Repetition with slight variation primarily through final particles in Korean-English bilingual children’s interaction

Younhee Kim

doi:10.1558/eap.36195

Repetition with slight variation primarily through final particles in Korean-English bilingual children’s interaction

East Asian Pragmatics ◽

10.1558/eap.36195 ◽

2018 ◽

Vol 3 (1) ◽

pp. 59-90

Author(s):

Younhee Kim

Keyword(s):

Language Learning ◽

Conversation Analysis ◽

Bilingual Children ◽

Slight Variation ◽

Complex Phenomenon ◽

Korean Language ◽

Final Particle ◽

English Bilingual ◽

A Site ◽

Final Particles

Employing Conversation Analysis, this study examines self-repetition with slight variation, primarily made through final particles, in the playtime interaction of Korean-English bilingual children with each other and their caregiver(s). Final particles in the Korean language provide speakers with grammatical resources with which they can effectively modify their actions as well as stances while they repeat their own prior utterances only with a change in (a) final particle(s). The analysis shows how resayings are prompted by interactional contingencies, such as some perceived issue with the first saying or the ways in which participants deal with the first saying, e.g., lack of response. The article illustrates how speakers achieve footing shifts across turns, greater precision in the actions they seek to perform via the practice of slightly variant repetition. Implications of the complex phenomenon of repetition as a site of language learning and use in children’s talk are also discussed.

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Decontextualized language production in two languages: An investigation of children's word definition skills in Korean and English

Applied Psycholinguistics ◽

10.1017/s0142716411000671 ◽

2011 ◽

Vol 34 (2) ◽

pp. 211-231 ◽

Cited By ~ 2

Author(s):

JENNIFER YUSUN KANG

Keyword(s):

Language Learning ◽

Language Production ◽

First Language ◽

Home Language ◽

Bilingual Children ◽

English Bilingual ◽

Korean And English ◽

Schooling Experience ◽

Cross Language ◽

Word Definition

ABSTRACTThis study aimed to identify factors that contribute to bilingual children's decontextualized language production and investigate how schooling experience and bilingualism affect the development of this skill. The word definition skills of seventy Korean–English bilingual children whose first language was Korean, yet who had been schooled in English, were analyzed. The findings indicate that contrary to the results from previous studies, the participants' decontextualized language production was much better in their home language than in their school language, when considering both the formal linguistic structure and the communicative adequacy of their word definitions. In addition, limited cross-language transfer across tasks was present and cross-language contribution was observed only in the children's ability to achieve communicative adequacy, but not in their ability to construct conventional definition syntax. The results are discussed in terms of the linguistic and typological distance between the two languages and the potential effects of language-learning contexts.

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Multiple Correspondence and Typological Convergence in Contact-Induced Grammaticalization

Journal of Language Contact ◽

10.1163/19552629-01002014 ◽

2017 ◽

Vol 10 (3) ◽

pp. 485-518 ◽

Cited By ~ 3

Author(s):

Pui Yiu Szeto ◽

Stephen Matthews ◽

Virginia Yip

Keyword(s):

Evolutionary Approach ◽

Bilingual Children ◽

The Novel ◽

Perfective Aspect ◽

Final Particle ◽

Contact Linguistics ◽

English Bilingual ◽

Language Transmission

This paper examines the emergence of perfective aspect in Cantonese-English bilingual children from the perspective of contact-induced grammaticalization, focusing on the novel use ofalready. Although the adverbialalreadyseems to serve a function similar to that of the Cantonese perfective markerzo2in the bilingual children, other model constructions suggest that the function ofalreadymay combine those of several Cantonese particles such as the sentence-final particlelaa3. The results suggest that in contact-induced grammaticalization, it is possible to develop a new category in the replica language based on multiple different but related categories in the model language. Adopting an evolutionary approach to language transmission (Mufwene, 2001), we discuss why grammaticalization in the Cantonese-English bilingual children does not seem to involve coevolution of form and meaning, why the grammaticalization phenomena in the bilingual children are only transient, and how the study of bilingual acquisition can contribute to contact linguistics.

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Relative language exposure, processing efficiency and vocabulary in Spanish–English bilingual toddlers

Bilingualism Language and Cognition ◽

10.1017/s136672891300014x ◽

2013 ◽

Vol 17 (1) ◽

pp. 189-202 ◽

Cited By ~ 43

Author(s):

NEREYDA HURTADO ◽

THERES GRÜTER ◽

VIRGINIA A. MARCHMAN ◽

ANNE FERNALD

Keyword(s):

Language Learning ◽

Real Time ◽

Language Processing ◽

Receptive Vocabulary ◽

Cognitive Outcomes ◽

Bilingual Children ◽

Language Experience ◽

Vocabulary Size ◽

Processing Efficiency ◽

English Bilingual

Research with monolingual children has shown that early efficiency in real-time word recognition predicts later language and cognitive outcomes. In parallel research with young bilingual children, processing ability and vocabulary size are closely related within each language, although not across the two languages. For children in dual-language environments, one source of variation in patterns of language learning is differences in the degree to which they are exposed to each of their languages. In a longitudinal study of Spanish/English bilingual children observed at 30 and 36 months, we asked whether the relative amount of exposure to Spanish vs. English in daily interactions predicts children's relative efficiency in real-time language processing in each language. Moreover, to what extent does early exposure and speed of lexical comprehension predict later expressive and receptive vocabulary outcomes in Spanish vs. English? Results suggest that processing skill and language experience each promote vocabulary development, but also that experience with a particular language provides opportunities for practice in real-time comprehension in that language, sharpening processing skills that are critical for learning.

