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Autor/in | Aktan-Erciyes, Asli |
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Titel | Effects of Second Language on Motion Event Lexicalization: Comparison of Bilingual and Monolingual Children's Frog Story Narratives |
Quelle | In: Journal of Language and Linguistic Studies, 16 (2020) 3, S.1127-1145 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Aktan-Erciyes, Asli) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1305-578X |
Schlagwörter | Native Language; Bilingualism; Turkish; Verbs; English (Second Language); Second Language Learning; Motion; Monolingualism; Picture Books; Narration; Oral Language; Age Differences; Comparative Analysis; Contrastive Linguistics; Elementary School Students; Intelligence Tests; Verbal Ability; Vocabulary; Expressive Language; Receptive Language; Foreign Countries; Turkey; Peabody Picture Vocabulary Test Bilingualismus; Türkisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bewegungsablauf; Picture book; Bilderbuch; Oral interpretation; Mündlicher Sprachgebrauch; Age; Difference; Age difference; Altersunterschied; Linguistics; Kontrastive Linguistik; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Rezeptive Kommunikationsfähigkeit; Ausland; Türkei |
Abstract | This study investigates how children lexicalize motion event patterns in their first and second languages, L1- Turkish and L2-English. English is a satellite-framed language that conflates motion with manner expressed in the main verb and path in a non-verbal element, whereas Turkish is a verb-framed language that conflates motion with path in the main verb and expresses manner in a subordinated verb. We asked whether: (1) learning a second language had an effect on children's event descriptions in their first language; and (2) the effects were bidirectional. One-hundred-and-twelve 5- and 7-year-old monolingual (L1-Turkish) and bilingual (L1-Turkish; L2-English) children participated. Participants produced narratives for wordless picture book, "Frog, where are you?" Six scenes of the book were selected for coding purposes as they represented motion events: (1) Frog's exit from the jar; (2) Dog's fall from the window; (3) Gopher popping out of the hole; (4) Owl's exit from a nest; (5) Boy and dog falling down; and (6) Boy and dog landing in a pond. For L1 descriptions, 5-year-old bilinguals used more manner-only and less path-only descriptions than monolinguals; no difference was found for 7-year-olds. For L2 descriptions, bilingual children used less Manner-only and more Path-only expressions in their L2 narratives. compared to L1 narratives. These findings suggest that for 5-year-olds, exposure to second language had an impact on how motion events are encoded. Results inform us about the early interactions between L1 and L2 in motion event lexicalization. (As Provided). |
Anmerkungen | Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |