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EJ974237 - Do Young Bilinguals Acquire Past Tense Morphology like Monolinguals, Only Later? Evidence from French-English and Chinese-English Bilinguals

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ERIC #:	EJ974237
Title:	Do Young Bilinguals Acquire Past Tense Morphology like Monolinguals, Only Later? Evidence from French-English and Chinese-English Bilinguals
Authors:	Nicoladis, Elena; Song, Jianhui; Marentette, Paula
Descriptors:	Evidence; French; Bilingualism; Morphemes; Morphology (Languages); Grammar; Preschool Children; Language Acquisition; Second Language Learning; Chinese; English; Comparative Analysis; Error Analysis (Language); Monolingualism; Phonology
Source:	Applied Psycholinguistics, v33 n3 p457-479 Jul 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org/action/displayJournal?jid=APS
Publication Date:	2012-07-00
Pages:	23
Pub Types:	Journal Articles; Reports - Research
Abstract:	Previous studies have shown that preschool bilingual children lag behind same-aged monolinguals in their production of correct past tense forms. This lag has been attributed to bilinguals' less frequent exposure to either language. If so, bilingual children acquire the past tense like monolinguals, only later. In this study, we compared the English past tense production of Chinese-English bilingual children with a matched sample of French-English bilinguals (5-12 years old). The results showed small but reliable differences in the children's past tense production (e.g., the kinds of errors the children made) that could be attributed to knowledge of the other language. Both groups of children showed equivalent rates of accuracy, suggesting that bilinguals exposed to naturalistic speech acquire the past tense much like monolinguals do, only later and with some effects, most likely morphophonological, from their other language. (Contains 2 tables, 3 figures and 1 note.)
Abstractor:	As Provided
Reference Count:	63

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0142-7164
Audiences:	N/A
Languages:	English
Education Level:	Preschool Education
Direct Link:	http://dx.doi.org/10.1017/S0142716411000439

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