Young L2 learners' performance on a novel morpheme task.
The teaching of an invented language rule has been proposed as a possible non-biased, language-independent assessment technique useful in differentiating young L2 learners with specific language impairment from their typically developing peers. The current study explores these notions by testing typ...
| Publicado en: | Clinical Linguistics & Phonetics Vol. 21; no. 7; pp. 557 - 570 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jul2007
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106175813&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106175813 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02699206 B6X jtl: Clinical Linguistics & Phonetics issn: 02699206 maglogo: Y pubinfo: dt: Jul2007 vid: 21 iid: 7 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 106175813 2009607361 10.1080/02699200701374231 NLM17564857 106175813 ppf: 557 ppct: 13 formats: fmt: @attributes: type: P tig: atl: Young L2 learners' performance on a novel morpheme task. aug: au: Kohnert K Danahy K affil: University of Minnesota. MN. USA. sug: subj: Language Development In Infancy and Childhood Learning Methods In Infancy and Childhood Multilingualism In Infancy and Childhood Speech and Language Assessment In Infancy and Childhood Analysis of Variance California Child, Preschool Comparative Studies Descriptive Statistics Female Hispanic Americans Language Disorders Diagnosis Language Tests Male Pretest-Posttest Design Project Head Start Random Assignment Reference Values Human Child, Preschool: 2-5 years Female Male ab: The teaching of an invented language rule has been proposed as a possible non-biased, language-independent assessment technique useful in differentiating young L2 learners with specific language impairment from their typically developing peers. The current study explores these notions by testing typically developing sequential bilingual children's ability to learn an invented language rule in either L1 (Spanish) or L2 (English). Participants were 20 children, age 3:6-5:8, who attended a Head Start programme. For all children, Spanish was the primary language spoken in the home and English was the primary language of instruction. Children were randomly assigned two groups. Group L1 was taught the novel language rule in Spanish; Group L2 was taught the novel language rule in English. Performance was better for the L1 group than for the L2 group. Moreover, not all of these typical language learners were able to learn the new rule, even in their strongest language. These findings suggest that even for typically developing children, specific language proficiency as well as individual differences are closely linked to performance on this novel morpheme learning task. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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