Lexical Richness in Maternal Input and Vocabulary Development of Turkish Preschoolers in the Netherlands

Autor/inn/en	Demir-Vegter, Serpil; Aarts, Rian; Kurvers, Jeanne
Titel	Lexical Richness in Maternal Input and Vocabulary Development of Turkish Preschoolers in the Netherlands
Quelle	In: Journal of Psycholinguistic Research, 43 (2014) 2, S.149-165 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-013-9245-7
Schlagwörter	Turkish; Indo European Languages; Linguistic Input; Mothers; Socioeconomic Status; Literacy; Vocabulary Development; Parent Child Relationship; Second Language Learning; Native Language; Video Technology; Books; Correlation; Qualitative Research; Statistical Analysis; Preschool Children; Toys; Pictorial Stimuli; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Türkisch; Indoeuropäisch; Sprachbildung; Mother; Mutter; Socio-economic status; Sozioökonomischer Status; Alphabetisierung; Schreib- und Lesefähigkeit; Wortschatzarbeit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Zweitsprachenerwerb; Book; Buch; Monographie; Monografie; Korrelation; Qualitative Forschung; Statistische Analyse; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Toy; Spielzeug; Fantasieanregung; Ausland; Niederlande
Abstract	The present study examined lexical richness in maternal input to Turkish preschool children in the Netherlands and the relationship with their vocabulary. Fifteen Turkish mother-child dyads were videotaped at the age of 3 and 4 in three settings: book reading, picture description and block building. Children's vocabulary in Turkish was measured at the age of 3 and 4 and in Dutch at the age of 5;10. The lexical richness of the input was analysed both quantitatively (tokens) and qualitatively on diversity, density, and sophistication. The results indicate that lexical richness varied largely among mothers, which could partially be attributed to their SES levels and literacy practices. Furthermore, lexical richness differed between the settings, with the highest richness in the book setting. More importantly, lexical richness in maternal input related to the vocabulary of children in L1 (Turkish) and in the longer run also to L2 (Dutch). Quality of the input (diversity, density and sophistication) turned out to be more influential than quantity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10