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Journal articles on the topic 'Language exposure'
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DeAnda, Stephanie, Laura Bosch, Diane Poulin-Dubois, Pascal Zesiger, and Margaret Friend. "The Language Exposure Assessment Tool: Quantifying Language Exposure in Infants and Children." Journal of Speech, Language, and Hearing Research 59, no. 6 (2016): 1346–56. http://dx.doi.org/10.1044/2016_jslhr-l-15-0234.
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Purpose The aim of this study was to develop the Language Exposure Assessment Tool (LEAT) and to examine its cross-linguistic validity, reliability, and utility. The LEAT is a computerized interview-style assessment that requests parents to estimate language exposure. The LEAT yields an automatic calculation of relative language exposure and captures qualitative aspects of early language experience. Method Relative language exposure as reported on the LEAT and vocabulary size at 17 months of age were measured in a group of bilingual language learners with varying levels of exposure to French and English or Spanish and English. Results The LEAT demonstrates high internal consistency and criterion validity. In addition, the LEAT's calculation of relative language exposure explains variability in vocabulary size above a single overall parent estimate. Conclusions The LEAT is a valid and efficient tool for characterizing early language experience across cultural settings and levels of language exposure. The LEAT could be a useful tool in clinical contexts to aid in determining whether assessment and intervention should be conducted in one or more languages.
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Genesee, Fred. "Introduction." Bilingualism: Language and Cognition 3, no. 3 (2000): 167–72. http://dx.doi.org/10.1017/s1366728900000316.
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This special issue of Bilingualism: Language and Cognition is devoted to syntactic aspects of bilingual acquisition. For the purposes of this issue, bilingual acquisition is defined as the acquisition of two languages during the period of primary language development, extending from birth onward. Bilingual acquisition can entail the acquisition of more than two languages (see Cenoz and Jessner, 2000) as well as the acquisition of a spoken and signed language (e.g., Richmond-Welty and Siple, 1999) or of two spoken languages; only studies of the simultaneous acquisition of two spoken languages are reported in this volume. An ideal definition of bilingual acquisition would include not only reference to the age of first exposure to two languages, but also reference to the regularity and extent of exposure to each language. While such stipulations are not necessary in defining the context for monolingual acquisition since virtually all children receive sufficient language exposure to fully acquire one language, they are important considerations in cases of bilingual acquisition since some children have insufficient exposure to two languages, either in terms of amount or continuity, to attain full bilingual proficiency.
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Thordardottir, Elin. "The relationship between bilingual exposure and vocabulary development." International Journal of Bilingualism 15, no. 4 (2011): 426–45. http://dx.doi.org/10.1177/1367006911403202.
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The relationship between amount of bilingual exposure and performance in receptive and expressive vocabulary in French and English was examined in 5-year-old Montreal children acquiring French and English simultaneously as well as in monolingual children. The children were equated on age, socio-economic status, nonverbal cognition, and on minority/majority language status (both languages have equal status), but differed in the amount of exposure they had received to each language spanning the continuum of bilingual exposure levels. A strong relationship was found between amount of exposure to a language and performance in that language. This relationship was different for receptive and expressive vocabulary. Children having been exposed to both languages equally scored comparably to monolingual children in receptive vocabulary, but greater exposure was required to match monolingual standards in expressive vocabulary. Contrary to many previous studies, the bilingual children were not found to exhibit a significant gap relative to monolingual children in receptive vocabulary. This was attributed to the favorable language-learning environment for French and English in Montreal and might also be related to the fact the two languages are fairly closely related. Children with early and late onset (before 6 months and after 20 months) of bilingual exposure who were equated on overall amount of exposure to each language did not differ significantly on any vocabulary measure.
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Degani, Tamar, Hamutal Kreiner, Haya Ataria, and Farha Khateeb. "The impact of brief exposure to the second language on native language production: Global or item specific?" Applied Psycholinguistics 41, no. 1 (2019): 153–83. http://dx.doi.org/10.1017/s0142716419000444.
