Novel word learning by sequential bilingual children: A longitudinal study
Author(s):
Kan, Pui Fong
Format:
Thesis
Degree granted:
Ph.D.
Publisher:
Ann Arbor : University of Minnesota, 2008.
Pages:
165
Language:
English
Abstract:
Background. The main purpose of the current study is to examine early sequential bilingual children's skill at learning new words in both L1 and L2. Early sequential bilingual children learn a single home language (L1) from birth and start to learn a second language (L2) during childhood. The amount and the quality of language input has been linked to the development of vocabulary skills in young sequential bilingual children. For monolingual children the learning of new words has been associated with children's current vocabulary knowledge and cognitive skills. The influence of current cognitive and language skills on the acquisition of new words in both languages of early sequential bilingual children has not previously been tested. Methods. The present investigation was a longitudinal study. Participants were thirty-two Hmong-English bilingual children (mean age = 4;6; sd = 0;6). A novel word learning paradigm was developed to measure the word learning skills in Hmong (L1) and in English (L2). Each child participated in the novel word learning task in 4 consecutive weekly sessions for each language. The sequence of language-use was counterbalanced. Two-level hierarchical linear models were used in order to analyze the longitudinal data. Results. There were four important findings: (1) participants were able to fast map novel words in both L1 and L2 and performance increased linearly over time in both languages; (2) performance was better in L1 than in L2 on novel word comprehension measures, but performance in L1 and in L2 was similar on production measures; (3) children's novel word learning skills in L2 were predicted by their cognitive skills and their current L1 and L2 vocabulary skills; (4) their novel word learning skills in L1 were positively associated with their current L1 vocabulary skills but were negatively associated with their current L2 vocabulary skills. Conclusion. Children's word learning skills increased as a function of input in L1 and L2. When input frequency and quality were held constant, the children's cognitive and current vocabulary skills were linked to their learning of new words in both languages. These findings are consistent with domain-general theories of language learning.