Relevant bibliographies by topics / Bilingualism. Vocabulary

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Bilingualism. Vocabulary'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Bilingualism. Vocabulary"

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Blom, Elma, and Tessel Boerma. "Effects of language impairment and bilingualism across domains." Linguistic Approaches to Bilingualism 7, no. 3-4 (March 7, 2017): 277–300. http://dx.doi.org/10.1075/lab.15018.blo.

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Abstract Purpose: This study examined the effects of language impairment (LI) and bilingualism across vocabulary, morphology and verbal memory in a sample of children learning Dutch. Methods: Children (MAGE = 71 months) were assigned to a monolingual group with typical development (TD) (n = 30), bilingual TD (n = 30), monolingual LI (n = 30) or bilingual LI group (n = 30). Vocabulary was measured with the Peabody Picture Vocabulary Test, morphology with the Taaltoets Alle Kinderen, verbal short-term (VSTM) and working memory (VWM) with forward and backward digit span tasks. Results: Language knowledge (vocabulary, morphology) was affected by LI and bilingualism. Language processing (VSTM, VWM) was influenced by LI only. When language knowledge was controlled, the bilinguals outperformed the monolinguals on VSTM and VWM when TD and LI were collapsed. Bilingualism aggravated the effects of LI for vocabulary. Conclusions: Bilingualism may create a risk for the vocabulary knowledge of children with LI, but might be beneficial for their verbal memory.
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Montanari, Elke G., Mehmet-Ali Akıncı, and Roman Abel. "Balance and dominance in the vocabulary of German-Turkish primary schoolchildren." European Journal of Applied Linguistics 7, no. 1 (February 28, 2019): 113–44. http://dx.doi.org/10.1515/eujal-2018-0003.

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AbstractBalanced bilingualism has inspired debates on bilingualism for a long time, but several questions related to this discourse remain unanswered. How common are balanced bilinguals? Does balance have a positive impact on language proficiency? More specifically, when children begin to frequent schools and thus have a lot of oral and literal input in the school language, how do balance and dominance develop? The present paper discusses the following research questions with respect to vocabulary: Do balanced test results in two languages correlate with a better proficiency than unbalanced results? Moreover, is a balanced use of two languages accompanied by a balanced vocabulary? We used a picture naming task to test the expressive and receptive vocabulary of 98 German-Turkish speaking schoolchildren in a cross-sectional design. To determine balance resp. dominance, we used a combined score of the values in the German and the Turkish testing. The balance/dominance scores show a continuous shift to dominance in the majority language. Consistent use of Turkish has an effect on Turkish vocabulary, but not a negative impact on vocabulary in German. There was no overall positive influence of balanced bilingualism.
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SMITHSON, LISA, JOHANNE PARADIS, and ELENA NICOLADIS. "Bilingualism and receptive vocabulary achievement: Could sociocultural context make a difference?" Bilingualism: Language and Cognition 17, no. 4 (March 4, 2014): 810–21. http://dx.doi.org/10.1017/s1366728913000813.

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The purpose of this study was to investigate receptive vocabulary achievement among French–English bilinguals in Canada. Standardized test scores of receptive vocabulary were measured in both languages from preschool, early-elementary, and late-elementary French–English bilingual children, and French–English bilingual adults. Mean vocabulary scores across all bilingual age groups were statistically equivalent to or above the standard mean in French and English with the exception of the early-elementary bilinguals who scored below the standard mean on the English vocabulary assessment. Mean vocabulary scores of the preschool and adult bilingual groups were not significantly different from those of their monolingual peers in either language. However, early-elementary and late-elementary bilingual children scored significantly lower than monolinguals on the English vocabulary assessment. The positive sociocultural context for French–English bilingualism in Canada as well as language input changes in school are discussed as underlying reasons for these findings.
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Jarvis, Lorna H., Joseph H. Danks, and William E. Merriman. "The effect of bilingualism on cognitive ability: A test of the level of bilingualism hypothesis." Applied Psycholinguistics 16, no. 3 (July 1995): 293–308. http://dx.doi.org/10.1017/s0142716400007311.

