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 SRCLD Presentation Details 

  Title  
       
    Links between Words and Grammar in a Second Language  
Author(s)
Kathryn Kohnert - University of Minnesota
Pui Fong Kan - University of Minnesota

SRCLD Info
SRCLD Year: 2006
Presentation Type: Poster Presentation
Presentation Time: (na)
Categories
- Language Acquisition
Abstract
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, Martínez-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]
Supported in part by: NIDCD and NICHD, NIH, R13 DCO01677, Susan Ellis Weismer, Principal Investigator
University of Wisconsin-Madison - Department of Communicative Disorders