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The iPad as a Research Tool for the Understanding of English Plurals by English Chinese and Other L1 Speaking 3- and 4-Year-Olds

机译：iPad作为研究英语中文和其他母语为3岁和4岁儿童的英语复数的研究工具

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Learning about what young children with limited spoken language know about the grammar of their language is extremely challenging. Researchers have traditionally used looking behavior as a measure of language processing and to infer what overt choices children might make. However, these methods are expensive to setup, require specialized training, are time intensive for data analysis and can have considerable dropout rates. For these reasons, we have developed a forced choice task delivered on an iPad based on our eye-tracking studies with English monolinguals (, under review). Using the iPad we investigated 3- and 4-year-olds’ understanding of the English plural in preschool centers. The primary aim of the study was to provide evidence for the usefulness of the iPad as a language research tool. We evaluated the usefulness of the iPad with second language (L2) learning children who have limited L2 language skills. Studies with school aged Chinese-speaking children show below native performance on English inflectional morphology despite 5–6 years of immersion (; ; ). However, it is unclear whether this is specific only to children who speak Chinese as their first language (L1) or if younger preschoolers will also show similar challenges. We tested three groups of preschoolers with different L1s (English, Chinese, and other languages). L1 Chinese children’s performance was below both English monolinguals and children speaking Other L1 languages, providing evidence that English inflections are specifically challenging for Chinese-speaking children. The results provide further evidence to support previous eye-tracking findings with monolinguals and studies with older bilinguals. The study provides evidence for the usefulness of iPads as research tool for studying language acquisition. Implications for future application of the iPad as a teaching and intervention tool, and limitations for the method, are discussed.
机译：了解口语能力有限的幼儿对他们语言语法的了解非常具有挑战性。传统上，研究人员使用外表行为作为语言处理的一种手段，并推断孩子可能做出的明显选择。但是，这些方法的设置成本很高，需要专门的培训，数据分析非常耗时，并且辍学率很高。由于这些原因，我们根据对英语为英语的人的眼动追踪研究，开发了在iPad上执行的强制选择任务（正在审查中）。我们使用iPad调查了3岁和4岁儿童在学前班对英语复数的理解。这项研究的主要目的是为iPad作为一种语言研究工具的有用性提供证据。我们评估了第二语言（L2）学习能力有限的第二语言儿童的iPad的实用性。尽管沉浸了5-6年，对学龄的讲华语儿童的研究显示，英语屈折形态在自然表现上仍低于其表现。但是，目前尚不清楚这是否仅针对以汉语为母语（L1）的儿童，还是年龄较小的学龄前儿童也会表现出类似的挑战。我们测试了三组具有不同L1（英语，中文和其他语言）的学龄前儿童。母语为L1的中国儿童的表现低于英语母语人士和说其他母语的儿童，这提供了证据，表明英语的语调对讲汉语的儿童特别具有挑战性。研究结果提供了进一步的证据，以支持以前使用单语者进行眼动追踪研究以及使用老年双语者进行研究。这项研究为iPad作为研究语言习得的研究工具的有用性提供了证据。讨论了iPad作为教学和干预工具的未来应用的含义以及该方法的局限性。

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