Lexical Acquisition over Time in Minority First Language Children Learning English as a Second Language

Autor/inn/en	Golberg, Heather; Paradis, Johanne; Crago, Martha
Titel	Lexical Acquisition over Time in Minority First Language Children Learning English as a Second Language
Quelle	In: Applied Psycholinguistics, 29 (2008) 1, S.41-65 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S014271640808003X
Schlagwörter	Mental Age; Verbs; Vocabulary Development; Nonverbal Ability; English (Second Language); Language Acquisition; Longitudinal Studies; Questionnaires; Second Language Learning; Predictor Variables; Applied Linguistics; Psycholinguistics; Language Processing; Young Children; Correlation; Minority Group Children; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Geistige Beweglichkeit; Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachaneignung; Spracherwerb; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fragebogen; Zweitsprachenerwerb; Prädiktor; Linguistics; Linguistik; Angewandte Linguistik; Psycholinguistik; Sprachverarbeitung; Frühe Kindheit; Korrelation
Abstract	The English second language development of 19 children (mean age at outset = 5 years, 4 months) from various first language backgrounds was examined every 6 months for 2 years, using spontaneous language sampling, parental questionnaires, and a standardized receptive vocabulary test. Results showed that the children's mean mental age equivalency and standard scores on the Peabody Picture Vocabulary Test-Third Edition nearly met native-speaker expectations after an average of 34 months of exposure to English, a faster rate of development than has been reported in some other research. Children displayed the phenomenon of general all-purpose verbs through overextension of the semantically flexible verb "do", an indicator of having to stretch their lexical resources for the communicative context. Regarding sources of individual differences, older age of second language onset and higher levels of mother's education were associated with faster growth in children's English lexical development, and nonverbal intelligence showed some limited influence on vocabulary outcomes; however, English use in the home had no consistent effects on vocabulary development. (As Provided).
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Update	2017/4/10