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AbstractBilinguals routinely shift between their languages, changing languages between communicative settings. To test the consequences of such changes in language use, 48 Arabic–Hebrew bilinguals named pictures in Arabic (L1) before and after a brief exposure manipulation, including either reading a list of Hebrew (L2) words aloud or performing a nonlinguistic task. Half of the items post-exposure were new and half were translation equivalents of the words presented during the L2 exposure task. Further, half of the items were very low-frequency L1 words, typically replaced by borrowed L2 words. Results show that across word types bilinguals were less accurate and produced more L2 cross-language errors in their dominant L1 following brief L2 exposure. Error rates were comparable for translation equivalents and new items, but more cross-language errors were observed post-exposure on translation equivalents. These findings demonstrate the engagement of both global whole-language control mechanisms and item-based competitive processes, and highlight the importance of language context and the dynamic nature of bilingual performance.
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KOVELMAN, IOULIA, STEPHANIE A. BAKER, and LAURA-ANN PETITTO. "Age of first bilingual language exposure as a new window into bilingual reading development." Bilingualism: Language and Cognition 11, no. 2 (2008): 203–23. http://dx.doi.org/10.1017/s1366728908003386.
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How does age of first bilingual language exposure affect reading development in children learning to read in both of their languages? Is there a reading advantage for monolingual English children who are educated in bilingual schools? We studied children (grades 2–3, ages 7–9) in bilingual Spanish–English schools who were either from Spanish-speaking homes (new to English) or English-speaking homes (new to Spanish), as compared with English-speaking children in monolingual English schools. An early age of first bilingual language exposure had a positive effect on reading, phonological awareness, and language competence in both languages: early bilinguals (age of first exposure 0–3 years) outperformed other bilingual groups (age of first exposure 3–6 years). Remarkably, schooling in two languages afforded children from monolingual English homes an advantage in phoneme awareness skills. Early bilingual exposure is best for dual language reading development, and it may afford such a powerful positive impact on reading and language development that it may possibly ameliorate the negative effect of low SES on literacy. Further, age of first bilingual exposure provides a new tool for evaluating whether a young bilingual has a reading problem versus whether he or she is a typically-developing dual-language learner.
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Mason, Lisa H., Jordan P. Harp, and Dong Y. Han. "Pb Neurotoxicity: Neuropsychological Effects of Lead Toxicity." BioMed Research International 2014 (2014): 1–8. http://dx.doi.org/10.1155/2014/840547.
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Neurotoxicity is a term used to describe neurophysiological changes caused by exposure to toxic agents. Such exposure can result in neurocognitive symptoms and/or psychiatric disturbances. Common toxic agents include heavy metals, drugs, organophosphates, bacterial, and animal neurotoxins. Among heavy metal exposures, lead exposure is one of the most common exposures that can lead to significant neuropsychological and functional decline in humans. In this review, neurotoxic lead exposure's pathophysiology, etiology, and epidemiology are explored. In addition, commonly associated neuropsychological difficulties in intelligence, memory, executive functioning, attention, processing speed, language, visuospatial skills, motor skills, and affect/mood are explored.
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Sundara, Megha, Nancy Ward, Barbara Conboy, and Patricia K. Kuhl. "Exposure to a second language in infancy alters speech production." Bilingualism: Language and Cognition 23, no. 5 (2020): 978–91. http://dx.doi.org/10.1017/s1366728919000853.
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AbstractWe evaluated the impact of exposure to a second language on infants’ emerging speech production skills. We compared speech produced by three groups of 12-month-old infants while they interacted with interlocutors who spoke to them in Spanish and English: monolingual English-learning infants who had previously received 5 hours of exposure to a second language (Spanish), English- and Spanish-learning simultaneous bilinguals, and monolingual English-learning infants without any exposure to Spanish. Our results showed that the monolingual English-learning infants with short-term exposure to Spanish and the bilingual infants, but not the monolingual English-learning infants without exposure to Spanish, flexibly matched the prosody of their babbling to that of a Spanish- or English-speaking interlocutor. Our findings demonstrate the nature and extent of benefits for language learning from early exposure to two languages. We discuss the implications of these findings for language organization in infants learning two languages.
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Cohen, Cathy, Romane Demazel, and Agnès Witko. "Exploring the Interplay of Language Exposure, Language Skills and Language and Cultural Identity Construction in French-English Bilingual Adolescents: A Longitudinal Case Study." Languages 9, no. 7 (2024): 253. http://dx.doi.org/10.3390/languages9070253.
