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Individual Differences In The Lexical Development Of French-english Bilingual Children

机译：法英双语儿童词汇发展中的个体差异

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摘要

The large and rapidly expanding body of literature on bilingual acquisition is mostly comprised of either single-case or cross-sectional studies. While these studies have made major contributions to our understanding of bilingual children's language development, they do not allow researchers to compare and contrast results with regard to individual differences over time. This paper aims to investigate the issue of individual differences with a longitudinal group study of 13 French-English bilingual children. The main focus is lexical development. We will examine how extralinguistic factors such as gender, parental input and birth order impact on the lexical development of the children. Using quantitative (parental checklists, questionnaires) and qualitative measures (interactions with parents), we demonstrate that language exposure and parental input are closely linked to vocabulary size, amount of language mixing and cross-linguistic synonyms. The findings call for more longitudinal group studies of bilingual acquisition in order to obtain comparable results on larger populations.
机译：关于双语习得的大量且迅速发展的文献大多由单例研究或横断面研究组成。尽管这些研究为我们对双语儿童语言发展的理解做出了重大贡献，但它们不允许研究人员就随时间推移的个体差异进行比较和对比。本文旨在通过对13名法英双语儿童的纵向小组研究来研究个体差异的问题。主要重点是词汇发展。我们将研究诸如性别，父母输入和出生顺序之类的语言外因素如何影响儿童的词汇发展。使用定量（父母清单，问卷）和定性度量（与父母的互动），我们证明语言的暴露和父母的输入与词汇量，语言混合量和跨语言同义词密切相关。研究结果要求对双语习得进行更纵向的分组研究，以便在更大的人群上获得可比的结果。

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