Contact us
 |
[email protected] |
 |
3275638434 |
 |
 |
| Paper Publishing WeChat |
Useful Links
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
A Review of Studies on Bilingual Children’s Word Awareness Development
Author(s)
QI Wen-hui
Full-Text PDF
XML 1250 Views
DOI:10.17265/1539-8072/2016.05.002
Affiliation(s)
Nanjing Normal University, Nanjing, China; Nanjing Forestry University, Nanjing, China
ABSTRACT
Bilingual children’s word awareness can reflect the impact of bilingualism on language cognition from the aspect of psycholinguistics. The current studies on bilingual children’s word awareness both at home and abroad show that there exist quite opposite points of views: bilingual disadvantage and bilingual advantage. The interpretation mechanisms of interference effect, word frequency, and mutual exclusivity constraint are used to support the bilingual disadvantage; while the interpretation mechanisms of bilingual advantage include sound coding, short-term memory, and inhibitory control. In effect, there is no negative impact of bilingualism on children’s word awareness, and the so-called negative effects only exist on the theoretical aspect of research. The development of children’s word awareness is influenced by many factors including age of acquisition, learning environment, and bilingual proficiency, etc.
KEYWORDS
bilingual children, word awareness, language cognition, interpretation mechanism
Cite this paper
References
Au, T. K., & Glusman, M. (1990). The principle of mutual exclusivity in word learning: To honor or not to honor? Child Development, 61, 1474-1490.
Au, T. K. F., & Glusman, M. (1999). The principle of mutual exclusivity in word learning: To honor or not to honor? Child Development, 61, 1474-90.
Baddeley, A. D., Gathercole, S. E., & Papagno, C. (1998). The phonological loop as a language learning device. Psychological Review, 105, 158-173.
Baldwin, D. A. (1992). Clarifying the role of shape in children’s taxonomic assumption. Journal of Experimental Child Psychology, 54(3), 392-416.
Bialystok, E., & Martin, M. M. (2004). Attention and inhibition in bilingual children: evidence from the dimensional change card sort task. Developmental Science, 7, 325-339.
Bialystok, E., & Feng, X. (2009). Language proficiency and executive control in proactive interference: Evidence from monolingual and bilingual children and adults. Brain and Language, 109, 93-100.
Bialystok, E., Majumder, S., & Martin, M. M. (2003). Developing phonological awareness: Is there a bilingual advantage? Applied Psycholinguistics, 24, 27-44.
Bialystoka, E., Craik, F. I. M., & Luka, G. (2008). Lexical access in bilinguals: Effects of vocabulary size and executive control. Journal of Neurolinguistics, 12(6), 522-538.
Bosch, L., Van Hell, J. G., & Mahn, A. C. (1997). Evidence of early language discrimination abilities in infants from bilingual environments. Infancy, 2, 29-49.
Bowey, J. A. (1996). On the association between phonological memory and receptive vocabulary in five-year-olds. Journal of Experimental Child Psychology, 63, 44-78.
Burgess, N., & Hitch, G. J. (2005). Models of working memory: Putting long term memory into context. Trends in Cognitive Science, 9, 535-541.
Davidson, D., & Tell, D. (2005). Monolingual and bilingual children’s use of mutual exclusivity in the naming of whole objects. Journal of Experimental Child Psychology, 92(1), 25-45.
Davidson, D., Jergovic, D., Imami, Z., & Theodos, V. (1997). Monolingual and bilingual children’s use of the mutual exclusivity constraint. Journal of Child Language, 3(24), 3-23.
Duyck, W., Vanderelst, D., Desmet, T., & Hartsuiker, R. J. (2008). The frequency effect in second-language visual word recognition. Psychonomic Bulletin & Review, 15, 850-855.
Fernandes, M. A., Craik, F. I. M., Bialystok, E., & Kreuger, S. (2007). Effects of bilingualism, aging, and semantic relatedness on memory under divided attention. Canadian Journal of Experimental Psychology, 61, 128-141.
Francis, W. S., Augustini, B. K., & Sáenz, S. P. (2003). Repetition priming in picture naming and translation depends on shared processes and their difficulty: Evidence from Spanish-English bilinguals. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29, 1283-1297.
Gathercole, S. E. (2006). Nonword repetition and word learning: The nature of the relationship. Applied Psycholinguistics, 27, 513-543.
