A Cross-Linguistic and Bilingual Evaluation of the Interdependence between Lexical and Grammatical Domains

Autor/inn/en	Simon-Cereijido, Gabriela; Gutierrez-Clellen, Vera F.
Titel	A Cross-Linguistic and Bilingual Evaluation of the Interdependence between Lexical and Grammatical Domains
Quelle	In: Applied Psycholinguistics, 30 (2009) 2, S.315-337 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716409090134
Schlagwörter	Verbs; Grammar; Bilingualism; Vocabulary; Spanish; Hispanic American Students; Comparative Analysis; Preschool Children; Elementary Secondary Education; Applied Linguistics; Psycholinguistics; Language Processing; Writing Processes; English (Second Language) + Suchen Sie Ihr Suchwort? Grammatik; Bilingualismus; Wortschatz; Spanisch; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Linguistics; Linguistik; Angewandte Linguistik; Psycholinguistik; Sprachverarbeitung; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	The purpose of this study was to examine within- and across-language relationships between lexical and grammatical domains by focusing on measures of lexical diversity and grammatical complexity in Spanish and English. One hundred ninety-six preschool and school-aged Latino children with different levels of English and Spanish proficiencies and different language abilities produced narratives in Spanish, English, or both. Analyses revealed strong associations between lexical (number of different words and number of different verbs) and grammatical measures (mean length of utterances in words and use of ditransitive predicates), supporting the domain interdependence hypothesis within a language. Cross-linguistic comparisons indicate a greater diversity of verbs and ditransitive predicates in Spanish compared to English for this population. In the language samples of children who produced narratives in the two languages, there was no relationship between the two domains across languages. The lack of cross-language correlations may be related to other variables influencing lexical and semantic development in bilingual learners. Methodological issues to be considered in future studies with bilingual speakers are discussed. (As Provided).
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Update	2017/4/10