Cross-Language Transfer of Syntactic Skills and Reading Comprehension Among Young Cantonese-English Bilingual Students

2015 ◽  
Vol 50 (3) ◽  
pp. 313-336 ◽  
Author(s):  
Carrey Tik-Sze Siu ◽  
Connie Suk-Han Ho
Keyword(s):  
Reading Comprehension ◽  
Language Transfer ◽  
Bilingual Students ◽  
Syntactic Skills ◽  
English Bilingual ◽  
Cross Language

Cross-language transfer in bilingual students.

2013 ◽  
pp. 27-52
Author(s):  
Yanling Zhou ◽  
Xiuhong Tong ◽  
Jianhong Mo ◽  
Catherine McBride-Chang
Keyword(s):  
Language Transfer ◽  
Bilingual Students ◽  
Cross Language

Lexical transfer and second language morphological development

1994 ◽  
Vol 15 (3) ◽  
pp. 289-310 ◽  
Author(s):  
Barbara Hancin-Bhatt ◽  
William Nagy
Keyword(s):  
English Word ◽  
Vocabulary Knowledge ◽  
Morphological Development ◽  
Bilingual Students ◽  
Morphological Knowledge ◽  
English Bilingual ◽  
8Th Grade ◽  
Systematic Relationships ◽  
Cross Language ◽  
Lexical Transfer

AbstractThis study investigates the development of two levels of morphological knowledge that contribute to Spanish-English bilingual students’ ability to recognize cognates: the ability to recognize a cognate stem within a suffixed English word, and knowledge of systematic relationships between Spanish and English suffixes (e.g., the fact that words ending in -ty in English often have a Spanish cognate ending in -dad). A total of 196 Latino bilingual students in 4th, 6th, and 8th grade were asked to give the Spanish equivalent for English words, some of which had derivational and inflectional suffixes. The results indicated that the students’ ability to translate cognates increased with age above and beyond any increase in their vocabulary knowledge in Spanish and English. There was also marked growth in the students’ knowledge of systematic relationships between Spanish and English suffixes. Students recognized cognate stems of suffixed words more easily than noncognate stems, suggesting that, in closely related languages such as Spanish and English, cross-language transfer may play a role, not just in recognizing individual words, but also in the learning of derivational morphology.

Is he floating across or crossing afloat? Cross-influence of L1 and L2 in Spanish–English bilingual adults

2006 ◽  
Vol 9 (3) ◽  
pp. 249-261 ◽  
Author(s):  
JILL HOHENSTEIN ◽  
ANN EISENBERG ◽  
LETITIA NAIGLES
Keyword(s):  
Age Of Acquisition ◽  
Language Transfer ◽  
Language Usage ◽  
L2 Acquisition ◽  
Lexical Choice ◽  
English Bilingual ◽  
Usage Patterns ◽  
Cross Language ◽  
L1 And L2 ◽  
Lexical Transfer

Research has begun to address the question of transfer of language usage patterns beyond the idea that people's native language (L1) can influence the way they produce a second language (L2). This study investigated bidirectional transfer, of both lexical and grammatical features, in adult speakers of English and Spanish who varied in age of L2 acquisition. Early and late learners of English watched and orally described video depictions of motion events. Findings suggest bilinguals' patterns of motion description lexically and grammatically resemble those of monolinguals in each language. However, although participants showed bidirectional lexical transfer, they displayed only L1-to-L2 grammatical transfer. Furthermore, learning L2 post-puberty affected L2 lexical choice, but both early and late L2 learners showed L2 influence on L1 lexical choice. Finally, the findings of grammatical transfer and age of acquisition were mixed. We discuss results with reference to theories of cross-language transfer.

Vowel development in young Mandarin-English bilingual children

Phonetica ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Jing Yang
Keyword(s):  
Bilingual Children ◽  
Vowel Duration ◽  
Formant Frequency ◽  
High Group ◽  
English Bilingual ◽  
English Vowels ◽  
Vowel Systems ◽  
Phonetic Features ◽  
Cross Language ◽  
L1 And L2

Abstract This study examined the development of vowel categories in young Mandarin -English bilingual children. The participants included 35 children aged between 3 and 4 years old (15 Mandarin-English bilinguals, six English monolinguals, and 14 Mandarin monolinguals). The bilingual children were divided into two groups: one group had a shorter duration (<1 year) of intensive immersion in English (Bi-low group) and one group had a longer duration (>1 year) of intensive immersion in English (Bi-high group). The participants were recorded producing one list of Mandarin words containing the vowels /a, i, u, y, ɤ/ and/or one list of English words containing the vowels /i, ɪ, e, ɛ, æ, u, ʊ, o, ɑ, ʌ/. Formant frequency values were extracted at five equidistant time locations (the 20–35–50–65–80% point) over the course of vowel duration. Cross-language and within-language comparisons were conducted on the midpoint formant values and formant trajectories. The results showed that children in the Bi-low group produced their English vowels into clusters and showed positional deviations from the monolingual targets. However, they maintained the phonetic features of their native vowel sounds well and mainly used an assimilatory process to organize the vowel systems. Children in the Bi-high group separated their English vowels well. They used both assimilatory and dissimilatory processes to construct and refine the two vowel systems. These bilingual children approximated monolingual English children to a better extent than the children in the Bi-low group. However, when compared to the monolingual peers, they demonstrated observable deviations in both L1 and L2.

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