Dual Language and English-Only Learners' Expressive and Receptive Language Skills and Exposure to Peers' Language

被引：27

作者：

Gamez, Perla B. ^{[1
]}

Griskell, Holly L. ^{[1
]}

Sobrevilla, Yaxal N. ^{[1
]}

Vazquez, Melissa ^{[1
]}

机构：

[1] Loyola Univ Chicago, Chicago, IL USA

来源：

CHILD DEVELOPMENT | 2019年 / 90卷 / 02期

关键词：

VOCABULARY DEVELOPMENT; PRESCHOOL CLASSROOMS; 2ND-LANGUAGE; CHILDREN; SPANISH; TALK; CONVERSATIONS; TRAJECTORIES; ACHIEVEMENT; INPUT;

D O I：

10.1111/cdev.13197

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This study examined dual language learners' (DLLs n = 24) and English-only (EO n = 20) children's expressive and receptive language in kindergarten (M-age = 5.7 years) as well as the relation to peers' language use. Expressive language skills (vocabulary diversity, syntactic complexity) were measured in the fall, winter, and spring (2014-2015 year). Receptive language skills (vocabulary, sentence comprehension) were measured in the fall and spring. Findings revealed increases in children's expressive and receptive language, except in terms of syntactic complexity. Moreover, peers' vocabulary diversity was positively associated with children's vocabulary diversity. Peers' syntactic complexity was positively associated with children's syntactic complexity and receptive vocabulary. Findings suggest that peers' language use may influence DLLs' and EO children's language learning.

引用

页码：471 / 479

页数：9

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