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ABSTRACTDoes bilingualism facilitate the development of cognitive abilities, and if so, how? According to the level of bilingualism hypothesis (Diaz, 1983), only in the early stages of second language acquisition does bilingualism foster cognitive ability. This hypothesis was tested on a sample of 3rd and 4th grade Mexican Spanish-English bilinguals with low English proficiency. Knowledge of Spanish and English in phonology, vocabulary, and syntax was measured. Nonverbal general intelligence was assessed with the Raven Colored Progressive Matrices, and verbal intelligence was assessed with a subtest of the Woodcock Language Proficiency Battery. No relationship was found between degree of bilingualism and nonverbal intelligence, contrary to the level of bilingualism hypothesis. The results suggest that the effects of bilingualism on cognitive development are not solely dependent on the level of second language proficiency.
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BIALYSTOK, ELLEN, KORNELIA HAWRYLEWICZ, MELODY WISEHEART, and MAGGIE TOPLAK. "Interaction of bilingualism and Attention-Deficit/Hyperactivity Disorder in young adults." Bilingualism: Language and Cognition 20, no. 3 (January 20, 2016): 588–601. http://dx.doi.org/10.1017/s1366728915000887.

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One hundred and sixty-eight young adult participants were classified as monolingual or bilingual and as having a previously reported clinical diagnosis of ADHD or not to create four groups. All participants completed tests of language proficiency, ADHD ratings, and executive control. Both bilingualism and ADHD are generally associated with poorer vocabulary knowledge, but bilingualism and ADHD are associated with opposite effects on executive control. Consistent with this literature, bilinguals performed more poorly than monolinguals on the vocabulary test but contrary to predictions, the ADHD group performed somewhat better on language ability than the non-ADHD group, attesting to their high functioning status. For the flanker task, both bilinguals and non-ADHD participants showed less cost in performing in the conflict condition than in the baseline condition. For the stop-signal task, ADHD status interfered more with performance by bilinguals than monolinguals, suggesting a greater burden of ADHD on executive function for this group.
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Plannels Hernani, Begona. "Bilingualism and expressive vocabulary in infants." Képzés és gyakorlat 14, no. 1-2 (2016): 107–36. http://dx.doi.org/10.17165/tp.2016.1-2.6.

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Kaushanskaya, Margarita, Henrike K. Blumenfeld, and Viorica Marian. "The relationship between vocabulary and short-term memory measures in monolingual and bilingual speakers." International Journal of Bilingualism 15, no. 4 (June 23, 2011): 408–25. http://dx.doi.org/10.1177/1367006911403201.

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Previous studies have indicated that bilingualism may influence the efficiency of lexical access in adults. The goals of this research were (1) to compare bilingual and monolingual adults on their native-language vocabulary performance, and (2) to examine the relationship between short-term memory skills and vocabulary performance in monolinguals and bilinguals. In Experiment 1, English-speaking monolingual adults and simultaneous English–Spanish bilingual adults were administered measures of receptive English vocabulary and of phonological short-term memory. In Experiment 2, monolingual adults were compared to sequential English–Spanish bilinguals, and were administered the same measures as in Experiment 1, as well as a measure of expressive English vocabulary. Analyses revealed comparable levels of performance on the vocabulary and the short-term memory measures in the monolingual and the bilingual groups across both experiments. There was a stronger effect of digit-span in the bilingual group than in the monolingual group, with high-span bilinguals outperforming low-span bilinguals on vocabulary measures. Findings indicate that bilingual speakers may rely on short-term memory resources to support word retrieval in their native language more than monolingual speakers.
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BIALYSTOK, ELLEN. "Bilingualism: The good, the bad, and the indifferent." Bilingualism: Language and Cognition 12, no. 1 (January 2009): 3–11. http://dx.doi.org/10.1017/s1366728908003477.

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The present paper summarizes research showing that bilingualism affects linguistic and cognitive performance across the lifespan. The effect on linguistic performance is generally seen as a deficit in which bilingual children control a smaller vocabulary than their monolingual peers and bilingual adults perform more poorly on rapid lexical retrieval tasks. The effect on cognitive performance is to enhance executive functioning and to protect against the decline of executive control in aging. These effects interact to produce a complex pattern regarding the effect of bilingualism on memory performance. Memory tasks based primarily on verbal recall are performed more poorly by bilinguals but memory tasks based primarily on executive control are performed better by bilinguals. Speculations regarding the mechanism responsible for these effects are described.
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Hindle, John V., Pamela A. Martin-Forbes, Alexandra J. M. Bastable, Kirstie L. Pye, Anthony Martyr, Christopher J. Whitaker, Fergus I. M. Craik, et al. "Cognitive Reserve in Parkinson’s Disease: The Effects of Welsh-English Bilingualism on Executive Function." Parkinson's Disease 2015 (2015): 1–10. http://dx.doi.org/10.1155/2015/943572.

