Examination of Monolingual (English) and Bilingual (English/Spanish; English/Urdu) Children's Syntactic Awareness

Autor/inn/en	Davidson, Denise; Vanegas, Sandra B.; Hilvert, Elizabeth; Rainey, Vanessa R.; Misiunaite, Ieva
Titel	Examination of Monolingual (English) and Bilingual (English/Spanish; English/Urdu) Children's Syntactic Awareness
Quelle	In: Journal of Child Language, 46 (2019) 4, S.682-706 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
Schlagwörter	English; Monolingualism; Bilingualism; English (Second Language); Second Language Learning; Spanish; Urdu; Grammar; Language Tests; Syntax; Receptive Language; Vocabulary Skills; Young Children; Task Analysis; Scores; Ambiguity (Semantics); Comparative Analysis; Correlation; Decision Making; Language Acquisition + Suchen Sie Ihr Suchwort? English language; Englisch; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Spanisch; Grammatik; Language test; Sprachtest; Rezeptive Kommunikationsfähigkeit; Aktiver Wortschatz; Frühe Kindheit; Aufgabenanalyse; Korrelation; Decision-making; Entscheidungsfindung; Sprachaneignung; Spracherwerb
Abstract	In this study, monolingual (English) and bilingual (English/Spanish, English/Urdu) five- and six-year-old children completed a grammaticality judgment test in order to assess their awareness of the grammaticality of two types of syntactic constructions in English: word order and gender representation. All children were better at detecting grammatically correct and incorrect word order constructions than gender constructions, regardless of language group. In fact, bilingualism per se did not impact the results as much as receptive vocabulary range. For example, children with the highest receptive vocabulary scores were more accurate in detecting incorrect word order constructions (i.e., word order violations, semantic anomalies) and incorrect gender agreement than children in the lower receptive vocabulary ranges. However, no differences were found between the ranges for ambiguous gender constructions. These results highlight the importance of receptive vocabulary ability on syntactic awareness performance, regardless of language group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01