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The impact of older siblings on vocabulary learning in bilingual children

机译：老兄弟对双语儿童词汇学习的影响

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摘要

This study examined the effects of older siblings' L1/L2 use on the vocabulary and fast mapping skills in preschool-age children who learn Cantonese (L1) as a home language and start to learn English (L2) in preschool settings. Two groups of bilingual children participated in this study: (1) children whose older siblings used mostly L1 at home ('Mostly L1' group; n = 14) and (2) children whose older siblings used an equal amount of L1 and L2 at home ('Equal L1/L2' group; n = 13). Participants were tested using vocabulary measures and a fast mapping task. Results showed that there were no significant group differences in children's vocabulary scores or in their fast mapping production scores in each language. However, when measured using a comprehension probe during the fast mapping task, the 'Mostly L1' group outperformed the 'Equal L1/L2' group in identifying the target novel words in L1, whereas there were no group differences in L2. The findings provide some preliminary evidence that older siblings who speak mostly L1 may contribute to their younger siblings' L1 fast mapping skills.
机译：本研究检测了较旧兄弟姐妹L1 / L2对学龄前儿童（L1）作为家庭语言的学龄儿童的词汇和快速映射技能的影响，并开始学习学龄前设置中的英语（L2）。两组双语儿童参与了这项研究：（1）兄弟姐妹大多用于家庭L1的儿童（'大多是L1'组; n = 14）和（2）较旧的兄弟姐妹使用相等量的L1和L2的儿童家（'等于l1 / l2'组; n = 13）。使用词汇措施和快速映射任务进行测试。结果表明，儿童词汇分数没有显着的群体差异，或者在每种语言中快速绘制生产分数。然而，当在快速映射任务期间使用理解探针测量时，“大多数L1”组在识别L1中的目标新颖单词时表现优于“相等的L1 / L2”组，而L2没有组差异。这些调查结果提供了一些初步证据，即大多是L1的较大的兄弟姐妹可能会为他们的弟弟妹妹的快速映射技巧做出贡献。

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