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SRCLD Presentation Details
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Links between Words and Grammar in a Second Language |
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Kathryn Kohnert - University of Minnesota
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Pui Fong Kan - University of Minnesota
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| SRCLD Year: |
2006 |
| Presentation Type: |
Poster Presentation |
| Presentation Time: |
(na) |
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Previous research with monolingual English-speaking children as well as simultaneous Spanish-English bilingual children has revealed tight links between the lexicon and grammar (e.g., Bates & Goodman, 1997; Fenson et al., 1994; Marchman, MartÃnez-Sussman & Dale, 2004). In this study we used a story-retell task to investigate potential cross-domain relationships between words and grammar in young children in the process of learning English as a second language. Participants were 14 children, ages 2;11 to 5;0 who learned Hmong as a first or primary language (L1) at home from birth and English (L2) during the preschool years. Correlational and regression analyses were used to investigate the presence and nature of potential cross-domain relationships. Results showed strong positive predictive relationships between words and grammar in L2. These results are consistent with previous reports of cross-domain relationships, despite significant differences between studies in learner characteristics and language measures. Results are best captured by domain-general accounts of language acquisition, extending the theoretical framework to young second language learners. [Funding provided by NIDCD and McKnight Foundation] |
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