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Objective. Bilingualism has been shown to benefit executive function (EF) and delay the onset of Alzheimer’s disease. This study aims at examining whether a bilingual advantage applies to EF in Parkinson’s disease (PD).Method. In a cross-sectional outpatient cohort of monolingual English (n=57) and bilingual Welsh/English (n=46) speakers with PD we evaluated the effects of bilingualism compared with monolingualism on performance on EF tasks. In bilinguals we also assessed the effects of the degree of daily usage of each language and the degree of bilingualism.Results. Monolinguals showed an advantage in performance of language tests. There were no differences in performance of EF tests in monolinguals and bilinguals. Those who used Welsh less in daily life had better performance on one test of English vocabulary. The degree of bilingualism correlated with one test of nonverbal reasoning and one of working memory but with no other tests of EF.Discussion. The reasons why the expected benefit in EF in Welsh-English bilinguals with PD was not found require further study. Future studies in PD should include other language pairs, analysis of the effects of the degree of bilingualism, and longitudinal analysis of cognitive decline or dementia together with structural or functional neuroimaging.
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BOGULSKI, CARI A., KINSEY BICE, and JUDITH F. KROLL. "Bilingualism as a desirable difficulty: Advantages in word learning depend on regulation of the dominant language." Bilingualism: Language and Cognition 22, no. 5 (August 10, 2018): 1052–67. http://dx.doi.org/10.1017/s1366728918000858.

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Bilingualism imposes costs to language processing but benefits to word learning. We test a new hypothesis that relates costs in language processing at study to benefits in learning at test as desirable difficulties. While previous studies have taught vocabulary via bilinguals’ native language (L1), recent evidence suggests that bilinguals acquire regulatory skill in the L1 to coordinate the use of each language. We hypothesized that L1 regulation underlies the observed costs and benefits, with word learning advantages depending on learning via the L1. Four groups learned novel Dutch words via English translations: English monolinguals, and English–Spanish, Spanish–English, and Chinese–English bilinguals. Only English–Spanish bilinguals demonstrated a word learning advantage, but they adopted a costly study strategy compared to monolinguals. The results suggest that bilingual advantages in vocabulary learning depend on learning via the L1 or dominant language because learning via the L1 allows bilinguals to engage regulatory skills that benefit learning.
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Dissertations / Theses on the topic "Bilingualism. Vocabulary"

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Grigor, Iuliia. "The Impact of Bilingualism on Acquiring Second Language Vocabulary: A Case Study." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2012. http://hdl.handle.net/10362/12077.

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Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtençao do grau de Mestre em Didáctica do Inglês,
In the modern scientific world, linguists have made a big buzz about the notion of bilingualism. Such a situation is the result of a persistent call of the European community for bilingualisation, which is dictated by a constant mobility of people around Europe. In order to grasp the nature of bilingualism, a vast majority of scientific papers have been published which rest upon the results of an enormous number of action researches held. But these papers deal primarily with the notion of bilingualism itself. Also, constant attempts to subdivide bilingualism can be found. If we will speak about the world of education, lots of linguists (not even practitioners) give you advice on how to foster a bilingual child. In this paper, through a detailed analysis of the relevant literature, we will try to understand what to do if you are working with children who happen to be bilinguals, what role bilingual education programs play in modern educational system, and what their objectives are. Also, how being bilingual will influence a child’s cognitive processes and their intelligence and how teachers can benefit from a child’s bilingualism. By means of an action research we will try to clarify how being bilingual will help children acquire vocabulary.
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Robinson, P. J. "The teaching and learning of vocabulary : with special reference to bilingual pupils." Thesis, n.p, 2000. http://oro.open.ac.uk/18987.

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Fabian, Ana Paula. "Investigating Vocabulary Abilities in Bilingual Portuguese-English-Speaking Children." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2557.

