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Examining the Role of Language-Mixin...

Blair, Mackensie,

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Examining the Role of Language-Mixing on Word Learning and Word Recognition in School Age Children in the U.S. and Spain /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining the Role of Language-Mixing on Word Learning and Word Recognition in School Age Children in the U.S. and Spain // Mackensie Blair.
Author:	Blair, Mackensie,
Description:	1 electronic resource (203 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-04, Section: B.
Contained By:	Dissertations Abstracts International86-04B.
Subject:	Speech therapy. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31330830
ISBN:	9798384486169

Examining the Role of Language-Mixing on Word Learning and Word Recognition in School Age Children in the U.S. and Spain /
Blair, Mackensie,

Examining the Role of Language-Mixing on Word Learning and Word Recognition in School Age Children in the U.S. and Spain /Mackensie Blair. - 1 electronic resource (203 pages)

Source: Dissertations Abstracts International, Volume: 86-04, Section: B.

The present dissertation examined the role of instar-sentential language-mixing (ILM) on novel word learning and retention, and on word recognition in novice school-age second language (L2) learners in the U.S. and Spain. Participants completed all language tasks across two study visits. In the first visit they were trained and tested on the names of 16 novel animals in four language conditions, (i) English-only, (ii) English-Spanish ILM, (iii) Spanish-English ILM, and (iv) Spanish-only. Eye-gaze data were collected using the visual world paradigm, and pointing data was recorded. In the second visit (2-4 days later), children completed a retention measure for the words learned in visit 1, and they completed the word recognition measure. In the word recognition task, children were asked to identify 24 familiar words in English and Spanish in the same four language conditions as the word learning task. In addition to these language tasks, children completed a: (i) proficiency task, (ii) language background questionnaire, and (iii) motivation questionnaire, which explored attitudes about L2 learning. It was found that children in the U.S. both learned, retained, and recognized words in their native language (L1) (i.e., English) better than words in the L2 (i.e., Spanish) regardless of whether or not IILM was present in the sentence. Children in Spain showed a more complex interaction between ILM and word learning and recognition. These participants learned words in their L2 (i.e., English) better when ILM from their L1 (i.e., Spanish) to their L2 was used to teach the novel words, in comparison to learning entirely in their L2. No differences were seen in retention of the novel words. For word recognition there was a detrimental effect of ILM from their L1-L2, in comparison to all other language conditions. These findings suggest that children from different sociolinguistic backgrounds may vary in how ILM relates to word learning and word recognition. This work has important implications for theories of L2 learning and relates to what may be considered "best practice" in L2 learning classroom.

English

ISBN: 9798384486169Subjects--Topical Terms:

520446
Speech therapy.
Subjects--Index Terms:

Cross-cultural comparison

Examining the Role of Language-Mixing on Word Learning and Word Recognition in School Age Children in the U.S. and Spain /
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520 $a The present dissertation examined the role of instar-sentential language-mixing (ILM) on novel word learning and retention, and on word recognition in novice school-age second language (L2) learners in the U.S. and Spain. Participants completed all language tasks across two study visits. In the first visit they were trained and tested on the names of 16 novel animals in four language conditions, (i) English-only, (ii) English-Spanish ILM, (iii) Spanish-English ILM, and (iv) Spanish-only. Eye-gaze data were collected using the visual world paradigm, and pointing data was recorded. In the second visit (2-4 days later), children completed a retention measure for the words learned in visit 1, and they completed the word recognition measure. In the word recognition task, children were asked to identify 24 familiar words in English and Spanish in the same four language conditions as the word learning task. In addition to these language tasks, children completed a: (i) proficiency task, (ii) language background questionnaire, and (iii) motivation questionnaire, which explored attitudes about L2 learning. It was found that children in the U.S. both learned, retained, and recognized words in their native language (L1) (i.e., English) better than words in the L2 (i.e., Spanish) regardless of whether or not IILM was present in the sentence. Children in Spain showed a more complex interaction between ILM and word learning and recognition. These participants learned words in their L2 (i.e., English) better when ILM from their L1 (i.e., Spanish) to their L2 was used to teach the novel words, in comparison to learning entirely in their L2. No differences were seen in retention of the novel words. For word recognition there was a detrimental effect of ILM from their L1-L2, in comparison to all other language conditions. These findings suggest that children from different sociolinguistic backgrounds may vary in how ILM relates to word learning and word recognition. This work has important implications for theories of L2 learning and relates to what may be considered "best practice" in L2 learning classroom.
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653 $a Native language
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710 2 $a University of Delaware. $b Communication Sciences and Disorders. $e degree granting institution. $3 3829761
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