developing bilingual preschoolers may inform clinicians about verb accuracy rates during the 1st 2 years of English instruction. This study aimed to investigate tensed verb accuracy in 2 assessment contexts in 4- and 5-year-old Cantonese–English bilingual preschoolers. Method The sample included 47 Cantonese–English bilinguals enrolled in English preschools. Half of the children were in their 1st 4 months of English language exposure, and half had completed 1 year and 4 months of exposure to English. Data were obtained from the Test of Early Grammatical Impairment (Rice & Wexler, 2001) and from a narrative generated in English. Results By the 2nd year of formal exposure to English, children in the present study approximated 33% accuracy of tensed verbs in a formal testing context versus 61% in a narrative context. The use of the English verb BE approximated mastery. Predictors of English third-person singular verb accuracy were task, grade, English expressive vocabulary, and lemma frequency. Conclusions Verb tense accuracy was low across both groups, but a precocious mastery of BE was observed. The results of the present study suggest that speech-language pathologists may consider, in addition to an elicitation task, evaluating the use of verbs during narratives in bilingual Cantonese–English bilingual children. |
| Databáze: | OpenAIRE |
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