Integrated Knowledge of Agreement in Early and Late English-Spanish Bilinguals

Autor/in	Foote, Rebecca
Titel	Integrated Knowledge of Agreement in Early and Late English-Spanish Bilinguals
Quelle	In: Applied Psycholinguistics, 32 (2011) 1, S.187-220 (34 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716410000342
Schlagwörter	Form Classes (Languages); Grammar; Spanish; Bilingualism; Second Language Learning; Language Usage; Error Analysis (Language); Transfer of Training; Psycholinguistics; Age Differences; Task Analysis; Memory; Written Language; Native Speakers; Linguistic Theory + Suchen Sie Ihr Suchwort? Analytischer Sprachbau; Grammatik; Spanisch; Bilingualismus; Zweitsprachenerwerb; Sprachgebrauch; Error analysis; Language; Fehleranalyse; Training; Transfer; Ausbildung; Psycholinguistik; Age; Difference; Age difference; Altersunterschied; Aufgabenanalyse; Gedächtnis; Geschriebene Sprache; Muttersprachler; Linguistische Theorie
Abstract	Research suggests that late bilinguals may have persistent difficulties with the automatic access and use of some second language structures because of a lack of underlying integrated knowledge of those structures. In contrast, early bilinguals show advantages in aspects of language use that require this type of automatic knowledge. This study investigated whether early and late English-Spanish bilinguals evidence integrated knowledge of agreement in Spanish by examining their sensitivity to agreement errors while reading for comprehension. The results of a pilot and two experiments indicate that both early and late bilinguals do possess integrated knowledge of subject-verb number agreement and noun-adjective gender agreement in Spanish, although sensitivity to agreement errors interacts with properties of the experimental stimuli. (Contains 9 tables and 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10