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This study explores dual language acquisition according to three interrelated factors which have been found to account for individual differences in bilingual development. These are child-internal, proximal and distal factors. This five-year longitudinal case study investigates the complex interplay between language exposure, language skills and language and cultural identity construction in three French-English bilingual adolescents (from age 10 to 14), from three different home language backgrounds (French dominant; English dominant; both French and English), attending the same bilingual programme in France. Data were collected annually. Parent questionnaires provided information on the children’s exposure to French and English from birth, within the family and in school and other social environments. Semi-structured interviews with the children explored their current language exposure and their language practices with close family and friends, and in language-based activities, such as reading. Language skills were assessed in both languages through (1) a narrative task evaluating lexical diversity and grammatical accuracy, and (2) a standard receptive vocabulary task. Identity construction was explored through semi-structured interviews and a language portrait activity. Our findings showed, first, that higher exposure to a language at home and school did not necessarily align with higher level skills in that language. High-level skills were also observed in the language where exposure was quantitatively lower, but qualitatively rich. Secondly, despite higher exposure to one language, children sometimes identified more with the language and culture they were exposed to less. We highlight the importance of exploring children’s exposure and language biographies in depth to distinguish the sources and types of exposure received from birth. We also show the impact of children’s agency on their language investment and language development.
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STOEHR, ANTJE, TITIA BENDERS, JANET G. VAN HELL, and PAULA FIKKERT. "Heritage language exposure impacts voice onset time of Dutch–German simultaneous bilingual preschoolers." Bilingualism: Language and Cognition 21, no. 3 (2017): 598–617. http://dx.doi.org/10.1017/s1366728917000116.
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This study assesses the effects of age and language exposure on VOT production in 29 simultaneous bilingual children aged 3;7 to 5;11 who speak German as a heritage language in the Netherlands. Dutch and German have a binary voicing contrast, but the contrast is implemented with different VOT values in the two languages. The results suggest that bilingual children produce ‘voiced’ plosives similarly in their two languages, and these productions are not monolingual-like in either language. Bidirectional cross-linguistic influence between Dutch and German can explain these results. Yet, the bilinguals seemingly have two autonomous categories for Dutch and German ‘voiceless’ plosives. In German, the bilinguals’ aspiration is not monolingual-like, but bilinguals with more heritage language exposure produce more target-like aspiration. Importantly, the amount of exposure to German has no effect on the majority language's ‘voiceless’ category. This implies that more heritage language exposure is associated with more language-specific voicing systems.
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SULLIVAN, MICHELE G. "Valproate Exposure Hits Language Development." Pediatric News 44, no. 2 (2010): 30. http://dx.doi.org/10.1016/s0031-398x(10)70064-3.
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Byers-Heinlein, Krista, Esther Schott, Ana Maria Gonzalez-Barrero, et al. "MAPLE: A Multilingual Approach to Parent Language Estimates." Bilingualism: Language and Cognition 23, no. 5 (2019): 951–57. http://dx.doi.org/10.1017/s1366728919000282.
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Bilingual infants vary in when, how, and how often they hear each of their languages. Variables such as the particular languages of exposure, the community context, the onset of exposure, the amount of exposure, and socioeconomic status are crucial for describing any bilingual infant sample. Parent report is an effective approach for gathering data about infants’ language experience. However, its quality is highly dependent on how information is elicited. This paper introduces a Multilingual Approach to Parent Language Estimates (MAPLE). MAPLE promotes best practices for using structured interviews to reliably elicit information from parents on bilingual infants’ language background, with an emphasis on the challenging task of quantifying infants’ relative exposure to each language. We discuss sensitive issues that must be navigated in this process, including diversity in family characteristics and cultural values. Finally, we identify six systematic effects that can impact parent report, and strategies for minimizing their influence.
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Nur Fajar, Kristanti Yuntoro Putri, and Irwan Sulistyanto. "Exposure to English: How Significance English Exposure to English Achievement." Education and Human Development Journal 8, no. 3 (2023): 34–40. http://dx.doi.org/10.33086/ehdj.v8i3.5289.