Gathercole, S. E., Willis, C., & Baddeley, A. D. (1991). Differentiating phonological memory and awareness of rhyme: Reading and vocabulary development in children. British Journal of Psychology, 82, 387-406.
Gollan, T. G., Montoya, R. I., & Notestine, C. F. (2005). Bilingualism affects picture naming but not picture classification. Memory & Cognition, 33(7), 1220-1234.
Gollan, T. H., & Acenas. L. A. R. (2004). What is a TOT? Cognate and translation effects on tip-of-the-tongue states in Spanish-English and Tagalog-English bilinguals. Journal of Experimental Psychology Learning Memory & Cognition, 30, 246-269.
Gollan, T. H., & Silverberg, N. B. (2001). Tip-of-the-tongue states in Hebrew-English bilinguals. Bilingualism: Language and Cognition, 4, 63-84.
Gollan, T. H., Montoya, R. I., Cera, C., & Sandoval, T. C. (2008). More use almost always means a small frequency effect: Aging, bilingualism, and the weaker links hypothesis. Journal of Memory and Language, 58(3), 787-814.
Gollan, T. H., Montoya, R. I., & Werner, G. (2002). Semantic and letter fluency in Spanish-English bilinguals. Neuropsychology, 16, 562-576.
Gollan, T. H., Rosa, I. M., & Christine, K. M. (2005). Bilingualism affects picture naming but not picture classification. Memory and Cognition, 33(7), 1220-1234.
Gollan, T. H., Slattery, T. J., Goldenberg, D., Van Assche, E., Duyck, W., & Rayner, K. (2011). Frequency drives lexical access in reading but not in speaking: The frequency lag hypothesis. Journal of Experimental Psychology: General, 140, 186-209.
Gupta, P. (2003). Examining the relationship between word learning, nonword repetition, and immediate serial recall in adults. Quarterly Journal of Experimental Psychology, 56A, 1213-1236.
Hermans, D., Bongaerts, T., De Bot, K., & Schreuder, R. (1998). Producing words in a foreign language: Can speakers prevent interference from their first language? Bilingualism: Language and Cognition, 1, 213-229.
Ivanova, I., & Costa, A. (2008). Does bilingualism hamper lexical access in speech production? Acta Psychologica, 127(2), 277-288.
Jared, D., & Kroll, J. F. (2011). Cognitive processes in bilingual reading. In P. McCardle, J. Ren, and O. Tzeng (Eds.), Dyslexia across languages: Orthography and the brain-gene-behavior link (pp. 262-280). Baltimore: Brooks Publishing.
Jarrold, C., Thron, A., & Stephens, E. (2009). The relationships among verbal short-term memory, phonological awareness, and new word learning: Evidence from typical development and down syndrome. Journal of Experimental Child Psychology, 102(2), 196-218.
Kaushanskaya, M., & Viorica, M. (2009). The bilingual advantage in novel word learning. Psychonomic Bulletin & Review, 16, 705-710.
Kroll, J. F., & De Groot, A. M. B. (1997). Lexical and conceptual memory in the bilingual: Mapping form to meaning in two languages. In A. M. B. De Groot and J. F. Kroll (Eds.), Tutorials in bilingualism: Psycholinguistic perspectives (pp. 169-199). Mahwah, NJ: Lawrence Erlbaum Publishers.
Lee, M. W., & Williams, J. N. (2001). Lexical access in spoken word production by bilinguals: Evidence from the semantic competitor priming paradigm. Bilingualism: Language and Cognition, 4, 233-248.
Lehtonen, M., Niska, H., Wande, E., Niemi, J., & Laine, M. (2006). Recognition of inflected words in a morphologically limited language: Frequency effects in monolinguals and bilinguals. Journal of Psycholinguistic Research, 35, 121-146.
Markman, E. M. (1992). Constrains on world learning: Speculations about their nature, origins, and domain specificity. In M. R. Gunnar and M. Maratsos (Eds), Modularitiy and constraints in language and cognition, Minnesota symposium on child psychology (p. 20). Hillsdale, NJ: Erlbaum.
Metsala, J. L., & Walley, A. C. (1998). Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability. In J. L. Metsala and L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 89-120). Hillsdale, NJ: Erlbaum.
Michas, I. C., & Henry, L. A. (1994). The link between phonogical memory and vocabulary acquisition. British Journal of Developmental Psychology, 12, 147-164.
Morton, E. S. (1970). Ecological sources of selection on avian sounds (Ph.D. dissertation, Yale University, USA).