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This study investigated the vocabulary abilities of bilingual Portuguese-English-speaking children compared to their monolingual peers. Parental Report Surveys were conducted using the MacArthur-Bates Communicative Development Inventories (CDIs), which are standardized norms for vocabulary assessment. Electronic versions of the “Words and Sentences CDI” in English and Brazilian-Portuguese were used in order to assess the vocabulary of children between the ages of 16 and 36 months. Parents answered the surveys online. Different vocabulary score types were used in order to evaluate the children’s lexicons: The Total Vocabulary score, the Conceptual Vocabulary scores, and the Total Modified Vocabulary. The analyses of the results showed that bilinguals had fewer words than the monolinguals in each language separately, but no significant differences between bilinguals and monolinguals when the two languages of the bilinguals were compared together to the monolinguals'. An analysis of cognates and translation equivalents showed that cognates help with the acquisition of words.
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Greenwood, Joseph Thomas. "Bilingual vocabulary acquisition between ages 12 and 24 months: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48539557.

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This dissertation is on the subject of bilingual vocabulary acquisition, specifically regarding children between the age of 12 and 20-24 months, and presents a longitudinal case study of a Cantonese-English bilingual child. We begin by questioning the role of exposure (in terms of number and frequency of utterances) as a reliable indicator of vocabulary acquisition at such a young age. While exposure is undoubtedly a good indicator of acquisition from age 2;0 upwards (Huttenlocher, Haight, Byrk, Seltzer, & Lyons, 1991, David & Li, 2008), we suggest that other more specific factors are more crucial at earlier stages, when the rate of vocabulary growth is slower. As such, using a parental diary and a series of video experiments, we propose and test hypotheses concerning the roles of child directed speech (CDS), salience of exposure, emotional arousal and phonological complexity in early language acquisition. Regarding CDS, results taken from the parental diary show apparent selection and adaptation of vocabulary to fit reduplicated forms between the ages of 1;0 and 1;5. In conjunction with previous research, we propose that, between 1;0 and 1;5, during the whole-word stage (Vihman & Croft, 2007), salience and phonological simplicity of exposure are key factors in vocabulary acquisition. This hypothesis points to a likely initial Cantonese dominance in English-Cantonese bilinguals, which is supported by our data. Our results from video experiments appear to support hypotheses concerning positive emotional arousal as a facilitator of vocabulary acquisition prior to 20-24 months, and also of a child’s ability to acquire language with minimal exposure, in a similar but not identical process to fast mapping (Carey & Bartlett, 1978). We propose as such that emotional arousal is a key component in language acquisition before age 2;0, and link this type acquisition to flashbulb memories (Brown & Kulik, 1977). Finally we show that our parental diary data corroborates the well documented verb and noun biases in Chinese (Choi & Gopnik, 1995) and English (Bornstein et al., 2004) respectively. We question what these conflicting biases may mean for a bilingual child in terms of language dominance and code mixing, and also discuss potential reasons for, and implications of, these biases.
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Linguistics
Master
Master of Arts
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Boies, Robert 1955. "RECEPTIVE ACQUISITION OF NOVEL VOCABULARY BY SPANISH-DOMINANT, BILINGUAL PRESCHOOL CHILDREN." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276450.

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The effectiveness of a bilingual and a monolingual treatment condition was compared in the receptive training of novel action words presented to two bilingual, Spanish-dominant, minority-language preschoolers. In the bilingual condition, one set of actions and referents was trained in Spanish (L1) followed by training in English (L2). In the monolingual condition, another set of actions and referents was trained in L2 alone. For one child, superior L2 learning occurred in the bilingual condition, results consonant with reports by Garcia (1983a) and by Oskarsson (1975). For the other child, unexpectedly, the monolingual condition resulted in superior L2 learning. Her findings suggest that the effect of preference to learn in L2 may result in behavior which runs counter to expectations of performance based on observed dominance. Generalization of receptive learning to expressive performance was also assessed. Both children performed at sufficient levels to indicate learning was generalized from reception to expression.
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Hayashi, Yuko. "On the nature of morphological awareness and vocabulary knowledge in school-age English-Japanese bilingual and monolingual children." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:8bab5ec6-6f9a-4c7d-858c-97bdba53ef03.