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The purpose of this study is to find out the exposure that is able to influence individuals’ on English achievement and to investigate the influence of English exposure on English achievement. The students are given five sets of likert scale type of questionnaire as the instrument of this study. Modification a language exposure questionnaire, the researcher indentifies the activities that exposed students to the target language. The subject of this study is 46 students of 2022 academy class from English Education Department at Kadiri Islamic University. Firstly, the result of study found that students were mostly exposed to English language through Media compared to exposure at school, which higher than their exposure at home or through their friends. It showed students acquire much of their exposure through media. Secondly, the study indicated that it was only 19.7% of the significance between English exposures on English achievement. It can be concluded that it is a low exposure on English achievement and there is no significance influence of English exposure on English achievement
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Brevik, Lisbeth M., and Ulrikke Rindal. "Language Use in the Classroom: Balancing Target Language Exposure With the Need for Other Languages." TESOL Quarterly 54, no. 4 (2020): 925–53. http://dx.doi.org/10.1002/tesq.564.
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MacLeod, Andrea AN, Leah Fabiano-Smith, Sarah Boegner-Pagé, and Salomé Fontolliet. "Simultaneous bilingual language acquisition: The role of parental input on receptive vocabulary development." Child Language Teaching and Therapy 29, no. 1 (2012): 131–42. http://dx.doi.org/10.1177/0265659012466862.
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Parents often turn to educators and healthcare professionals for advice on how to best support their child’s language development. These professionals frequently suggest implementing the ‘one-parent–one-language’ approach to ensure consistent exposure to both languages. The goal of this study was to understand how language exposure influences the receptive vocabulary development of simultaneous bilingual children. To this end, we targeted nine German–French children growing up in bilingual families. Their exposure to each language within and outside the home was measured, as were their receptive vocabulary abilities in German and French. The results indicate that children are receiving imbalanced exposure to each language. This imbalance is leading to a slowed development of the receptive vocabulary in the minority language, while the majority language is keeping pace with monolingual peers. The one-parent–one-language approach does not appear to support the development of both of the child’s languages in the context described in the present study. Bilingual families may need to consider other options for supporting the bilingual language development of their children. As professionals, we need to provide parents with advice that is based on available data and that is flexible with regards to the current and future needs of the child and his family.
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Awatin, Michael, and Jonelson Escandallo. "The Relationship of Language Exposure and Language Competence among English Major Students: A Convergent Parallel Approach." Psychology and Education: A Multidisciplinary Journal 27, no. 10 (2024): 1113–51. https://doi.org/10.5281/zenodo.14085176.
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The purpose of this study was to identify the significant relationships between language exposure and language competence among English major students in a local college. Also, this aimed to explore the lived experiences, coping mechanism, and insight of the students related to their language exposure and language competence. This study used mixed method design, utilizing parallel convergent approach. The participants of the study were the mathematics education students from all year levels. For the quantitative part, it involved 214 students from all year levels and for the qualitative part, it involved 10 participants. Result revealed that the level of language exposure and language competence is high which means it is oftentimes manifested by the English major students. Meanwhile, for the qualitative results it revealed different experiences, coping mechanisms, and insight of the students relative to their exposure with the language and language competence. Similarly, mixed method analysis and data corroboration found that both quantitative and qualitative data are merging. The results showed that being exposed to the language greatly improves English major students' language skills, helping them use the language effectively and efficiently in real-life situations.
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Angwah, Julius, and Emmanuel Tangong. "Cameroon’s Foreign Language Learning Culture and the Paradox of English as an Official Language." Global Academic Journal of Linguistics and Literature 4, no. 5 (2022): 153–60. http://dx.doi.org/10.36348/gajll.2022.v04i05.004.
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Substantial exposure to language is one of the most effectively proven approaches to language learning. In Cameroon, however, even with a fairly considerable exposure to the English Language, foreign language learners still lack very basic communicative competencies in it relative to other foreign languages. In this study, we sought to describe EFL learners’ degree of exposure to different foreign languages in the Francophone system of education vis-à-vis their performances, explore some striking pedagogic differences in the teaching of English and other foreign languages and finally assess the extent to which learners’ motivations affect their mastery of English and other foreign languages. Drawing from an analysis of a three-year statistics of final year EFL learners’ performances in Lycee de Nkolbisson, an oral assessment, interviews on pedagogic approaches and the motivations of 60 EFL learners, we realized that though learners are more exposed to the English Language, they tend to lack very basic communicative skills in it compared to other foreign languages in the Francophone system of education. It was also realized that, besides poor motivation, there are also pedagogic lapses in the teaching of English to Francophones in the country. This led us to the conclusion that while, practically, pedagogic inconsistencies could account for the remarkable incompetence among EFL learners in Cameroon, it seems to be a micro reflection of a macro indifference towards the learning of English among Francophones in general.
