Conceptual Distance and Word Learning: Patterns of Acquisition in Samoan-English Bilingual Children

Autor/inn/en	Hemsley, Gayle; Holm, Alison; Dodd, Barbara
Titel	Conceptual Distance and Word Learning: Patterns of Acquisition in Samoan-English Bilingual Children
Quelle	In: Journal of Child Language, 40 (2013) 4, S.799-820 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000912000293
Schlagwörter	Vocabulary Development; Language Acquisition; Second Language Learning; Bilingualism; English (Second Language); Malayo Polynesian Languages; Transfer of Training; Preschool Children; Task Analysis; Expressive Language; Receptive Language; Nouns; Phrase Structure; Phonology + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Sprachaneignung; Spracherwerb; Zweitsprachenerwerb; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Training; Transfer; Ausbildung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Aufgabenanalyse; Rezeptive Kommunikationsfähigkeit; Phrasenstruktur; Fonologie
Abstract	This study investigated cross-linguistic influence in acquisition of a second lexicon, evaluating Samoan-English sequentially bilingual children (initial mean age 4 ; 9) during their first 18 months of school. Receptive and Expressive Vocabulary tasks evaluated acquisition of four word types: cognates, matched nouns, phrasal nouns and holonyms. Each word type had varying phonological and conceptual difference between Samoan (L1) and English (L2). Results highlighted conceptual distance between L1 and L2 as a key factor in L2 lexical acquisition. The children acquired L2 lexical items earlier if their conceptual representation was similar to that of L1. Words with greater conceptual distance between L1 and L2 emerged more slowly. This suggests that L1 knowledge influences L2 lexical consolidation for sequential bilinguals. Words that require a conceptual shift from L1 take longer to consolidate and strengthen within the L2 lexicon. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10