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Morphological awareness and vocabulary knowledge are two (among many) components of multi-faceted word knowledge critical for language development and ultimately, academic performance, as they strongly correlate with other essential, literacy-related skills, such as spelling, writing and reading comprehension (Ramirez, Chen, Geva & Kiefer, 2010). Developing these types of knowledge is a non-linear process for school-age children: morphological awareness, in particular, involves long-term learning towards a full mastery beginning in mid-dle childhood and continuing through adolescence. Such learning processes can pose significant challenges especially for children attending a school entirely in a second language (L2) while speaking, as a first language (L1), a language which is ethno-linguistically minority in status in the larger (L2) society. Despite globally growing populations of L2 children in school settings, little is known about the nature of morphological/vocabulary knowledge in one language, relative to the other, especially when children are learning two typologically distant languages with different writing systems. The current study, situated within the theoretical framework of multicompetence (Cook, 2003), set out to investigate specific aspects of vocabulary knowledge and morphological awareness in different groups of English- and Japanese-speaking monolingual and bilingual children, whilst also examining the extent to which English morphological awareness influences/or is influenced by Japanese morphological awareness among the bilingual sample. The purpose of the study is largely three-fold. One was to examine the children’s ability to understand and express a connection between a word and its meaning. The former taps into receptive vocabulary knowledge, whereas the latter expressive vocabulary knowledge. Two vocabulary tests were administered to three groups of children per language: two bilingual groups (24 Japanese learners of English as a Second Language (ESL) and 21 learners of Japanese as a Heritage Language (JHL)) and a group of 25 English Language Monolinguals (ELMs) (English); and ESLs, JHLs and a group of 27 Japanese language Monolinguals (JLMs) (Japanese). The second purpose was to investigate the children’s ability to identify morphemes included in a word and also to produce inflectional and derivational forms of a word, using two morphological tasks per language – a Word Segmentation (WS) task and a Word Analogy (WA) task. Lastly, the current study examined, through statistical analyses, the nature of an association between morphological awareness and vocabulary knowledge in each language, and also whether morphological awareness in one language could act as a significant predictor of morphological awareness in the other, i.e., cross-linguistic influence. Four key findings were obtained. First, the patterns in which each group demonstrated vocabulary knowledge through English tests contrasted with the pattern observed in the Japanese results. In English, the ESL group scored more highly on the receptive test than the expressive test, whereas the reverse pattern was the case for the ELM group. The JHL group yielded comparable scores across tests. In Japanese, in contrast, all three groups (ESL/JHL/JLM) scored more highly on the expressive test than on the receptive test. Second, all groups of children typically demonstrated higher degrees of an awareness of inflectional morphemes than of derivational morphemes in the English morphological tasks (both the WS and WA tasks) and the Japanese WA task. A slightly different pattern was observed in the Japanese WS task, where the performances of ESL and JLM children were not sensitive to morpheme type, whereas the JHL group yielded higher scores on the inflectional morphemes than the root morphemes. As regards the relationship between morphological awareness and vocabulary knowledge in each language, in English, it was the ability to produce morphologically complex items, as opposed to recognising morphemes, that was positively related to vocabulary knowledge in all three groups (ESLs, JHLs & ELMs). In Japanese, in contrast, both morpheme recognition and production were positively related to vocabulary knowledge in all Japanese-speaking groups (ESLs, JHLs & JLMs). Lastly, the bilingual data identified a reciprocal nature of morphological transfer (Japanese -> English) only in the ESL group. More specifically, the ESL children’s ability to identify morphemes in Japanese words through segmentation may have a positive influence on the ability to produce English inflectional and derivational items. The latter ability is, in addition, likely to play a positive role in its Japanese equivalent, namely, the ability to produce Japanese inflectional and derivational items. No transfer effects were established in either direction for the JHL group. These within-language and cross-linguistic investigations of the nature of, and the relationship between morphological awareness and vocabulary knowledge are discussed in terms of the existing evidence in the literature (e.g., Carlisle, 2000; Ramirez at al.,2010) and are graphically illustrated via the integration continuum based on the notion of multicompetence (Cook, 2003). Several limitations of the current study are reviewed and discussed, fol-lowed by the Conclusion chapter, where the unique contribution of the current study to the literature is revisited, together with a brief remark about its indirect links with the field of educational research in Japan and suggestions for future research.
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Smith, Sara Ashley. "The nature of multi-word vocabulary among children with English as a first or additional language and its relationship with reading comprehension." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:cf5d0b8b-c51a-41b9-a59a-2e7a176238fc.

