Effects of Second-Language Acquisition on Character Introductions in 5- and 7-Year-Old Bilingual And Monolingual Children's Frog Story Narratives

Autor/inn/en	Aktan-Erciyes, Asli; Ünlütabak, Burcu; Zengin, Betül Firdevs
Titel	Effects of Second-Language Acquisition on Character Introductions in 5- and 7-Year-Old Bilingual And Monolingual Children's Frog Story Narratives
Quelle	In: First Language, 41 (2021) 5, S.605-622 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aktan-Erciyes, Asli) ORCID (Zengin, Betül Firdevs)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/01427237211024219
Schlagwörter	Second Language Learning; Monolingualism; Bilingualism; Native Language; Turkish; Narration; Comparative Analysis; English (Second Language); Grammar; Form Classes (Languages); Nouns; Phrase Structure; Contrastive Linguistics; Preschool Children; Elementary School Students; Task Analysis; Foreign Countries; Intelligence Tests; Vocabulary; Verbal Ability; Language Tests; Story Telling; Linguistic Input; Turkey; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Bilingualismus; Türkisch; English as second language; English; Second Language; Englisch als Zweitsprache; Grammatik; Analytischer Sprachbau; Phrasenstruktur; Linguistics; Kontrastive Linguistik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Aufgabenanalyse; Ausland; Intelligence test; Intelligenztest; Wortschatz; Mündliche Leistung; Language test; Sprachtest; Sprachbildung; Türkei
Abstract	This study investigates the effects of early second-language (L2) acquisition on introduction of characters in narrative discourse by comparing 5- and 7-year-old monolingual (first-language [L1] = Turkish) and bilingual (L1 = Turkish, L2 = English) children. Turkish does not have a grammaticalized article system like English which enables to investigate specific influences. The findings revealed that monolingual and bilingual children used similar forms while introducing characters; however, for the Frog character, bilingual children used more appropriate referencing compared to monolinguals. These findings were discussed within the effects of L2 on L1 in terms of introducing characters as well as the amount of exposure to L2. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01