Mosse, E., & Jarrold, C. (2008). Hebb learning, verbal short-term memory, and the acquisition of phonological forms in children. The Quarterly Journal of Experimental Psychology, 61(4), 505-514.
Murray, W. S., & Forster, K. I. (2004). Serial mechanisms in lexical access: The rank hypothesis. Psychological Review, 111, 721–756.
Bijeljac-Babic, R., Nassurally, K., Havy, M., & Nazzi, T. (2009). Infants can rapidly learn words in a foreign language. Infant Bahavior and Development, 32(4), 476-480.
ZHAO, R. (2007). The organization and activation process of bilingual phonological representations: Evidence from Chinese-English bilinguals. Guangdong: Guangdong University of Foreign Studies.
Au, T. K. F., & Glusman, M. (1999). The principle of mutual exclusivity in word learning: To honor or not to honor? Child Development, 61, 1474-90.
Baddeley, A. D., Gathercole, S. E., & Papagno, C. (1998). The phonological loop as a language learning device. Psychological Review, 105, 158-173.
Baldwin, D. A. (1992). Clarifying the role of shape in children’s taxonomic assumption. Journal of Experimental Child Psychology, 54(3), 392-416.
Bialystok, E., & Martin, M. M. (2004). Attention and inhibition in bilingual children: evidence from the dimensional change card sort task. Developmental Science, 7, 325-339.
Bialystok, E., & Feng, X. (2009). Language proficiency and executive control in proactive interference: Evidence from monolingual and bilingual children and adults. Brain and Language, 109, 93-100.
Bialystok, E., Majumder, S., & Martin, M. M. (2003). Developing phonological awareness: Is there a bilingual advantage? Applied Psycholinguistics, 24, 27-44.
Bialystoka, E., Craik, F. I. M., & Luka, G. (2008). Lexical access in bilinguals: Effects of vocabulary size and executive control. Journal of Neurolinguistics, 12(6), 522-538.
Bosch, L., Van Hell, J. G., & Mahn, A. C. (1997). Evidence of early language discrimination abilities in infants from bilingual environments. Infancy, 2, 29-49.
Bowey, J. A. (1996). On the association between phonological memory and receptive vocabulary in five-year-olds. Journal of Experimental Child Psychology, 63, 44-78.
Burgess, N., & Hitch, G. J. (2005). Models of working memory: Putting long term memory into context. Trends in Cognitive Science, 9, 535-541.
Davidson, D., & Tell, D. (2005). Monolingual and bilingual children’s use of mutual exclusivity in the naming of whole objects. Journal of Experimental Child Psychology, 92(1), 25-45.
Davidson, D., Jergovic, D., Imami, Z., & Theodos, V. (1997). Monolingual and bilingual children’s use of the mutual exclusivity constraint. Journal of Child Language, 3(24), 3-23.
Duyck, W., Vanderelst, D., Desmet, T., & Hartsuiker, R. J. (2008). The frequency effect in second-language visual word recognition. Psychonomic Bulletin & Review, 15, 850-855.
Fernandes, M. A., Craik, F. I. M., Bialystok, E., & Kreuger, S. (2007). Effects of bilingualism, aging, and semantic relatedness on memory under divided attention. Canadian Journal of Experimental Psychology, 61, 128-141.
Francis, W. S., Augustini, B. K., & Sáenz, S. P. (2003). Repetition priming in picture naming and translation depends on shared processes and their difficulty: Evidence from Spanish-English bilinguals. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29, 1283-1297.
Gathercole, S. E. (2006). Nonword repetition and word learning: The nature of the relationship. Applied Psycholinguistics, 27, 513-543.
Gathercole, S. E., Willis, C., & Baddeley, A. D. (1991). Differentiating phonological memory and awareness of rhyme: Reading and vocabulary development in children. British Journal of Psychology, 82, 387-406.
Gollan, T. G., Montoya, R. I., & Notestine, C. F. (2005). Bilingualism affects picture naming but not picture classification. Memory & Cognition, 33(7), 1220-1234.
Gollan, T. H., & Acenas. L. A. R. (2004). What is a TOT? Cognate and translation effects on tip-of-the-tongue states in Spanish-English and Tagalog-English bilinguals. Journal of Experimental Psychology Learning Memory & Cognition, 30, 246-269.
Gollan, T. H., & Silverberg, N. B. (2001). Tip-of-the-tongue states in Hebrew-English bilinguals. Bilingualism: Language and Cognition, 4, 63-84.
