Cross-Language Activation in Children's Speech Production: Evidence from Second Language Learners, Bilinguals, and Trilinguals

Autor/inn/en	Poarch, Gregory J.; van Hell, Janet G.
Titel	Cross-Language Activation in Children's Speech Production: Evidence from Second Language Learners, Bilinguals, and Trilinguals
Quelle	In: Journal of Experimental Child Psychology, 111 (2012) 3, S.419-438 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2011.09.008
Schlagwörter	Second Language Learning; English (Second Language); German; Language Proficiency; Bilingualism; Multilingualism; Language Research; Children; Pictorial Stimuli; Transfer of Training; Age Differences; Adults; Native Language; Speech; Task Analysis + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Deutscher; Language skill; Language skills; Sprachkompetenz; Bilingualismus; Mehrsprachigkeit; Multilingualismus; Sprachforschung; Child; Kind; Kinder; Fantasieanregung; Training; Transfer; Ausbildung; Age; Difference; Age difference; Altersunterschied; Speaking; Sprechen; Aufgabenanalyse
Abstract	In five experiments, we examined cross-language activation during speech production in various groups of bilinguals and trilinguals who differed in nonnative language proficiency, language learning background, and age. In Experiments 1, 2, 3, and 5, German 5- to 8-year-old second language learners of English, German-English bilinguals, German-English-Language X trilinguals, and adult German-English bilinguals, respectively, named pictures in German and in English; in Experiment 4, 6- to 8-year-old German monolinguals named pictures in German. In both language conditions, cognate status was manipulated. We found that the bidirectional cognate facilitation effect was significant in all groups except the German monolinguals (Experiment 4) and, critically, the child second language learners (Experiment 1) in whom only native language (L1) German had an effect on second language (L2) English. The findings demonstrate how the integration of languages into a child's system follows a developmental path that, at lower levels of proficiency, allows only limited cross-language activation. The results are interpreted against the backdrop of the developing language systems of the children both for early second language learners and for early bi- and trilinguals. (Contains 2 figures and 3 tables.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10