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HURTADO, NEREYDA, THERES GRÜTER, VIRGINIA A. MARCHMAN, and ANNE FERNALD. "Relative language exposure, processing efficiency and vocabulary in Spanish–English bilingual toddlers." Bilingualism: Language and Cognition 17, no. 1 (2013): 189–202. http://dx.doi.org/10.1017/s136672891300014x.
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Research with monolingual children has shown that early efficiency in real-time word recognition predicts later language and cognitive outcomes. In parallel research with young bilingual children, processing ability and vocabulary size are closely related within each language, although not across the two languages. For children in dual-language environments, one source of variation in patterns of language learning is differences in the degree to which they are exposed to each of their languages. In a longitudinal study of Spanish/English bilingual children observed at 30 and 36 months, we asked whether the relative amount of exposure to Spanish vs. English in daily interactions predicts children's relative efficiency in real-time language processing in each language. Moreover, to what extent does early exposure and speed of lexical comprehension predict later expressive and receptive vocabulary outcomes in Spanish vs. English? Results suggest that processing skill and language experience each promote vocabulary development, but also that experience with a particular language provides opportunities for practice in real-time comprehension in that language, sharpening processing skills that are critical for learning.
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Giguere, David, and Erika Hoff. "Home language and societal language skills in second-generation bilingual adults." International Journal of Bilingualism 24, no. 5-6 (2020): 1071–87. http://dx.doi.org/10.1177/1367006920932221.
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Aims: Research aims were (a) to test competing predictions regarding the levels of heritage and societal language proficiency among young adults who experienced early exposure to both languages, and (b) to identify sources of individual differences in degree of bilingualism. Design/methodology/approach: Participants comprised 65 Spanish–English bilinguals who reported using both languages on a weekly basis, 25 native English monolinguals, and 25 native Spanish monolinguals. Language and literacy skills were assessed with a battery of standardized and research-based assessments. Degree of bilingualism was calculated for the bilingual participants. Data and analysis: Paired sample t-tests compared the bilinguals’ skills in English to their skills in Spanish. Hierarchical regression evaluated factors related to their degree of bilingualism. Independent sample t-tests compared bilinguals’ single-language skills to monolinguals. Findings/conclusions: The bilinguals’ English skills were stronger than their Spanish skills on every measure. Thus, degree of bilingualism was largely a function of level of Spanish skill and was associated with concurrent Spanish exposure. Bilinguals’ English skills were not different from the monolinguals except in speed of lexical access. The bilinguals’ Spanish skills were significantly lower than the Spanish monolinguals on every measure except in accuracy judgments for grammatically correct sentences. Originality: Previous studies of bilingual adults have focused on sequential bilinguals and previous studies of heritage language speakers have focused on their grammatical skills. This is the first study, to our knowledge, to assess a wide range of functionally relevant skills in adults with early exposure to a heritage and societal language. Significance/implications: These findings demonstrate that early exposure to and continued use of a home language does not interfere with the achievement of societal language and literacy skills, while also demonstrating that even a widely and frequently used home language may not be acquired to the same skill level as a societal language used in school.
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Hovsepian, Alice. "Vocabulary growth in Armenian–English bilingual kindergarteners." First Language 38, no. 1 (2017): 47–71. http://dx.doi.org/10.1177/0142723717715985.
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Four-year-old ( n = 20) and five-year-old ( n = 22) bilingual children were tested twice in six months on Armenian (minority language) and English (majority language) picture identification and picture naming tasks to examine receptive and expressive vocabulary growth in both languages. Parental education, Armenian/English language exposure, and nonverbal cognitive ability were also measured as potential predictors of vocabulary. Children showed growth over time in all four vocabulary tasks. However, less growth was observed in Armenian expressive task than in others, which indicated a preference to use English. Armenian language exposure was the unique predictor of Armenian picture identification and picture naming, whereas English language exposure was the unique predictor of English picture identification.
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Meliana, Riska. "Syntax Unraveled : Exploring First Language Acquisition in Children's Linguistic Development." Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya 14, no. 1 (2024): 80. http://dx.doi.org/10.26714/lensa.14.1.2024.80-103.
