Decontextualized Language Production in Two Languages: An Investigation of Children's Word Definition Skills in Korean and English

Autor/in	Kang, Jennifer Yusun
Titel	Decontextualized Language Production in Two Languages: An Investigation of Children's Word Definition Skills in Korean and English
Quelle	In: Applied Psycholinguistics, 34 (2013) 2, S.211-231 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716411000671
Schlagwörter	Syntax; Language Acquisition; Bilingualism; Definitions; Korean; Second Language Learning; Educational Experience; Skill Development; Vocabulary; Native Language; English (Second Language); Language of Instruction; Language Classification; Transfer of Training; Children + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Bilingualismus; Begriffsbestimmung; Koreanisch; Zweitsprachenerwerb; Bildungserfahrung; Kompetenzentwicklung; Qualifikationsentwicklung; Wortschatz; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Sprachtypologie; Training; Transfer; Ausbildung; Child; Kind; Kinder
Abstract	This study aimed to identify factors that contribute to bilingual children's decontextualized language production and investigate how schooling experience and bilingualism affect the development of this skill. The word definition skills of seventy Korean-English bilingual children whose first language was Korean, yet who had been schooled in English, were analyzed. The findings indicate that contrary to the results from previous studies, the participants' decontextualized language production was much better in their home language than in their school language, when considering both the formal linguistic structure and the communicative adequacy of their word definitions. In addition, limited cross-language transfer across tasks was present and cross-language contribution was observed only in the children's ability to achieve communicative adequacy, but not in their ability to construct conventional definition syntax. The results are discussed in terms of the linguistic and typological distance between the two languages and the potential effects of language-learning contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10