Electronic Resource
Oxford, UK
:
Blackwell Publishing Ltd
Language learning
22 (1972), S. 0
ISSN:
1467-9922
Source:
Blackwell Publishing Journal Backfiles 1879-2005
Topics:
Linguistics and Literary Studies
,
Psychology
Notes:
Contrasts in the simultaneous acquisition of two languages in bilingual children support the theory that languages share deep structures and that differences derive from language-specific rules.Twelve bilingual children, age 6 to 8, participated in a study of the sequencing and rate of acquisitions for late-developing syntactic structures. Comprehension tests examined linguistic competence over a wide range of structures. A statistical analysis provided the basis for interpreting the general pattern of acquisitions; case grammar gave the framework for the linguistic analysis.Empirical evidence points to a parallelism in the acquisition of shared structures. Differences reflect language contrasts. If one assumes that first and second-language learning are qualitatively the same processes, the sequential order in which the bilingual child acquires the structures of his two languages may have significance for the adult learner of English and for the development of TESOL materials.
Type of Medium:
Electronic Resource
URL:
http://dx.doi.org/10.1111/j.1467-1770.1972.tb00084.x
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