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Vocabulary is well acknowledged as playing a critical role in language and reading development for young children, particularly for children learning English as an Additional Language (EAL) in school (Scarborough, 2001; Stahl & Nagy, 2005). However, most previous research on vocabulary has focused on measuring individual words and failed to examine knowledge of multi-word phrases, despite corpus evidence that these items are common in the English lexicon (Erman & Warren, 2000). The nature of multi-word vocabulary knowledge and its possible contribution to literacy skills among children remains underexplored, possibly due to a lack of available suitable measures. The current thesis details the development and administration of an original multi-word phrase task containing transparent, semi-transparent and non-transparent verb + object phrases to 108 British monolingual English speakers and learners with EAL in school years 3, 4 and 5. Results showed a strong effect of item transparency, even greater than frequency. Year 4 monolingual English speakers had significantly higher scores than year 3 monolingual learners on non-transparent items, while among learners with EAL year 3 and 4 performances were similar and year 5 learners’ scores were significantly higher. The second phase of the study explored the contribution of multi-word phrase knowledge to reading among 40 year 4 monolingual English speaking children and Bengali speakers with EAL. Multiple regression analysis showed that multi-word task performance accounted for a significant amount of variance in reading scores, when controlling for non-verbal intelligence, receptive and expressive single word vocabulary and language background. These findings are of import for increasing our understanding of vocabulary development among young learners and provide insight into the particular needs of learners with EAL.
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White, Alicia Kate. "Cognition in Context: How Learning Environment, Word Grouping, and Proficiency Level Affect Second Language Vocabulary Acquisition." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1430754940.

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Leyden, Marisa E. "The Impact of Vocabulary Knowledge on Nonword Judgments in Spanish-English Bilinguals." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7327.

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This thesis suggests that the range of vocabulary in an individual’s lexicon has an influence on in their assessment of nonword wordlikeness. The study included thirteen Spanish-English bilinguals who participated in a language dominance questionnaire, standardized assessments of Spanish and English vocabulary knowledge, and Spanish and English wordlikeness judgment tasks. Resulting data demonstrated moderate correlations between vocabulary knowledge and performance on nonword wordlikeness judgement tasks in Spanish and English. Participants with larger lexicons appeared more tolerant of less probable nonwords, those with low phonotactic probability, while those with smaller lexicons were less accepting of nonwords with low phonotactic probability. The results suggest that an individual’s processing of low probability phonological constituents is influenced by the diversity and complexity of their linguistic knowledge and specifically, their vocabulary acquisition.
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李秀智 and Soo-jee Cheryl Lee. "A comparison of the effects of bilingualised dictionary and no dictionary use on reading comprehension and vocabulary learning ofHong Kong lower secondary students in a Chinese medium of instructionschool." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B4126258X.

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Books on the topic "Bilingualism. Vocabulary"

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Radío, Santiago Esteban. O vocabulario galego-castelán no ensino en Galicia: Unha aproximación sociolingüística. Ourense: Galiza, 1997.

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Jobin, Jean-Louis. Le vocabulaire de deux générations de Québécois: Différences temporelles (1966 et 1981) et régionales (Montréal et Québec). Québec, Qué: Centre international de recherche sur le bilinguisme, 1987.

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Beaton, Clare. Opposites. Hauppauge, N.Y: Barron's, 1996.

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Birgit, Harley, ed. Lexical issues in language learning. Amsterdam: J.Benjamins, 1995.

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Birgit, Harley, ed. Lexical issues in language learning. Ann Arbor, Mich: Language Learning/J. Benjamins, 1995.

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Kruk, Richard. An application of the generation effect paradigm to second-language vocabulary learning in Greek-English bilinguals. 1987.

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Book chapters on the topic "Bilingualism. Vocabulary"

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Weltens, Bert, and Marjon Grendel. "Attrition of Vocabulary Knowledge." In Studies in Bilingualism, 135. Amsterdam: John Benjamins Publishing Company, 1993. http://dx.doi.org/10.1075/sibil.6.08wel.

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Nation, Paul. "Vocabulary Size, Growth, and Use." In Studies in Bilingualism, 115. Amsterdam: John Benjamins Publishing Company, 1993. http://dx.doi.org/10.1075/sibil.6.07nat.