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This study explores syntactic development in first language acquisition in 54-month-old children, focusing on children's linguistic ability to use conjunctions and relative phrases. A multilingual environment may influence syntactic development in these children differently compared to monolingual children. Multilingual children have a wider exposure to various syntactic structures, which allows them more flexibility in understanding and using these structures. Exposure to three languages can enrich the child's vocabulary and improve his/her ability to process linguistic information, which in turn affects the use of more complex syntactic structures. The findings from this study demonstrate the proficiency of a girl exposed to Bengkulu, Serawai and Indonesian languages. The child demonstrated a strong understanding of syntactic structures by scoring an average of 4.34 morphemes per utterance, which places the child's stage of language acquisition at stage V according to her age. This proficiency is likely due to the positive influence of a multilingual environment on the child's language development. This study underscores the importance of early exposure to multiple languages in enhancing syntactic proficiency and highlights the benefits of such exposure on children's language acquisition.
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Thompson, Paul, Sophia Ananiadou, Ioannis Basinas, et al. "Supporting the working life exposome: Annotating occupational exposure for enhanced literature search." PLOS ONE 19, no. 8 (2024): e0307844. http://dx.doi.org/10.1371/journal.pone.0307844.
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An individual’s likelihood of developing non-communicable diseases is often influenced by the types, intensities and duration of exposures at work. Job exposure matrices provide exposure estimates associated with different occupations. However, due to their time-consuming expert curation process, job exposure matrices currently cover only a subset of possible workplace exposures and may not be regularly updated. Scientific literature articles describing exposure studies provide important supporting evidence for developing and updating job exposure matrices, since they report on exposures in a variety of occupational scenarios. However, the constant growth of scientific literature is increasing the challenges of efficiently identifying relevant articles and important content within them. Natural language processing methods emulate the human process of reading and understanding texts, but in a fraction of the time. Such methods can increase the efficiency of both finding relevant documents and pinpointing specific information within them, which could streamline the process of developing and updating job exposure matrices. Named entity recognition is a fundamental natural language processing method for language understanding, which automatically identifies mentions of domain-specific concepts (named entities) in documents, e.g., exposures, occupations and job tasks. State-of-the-art machine learning models typically use evidence from an annotated corpus, i.e., a set of documents in which named entities are manually marked up (annotated) by experts, to learn how to detect named entities automatically in new documents. We have developed a novel annotated corpus of scientific articles to support machine learning based named entity recognition relevant to occupational substance exposures. Through incremental refinements to the annotation process, we demonstrate that expert annotators can attain high levels of agreement, and that the corpus can be used to train high-performance named entity recognition models. The corpus thus constitutes an important foundation for the wider development of natural language processing tools to support the study of occupational exposures.
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UCHIKOSHI, YUUKO. "Development of vocabulary in Spanish-speaking and Cantonese-speaking English language learners." Applied Psycholinguistics 35, no. 1 (2012): 119–53. http://dx.doi.org/10.1017/s0142716412000264.
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ABSTRACTThis study examines vocabulary growth rates in first and second languages for Spanish-speaking and Cantonese-speaking English language learners from kindergarten through second grade. Growth-modeling results show a within-language effect of concepts about print on vocabulary. Language exposure also had an effect on English vocabulary: earlier English exposure led to larger English vocabulary in kindergarten. There was no interference of early English exposure on native-language vocabulary. Moreover, Cantonese-speaking children had higher English expressive vocabulary scores than Spanish-speaking children and this difference remained for the 3 years. In contrast, although there were no significant differences in first language vocabulary at the start of kindergarten, Spanish-speaking children had steeper growth rates in first-language vocabulary than Cantonese-speaking children, after controlling for language of instruction and first-language concepts about print.
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Gooskens, Charlotte, and Wilbert Heeringa. "The role of dialect exposure in receptive multilingualism." Applied Linguistics Review 5, no. 1 (2014): 247–71. http://dx.doi.org/10.1515/applirev-2014-0011.
