![]() Bilingual development is both enriched and affected negatively by the constant exposure to two languages: enrichment takes place in vocabulary and facility with language, while morphology and syntax are affected negatively (in both languages) by the interference of one language system with the other. Certain similarities have been found in monolingual and bilingual development. Results showed that monolinguals and bilinguals adhered to mutual exclusivity more often when provided with syntactic cues than when those cues were absent. Yet, when asked to define a native speaker, a precise definition remains elusive (Davies, 2003).2 Native speakers are exposed to the language from birth and grow up speaking the language. Data were collected in the United States and in Mexico. Native Speakers and Native Language Ability When we see or hear a native speaker we intuitively recognize them as such. Testing sessions were conducted approximately every 6 months and when the bilingual child had extended exposure to either language. ![]() Formal testing supplemented observation of children's speech in natural settings. The following measures were used: auditory comprehension, syntax and morphology, and temporal analysis (speech rate, pauses, and hesitation phenomena). The following measures were used: auditory comprehension, syntax and morphology, and temporal analysis (speech rate, pauses, and hesitation phenomena). The ideoqraphic study of child speech involved a monolingual English-speaking child, a monolingual Spanish-speaking child, and a bilingual English-Spanish-speaking child. The ideoqraphic study of child speech involved a monolingual English-speaking child, a monolingual Spanish-speaking child, and a bilingual English-Spanish-speaking child. Similarities and differences in language acquisition and variations in patterns of language dominance were studied with three four-year-old girls.
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