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Bilingual children's lexical strategies in a narrative task

Journal of Child Language ◽

10.1017/s030500091600026x ◽

2016 ◽

Vol 44 (4) ◽

pp. 829-849 ◽

Cited By ~ 6

Author(s):

POLIANA BARBOSA ◽

ELENA NICOLADIS ◽

MARGAUX KEITH

Keyword(s):

Second Language ◽

Language Learning ◽

Developmental Delay ◽

Second Language Learning ◽

Bilingual Children ◽

Compensatory Strategies ◽

English Bilingual ◽

French And English ◽

Target Words

AbstractWe investigated how bilinguals choose words in a narrative task, contrasting the possibilities of a developmental delay vs. compensatory strategies. To characterize a developmental delay, we compared younger (three to five years) and older (seven to ten years) children's lexicalization of target words (Study 1). The younger children told shorter stories, omitting many of the target concepts. To characterize compensatory strategies, we compared late second language learning adults to (seven- to ten-year-old) monolingual children (Study 2). The adults often lexicalized the target concepts even when not producing the target words. Finally, we compared French–English bilingual children with French and English monolinguals, all seven to ten years old (Study 3). The bilinguals produced fewer target words than the monolinguals. However, when not producing the target words, the bilinguals often lexicalized the concepts, sharing more in common with the adults (Study 2) in their use of compensatory strategies than with the younger children (Study 1). This interpretation was further corroborated by comparisons across studies (Study 4).

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Predictors of language proficiency in school-age Spanish–English bilingual children with and without developmental language disorder

Bilingualism Language and Cognition ◽

10.1017/s1366728921000985 ◽

2021 ◽

pp. 1-11

Author(s):

Kerry Danahy Ebert ◽

Madeline Reilly

Keyword(s):

Language Learning ◽

Maternal Education ◽

Language Disorder ◽

Bilingual Children ◽

School Age ◽

Developmental Language Disorder ◽

Learning Abilities ◽

Analytical Reasoning ◽

English Bilingual ◽

L1 And L2

Abstract Children with developmental language disorder (DLD) have impairments in their language-learning abilities that may influence interactions with environmental opportunities to learn two languages. This study explores relationships between proficiency in L1 and L2 and a set of environmental and personal variables within a group of school-age Spanish–English bilingual children with DLD and a group of typically-developing peers. Within each group, current usage in the home, length of L2 exposure, gender, maternal education, analytical reasoning, and number of L1 conversational partners were used to predict proficiency in each language. Results showed that home language environment, particularly home L2 usage, strongly predicted L1 proficiency but had less influence on the L2. Female gender predicted L1 skills in both groups, whereas analytical reasoning predicted both L1 and L2 but only for children with DLD. This study expands the limited literature on how children with DLD interact with their environment to learn two languages.

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An Introductory Examination of Speech Disfluencies in Spanish–English Bilingual Children Who Do and Do Not Stutter During Narratives

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00040 ◽

2020 ◽

Vol 5 (1) ◽

pp. 131-141

Author(s):

Cristina Rincon ◽

Kia Noelle Johnson ◽

Courtney Byrd

Keyword(s):

Diagnostic Criteria ◽

Preliminary Data ◽

Diagnostic Information ◽

English Speakers ◽

Bilingual Children ◽

English Bilingual ◽

Developmental Stuttering ◽

Mean Length Of Utterance

Purpose The purpose of this study is to examine the frequency and type of speech disfluencies (stuttering-like and nonstuttering-like) in bilingual Spanish–English (SE) children who stutter (CWS) to SE children who do not stutter (CWNS) during narrative samples elicited in Spanish and English to provide further diagnostic information for this population and preliminary data toward an expansion of this study. Method Participants included six bilingual SE children (three CWS, three CWNS) ranging in age from 5 years to 7;5 (years;months) and recruited from the surrounding Houston, Texas area. Participants provided a narrative sample in English and Spanish. The frequency of speech disfluencies was tabulated, and mean length of utterance was measured for each sample. Results Results indicate that both talker groups exceed the diagnostic criteria typically used for developmental stuttering. Regardless of the language being spoken, CWS participants had a frequency of stuttering-like speech disfluencies that met or exceeded the diagnostic criteria for developmental stuttering that is based on monolingual English speakers. The CWNS participants varied in meeting the criteria depending on the language being spoken, with one of the three CWNS exceeding the criteria in both languages and one exceeding the criteria for percentage of stuttering-like speech disfluencies in one language. Conclusion Findings from this study contribute to the development of more appropriate diagnostic criteria for bilingual SE-speaking children to aid in the reduction of misdiagnoses of stuttering in this population.

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