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AbstractPrevious investigations of inter-Scandinavian intelligibility have shown that, in general, Norwegians are better at understanding the closely related languages Danish and Swedish than Danes and Swedes are at understanding Norwegian. This asymmetry is often explained by the strong position that dialects hold in Norway as opposed to in Denmark and Sweden. In Norway, the general public is more exposed to language variation than in Sweden and Denmark. Due to this exposure Norwegians are assumed to have higher language awareness and more possibilities for linguistic transfer than Swedes and Danes. This could make it easier for them to understand closely related language varieties. The aim of the present investigation is to get an answer to the question whether Norwegians are better at understanding Nordic varieties relative to linguistic distances than Danes. If it is indeed the case that Norwegians have more language awareness, we would expect them to be better than Danes at understanding varieties with the same linguistic distance to their native variety. Our results show that Norwegians are generally better at understanding Nordic language varieties than Danes are. However, this can be explained by linguistic distances and knowledge of the language varieties in the test. No evidence was found for more general language awareness among Norwegians than among Danes.
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Bowers, Jeffrey S., Sven L. Mattys, and Suzanne H. Gage. "Preserved Implicit Knowledge of a Forgotten Childhood Language." Psychological Science 20, no. 9 (2009): 1064–69. http://dx.doi.org/10.1111/j.1467-9280.2009.02407.x.
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Previous research suggests that a language learned during early childhood is completely forgotten when contact to that language is severed. In contrast with these findings, we report leftover traces of early language exposure in individuals in their adult years, despite a complete absence of explicit memory for the language. Specifically, native English individuals under age 40 selectively relearned subtle Hindi or Zulu sound contrasts that they once knew. However, individuals over 40 failed to show any relearning, and young control participants with no previous exposure to Hindi or Zulu showed no learning. This research highlights the lasting impact of early language experience in shaping speech perception, and the value of exposing children to foreign languages even if such exposure does not continue into adulthood.
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Wagovich, Stacy A., and Marilyn Newhoff. "The Single Exposure." American Journal of Speech-Language Pathology 13, no. 4 (2004): 316–28. http://dx.doi.org/10.1044/1058-0360(2004/032).
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A critical aspect of the assessment of children's word learning processes is the examination of word knowledge growth over time. The purpose of this study was to examine the types of partial word knowledge (PWK) growth that occurred from 1 exposure to unfamiliar words in text, taking into account the roles of part of speech and individual language skills. Sixth-grade children with normal language read stories containing unfamiliar nouns and verbs. The children then completed 2 tasks to assess PWK. Results were that at least 1 type of PWK developed: knowledge that a word exists as a lexical entry in the language. Part of speech appeared to play a role; significant PWK at posttest was apparent for verbs but not for nouns. Children's language skills did not appear to impact the amount of PWK demonstrated at posttest.
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Fitriati, Anna, Diksita Galuh Nirwinastu, and Haniel Arbert Tantio. "Exploring Teenager’s Language Attitudes towards Javanese Language." Journal of Language and Literature 25, no. 1 (2025): 263–73. https://doi.org/10.24071/joll.v25i1.10539.
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Language attitudes significantly influence language vitality and revitalization, shaping users' language choices. In Indonesia, indigenous languages, including Javanese, are declining in use, particularly among younger generations who prefer Indonesian for daily communication. Family language policies, where parents prioritize Indonesian over indigenous languages, contribute to this trend. This study investigates teenagers’ language attitudes towards Javanese, aiming to inform strategies for preserving the language. Using a mixed-method sociolinguistic approach, the researchers collected data through surveys and interviews, examining factors like cultural identity, social dynamics, educational experiences, and media exposure. The study involves Junior High School students, with 127 survey responses and 42 respondents joining the interviews. The findings reveal that 44.1% of respondents learned Javanese as their mother tongue, while 55.1% acquired Indonesian. Proficiency in Javanese varies: 41.7% can fluently use Javanese Ngoko, but only 4.7% are fluent in Krama. Javanese Ngoko is mainly used within families and local communities, whereas Indonesian dominates in schools and public spaces, influenced by its perceived utility and globalization. Despite challenges, including limited learning resources and fear of misuse, respondents view Javanese positively, driven by cultural pride and ethnic identity. These findings highlight the need for targeted strategies to empower teenagers to preserve and revitalize Javanese. Addressing language attitudes and increasing exposure to Javanese could help reverse its decline.
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Altaweel, Reema S., and Haroon N. Alsager. "Acquisition of EFL During the Critical Period and Its Impact on L1 Arabic." Theory and Practice in Language Studies 14, no. 9 (2024): 2802–13. http://dx.doi.org/10.17507/tpls.1409.16.