Gollan, T. H., Montoya, R. I., Cera, C., & Sandoval, T. C. (2008). More use almost always means a small frequency effect: Aging, bilingualism, and the weaker links hypothesis. Journal of Memory and Language, 58(3), 787-814.
Gollan, T. H., Montoya, R. I., & Werner, G. (2002). Semantic and letter fluency in Spanish-English bilinguals. Neuropsychology, 16, 562-576.
Gollan, T. H., Rosa, I. M., & Christine, K. M. (2005). Bilingualism affects picture naming but not picture classification. Memory and Cognition, 33(7), 1220-1234.
Gollan, T. H., Slattery, T. J., Goldenberg, D., Van Assche, E., Duyck, W., & Rayner, K. (2011). Frequency drives lexical access in reading but not in speaking: The frequency lag hypothesis. Journal of Experimental Psychology: General, 140, 186-209.
Gupta, P. (2003). Examining the relationship between word learning, nonword repetition, and immediate serial recall in adults. Quarterly Journal of Experimental Psychology, 56A, 1213-1236.
Hermans, D., Bongaerts, T., De Bot, K., & Schreuder, R. (1998). Producing words in a foreign language: Can speakers prevent interference from their first language? Bilingualism: Language and Cognition, 1, 213-229.
Ivanova, I., & Costa, A. (2008). Does bilingualism hamper lexical access in speech production? Acta Psychologica, 127(2), 277-288.
Jared, D., & Kroll, J. F. (2011). Cognitive processes in bilingual reading. In P. McCardle, J. Ren, and O. Tzeng (Eds.), Dyslexia across languages: Orthography and the brain-gene-behavior link (pp. 262-280). Baltimore: Brooks Publishing.
Jarrold, C., Thron, A., & Stephens, E. (2009). The relationships among verbal short-term memory, phonological awareness, and new word learning: Evidence from typical development and down syndrome. Journal of Experimental Child Psychology, 102(2), 196-218.
Kaushanskaya, M., & Viorica, M. (2009). The bilingual advantage in novel word learning. Psychonomic Bulletin & Review, 16, 705-710.
Kroll, J. F., & De Groot, A. M. B. (1997). Lexical and conceptual memory in the bilingual: Mapping form to meaning in two languages. In A. M. B. De Groot and J. F. Kroll (Eds.), Tutorials in bilingualism: Psycholinguistic perspectives (pp. 169-199). Mahwah, NJ: Lawrence Erlbaum Publishers.
Lee, M. W., & Williams, J. N. (2001). Lexical access in spoken word production by bilinguals: Evidence from the semantic competitor priming paradigm. Bilingualism: Language and Cognition, 4, 233-248.
Lehtonen, M., Niska, H., Wande, E., Niemi, J., & Laine, M. (2006). Recognition of inflected words in a morphologically limited language: Frequency effects in monolinguals and bilinguals. Journal of Psycholinguistic Research, 35, 121-146.
Markman, E. M. (1992). Constrains on world learning: Speculations about their nature, origins, and domain specificity. In M. R. Gunnar and M. Maratsos (Eds), Modularitiy and constraints in language and cognition, Minnesota symposium on child psychology (p. 20). Hillsdale, NJ: Erlbaum.
Metsala, J. L., & Walley, A. C. (1998). Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability. In J. L. Metsala and L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 89-120). Hillsdale, NJ: Erlbaum.
Michas, I. C., & Henry, L. A. (1994). The link between phonogical memory and vocabulary acquisition. British Journal of Developmental Psychology, 12, 147-164.
Morton, E. S. (1970). Ecological sources of selection on avian sounds (Ph.D. dissertation, Yale University, USA).
Mosse, E., & Jarrold, C. (2008). Hebb learning, verbal short-term memory, and the acquisition of phonological forms in children. The Quarterly Journal of Experimental Psychology, 61(4), 505-514.
Murray, W. S., & Forster, K. I. (2004). Serial mechanisms in lexical access: The rank hypothesis. Psychological Review, 111, 721–756.
Bijeljac-Babic, R., Nassurally, K., Havy, M., & Nazzi, T. (2009). Infants can rapidly learn words in a foreign language. Infant Bahavior and Development, 32(4), 476-480.
ZHAO, R. (2007). The organization and activation process of bilingual phonological representations: Evidence from Chinese-English bilinguals. Guangdong: Guangdong University of Foreign Studies.