Sentence repetition task for European Portuguese: Results from a study with monolingual and Portuguese-German bilingual children.
The Sentence Repetition Task (SRT) is an assessment tool for children's language abilities, which has been used in various languages and speaker types. The present study adapted the LITMUS-SRT to European Portuguese (EP) and applied it to 43 monolingual and 25 bilingual heritage speakers of EP with...
| Publicado en: | Language Acquisition Vol. 32; no. 4; pp. 453 - 484 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Oct-Dec2025
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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=ssf&AN=188316663&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 188316663 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10489223 7MI jtl: Language Acquisition issn: 10489223 maglogo: N pubinfo: dt: Oct-Dec2025 vid: 32 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 188316663 10.1080/10489223.2024.2346586 ppf: 453 ppct: 31 formats: tig: atl: Sentence repetition task for European Portuguese: Results from a study with monolingual and Portuguese-German bilingual children. aug: au: Correia, Liliana Lobo, Maria Flores, Cristina affil: Universidade do Minho Universidade NOVA de Lisboa su: Children's language Bilingual students Language ability Language ability testing Portuguese language Heritage language speakers Syntax (Grammar) sug: subj: Children's language Bilingual students Language ability Language ability testing Portuguese language Heritage language speakers Syntax (Grammar) ab: The Sentence Repetition Task (SRT) is an assessment tool for children's language abilities, which has been used in various languages and speaker types. The present study adapted the LITMUS-SRT to European Portuguese (EP) and applied it to 43 monolingual and 25 bilingual heritage speakers of EP with German as societal language (aged 6 to 10 years), in order to evaluate their knowledge of various syntactic properties, which differ in their level of complexity. Additionally, it also assessed the effect of language experience variables—that is, richness of the heritage language (HL) input and cumulative amount of HL exposure—on the performance of the bilingual children in the task. Results demonstrate that group (monolingual vs. bilingual), the children's age and the level of complexity (with three levels) predict children's accuracy scores. Furthermore, it is particularly in the highest levels of complexity that the bilingual children show more variation and more protracted development, with clitics and subjunctives being the most challenging linguistic properties. As for the role of the input-related variables, richness of the HL input, but not cumulative amount of exposure, emerged as a significant predictor of the bilingual children's accuracy. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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