Collocational Knowledge in Children: A Comparison of English-Speaking Monolingual Children, and Children Acquiring English as an Additional Language

Autor/inn/en	Riches, Nick; Letts, Carolyn; Awad, Hadeel; Ramsey, Rachel; Dabrowska, Ewa
Titel	Collocational Knowledge in Children: A Comparison of English-Speaking Monolingual Children, and Children Acquiring English as an Additional Language
Quelle	In: Journal of Child Language, 49 (2022) 5, S.1008-1023 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Riches, Nick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000921000490
Schlagwörter	Child Language; Language Acquisition; Monolingualism; Bilingualism; Second Language Learning; English (Second Language); Grammar; Receptive Language; Vocabulary; Psychometrics; Psycholinguistics; Vocabulary Development; Reading + Suchen Sie Ihr Suchwort? 'Children''s language'; Kindersprache; Sprachaneignung; Spracherwerb; Bilingualismus; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Grammatik; Rezeptive Kommunikationsfähigkeit; Wortschatz; Psychometry; Psychometrie; Psycholinguistik; Wortschatzarbeit; Leseprozess; Lesen
Abstract	Collocations, e.g., apples and pears, hard worker, constitute an important avenue of linguistic enquiry straddling both grammar and the lexicon. They are sensitive to language experience, with adult L2 learners and children learning English as an Additional Language (EAL) exhibiting poor collocational knowledge. The current study piloted a novel collocational assessment with children (mean age 6;3, 40 monolingual, 32 EAL). It investigated (1) the feasibility of a collocational assessment at this age, (2) whether collocational knowledge is associated with other language domains (receptive grammar and vocabulary), and (3) whether collocational knowledge is more affected than other domains. The assessment demonstrated good psychometric properties and was highly correlated with performance in other domains, indicating shared psycholinguistic mechanisms. Unlike adult counterparts, the EAL children performed equally poorly across domains. Given the role played by collocations in vocabulary development and reading, a focus on this domain may be beneficial for EAL children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01