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Hansen, Lynne. "The acquisition, attrition, and relearning of mission vocabulary." In Modeling Bilingualism, 115–34. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/sibil.43.09han.

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Zaki, Hoda, and Rod Ellis. "Learning Vocabulary Through Interacting With a Written Text." In Studies in Bilingualism, 151. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/sibil.17.10zak.

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Meara, Paul. "The Bilingual Lexicon and the Teaching of Vocabulary." In Studies in Bilingualism, 279. Amsterdam: John Benjamins Publishing Company, 1993. http://dx.doi.org/10.1075/sibil.6.13mea.

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Hansen, Lynne, Melanie McKinney Sterling, and Yukako Umeda. "Chapter 8. Savings in the relearning of mission vocabulary." In Studies in Bilingualism, 185–202. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/sibil.45.08han.

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Ellis, Rod. "Factors in the Incidental Acquisition of Second Language Vocabulary from Oral Input." In Studies in Bilingualism, 35. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/sibil.17.06ell.

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Graham, C. Ray. "Chapter 7. Vocabulary attrition in adult speakers of Spanish as a second language." In Studies in Bilingualism, 135–84. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/sibil.45.07gra.

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Schaufeli, Anneli. "A Domain Approach to the Turkish Vocabulary of Bilingual Turkish Children in the Netherlands." In Studies in Bilingualism, 117. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/sibil.1.10sch.

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Willard, Jessica A., Yasemin Çiğtay-Akar, Katharina Kohl, and Birgit Leyendecker. "Chapter 3. Correlates of Turkish vocabulary in adolescent Turkish heritage language learners in Germany." In Studies in Bilingualism, 39–62. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/sibil.60.03wil.

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Conference papers on the topic "Bilingualism. Vocabulary"

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ABDUKADYROVA, T. T. "FORMATION OF QUALITATIVE CHARACTERISTICS OF FOREIGN LANGUAGE VOCABULARY IN THE CONDITIONS OF CHECHEN-RUSSIAN BILINGUALISM." In The main issues of linguistics, lingvodidactics and intercultural communications. Astrakhan State University, 2020. http://dx.doi.org/10.21672/978-5-9926-1237-0-005-009.

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This article examines the problem of teaching foreign language vocabulary in bilingual conditions. The importance of this article is due to the fact that the emphasis is placed on the study of qualitative characteristics of foreign language vocabulary in the conditions of chechen-russian bilingualism, which can affect communication in the study of native, russian and foreign languages. In the process of teaching foreign language vocabulary in the conditions of chechen-russian bilingualism, it is accompanied by additional difficulties, which are manifested due to the interaction of different lexical systems of the contacting languages. It should be noted that the difficulties of mastering the spelling features of lexical units are due to the peculiarities of german spelling, which is characterized by numerous rules for combining letters when writing and exceptions. The result of the research is the conclusion that the proposed classification of the development of lexical units of the german language, as practice shows, is an effective means for bilingual students to overcome difficulties in the process of forming a foreign language lexical competence.
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Al. Jumroh, Siti, and Nouval Rumaf. "Effect of Understanding Vocabulary Bilingualism Raw Indonesian Students Indonesia Education Study Program in UNIMUDA Sorong." In Proceedings of the First International Conference on Science, Technology and Multicultural Education, ICOCIT-MUDA, July 25th-26th, 2019, Sorong, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.25-6-2019.2294290.

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Bhalloo, Insiya, Kai Leung, and Monika Molnar. "Well-established monolingual literacy predictors in bilinguals." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0013/000428.

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An important component of early reading intervention is effective literacy screening tools. Literacy precursor screening tools have been primarily developed for early identification and remediation of potential reading difficulties in monolingual Englishspeaking children, despite the significant proportion of bilingual children worldwide. This systematic literature review examines whether the precursor literacy skills commonly used in monolingual English-speaking children have been assessed and found to predict later reading skills in simultaneous bilingual children. Our findings demonstrate that the nine major literacy precursors identified in monolingual children also significantly correlate with reading performance in simultaneous bilingual children. These nine literacy precursors are phonological awareness, letter knowledge, serial recall, oral language comprehension, vocabulary, grammar, memory, non-verbal intelligence and word decoding.
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