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Language development in children occurs without the explicit teaching of their rules, prompting parents to introduce languages in addition to their native language This study examines whether extensive exposure to English as a foreign language (EFL) detrimentally impacts children’s syntactic proficiency in their primary language (L1). The study involves Saudi Arabian children attending international schools in Riyadh, Saudi Arabia, from grades one to six, who were learning English as a foreign language. An elicited imitation task containing sentences demonstrating syntactic functions was used. The results showed a gradual difference in grade levels. Initially, the lower grades performed well in Arabic, whereas with each advancing grade, there was an improvement in English proficiency, accompanied by a slight decline in Arabic proficiency. This pattern suggests that younger students might have had limited exposure to English, whereas older students had more time to become acquainted with the language, thus influencing their linguistic abilities. This may imply a correlation between the amount of exposure to a foreign language and proficiency in one's native language. While this study provides valuable insights, it lacks detailed individual information on students' language backgrounds and exposure outside educational settings, limiting comprehensive insights.
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Brandeker, Myrto, and Elin Thordardottir. "Language Exposure in Bilingual Toddlers: Performance on Nonword Repetition and Lexical Tasks." American Journal of Speech-Language Pathology 24, no. 2 (2015): 126–38. http://dx.doi.org/10.1044/2015_ajslp-13-0106.
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Purpose The amount of language exposure is correlated with bilingual lexical development, but findings are mixed on how exposure relates to nonword repetition (NWR), a complex skill involving both short-term processing and long-term vocabulary knowledge. We extend previous work to a younger age group by investigating the role of exposure on NWR versus vocabulary, along with the effect of item construction and scoring. Method Sixty typically developing children (ages 2;5–3;6[years;months]) were assessed for NWR and receptive and expressive vocabulary. Participants ranged in amount of previous exposure to English and French from 0% to 100% and were tested in both languages if able to participate, even with very limited exposure (28 completed testing in both languages, 11 completed testing in English only, 21 completed testing in French only). Results Correlational analyses showed moderate to strong associations between the amount of exposure and vocabulary in that language, whereas the relationship of exposure with NWR was weak or nonsignificant, depending on scoring method. NWR correlated with vocabulary in English only. Performance on NWR was affected by nonword length but unaffected by wordlikeness. Conclusions NWR and vocabulary were differently related to language exposure. The underlying mechanisms of NWR at this age appeared mainly reliant on short-term processes, in contrast to long-term vocabulary knowledge.
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Buac, Milijana, Megan Gross, and Margarita Kaushanskaya. "The Role of Primary Caregiver Vocabulary Knowledge in the Development of Bilingual Children's Vocabulary Skills." Journal of Speech, Language, and Hearing Research 57, no. 5 (2014): 1804–16. http://dx.doi.org/10.1044/2014_jslhr-l-13-0055.
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Purpose The present study examined the impact of environmental factors (socioeconomic status [SES], the percent of language exposure to English and to Spanish, and primary caregivers' vocabulary knowledge) on bilingual children's vocabulary skills. Method Vocabulary skills were measured in 58 bilingual children between the ages of 5 and 7 who spoke Spanish as their native language and English as their second language. Data related to language environment in the home, specifically, the percent of language exposure to each language and SES, were obtained from primary caregiver interviews. Primary caregivers' vocabulary knowledge was measured directly using expressive and receptive vocabulary assessments in both languages. Results Multiple regression analyses indicated that primary caregivers' vocabulary knowledge, the child's percent exposure to each language, and SES were robust predictors of children's English, but not Spanish, vocabulary skills. Conclusion These findings indicate that in the early school ages, primary caregiver vocabulary skills have a stronger impact on bilingual children's second-language than native-language vocabulary.
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Mayberry, Rachel I., Elizabeth Lock, and Hena Kazmi. "Linguistic ability and early language exposure." Nature 417, no. 6884 (2002): 38. http://dx.doi.org/10.1038/417038a.
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Mentis, Michelle. "In UteroCocaine Exposure and Language Development." Seminars in Speech and Language 19, no. 02 (1998): 147–65. http://dx.doi.org/10.1055/s-2008-1064042.
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Greene, Tom, Claire B. Emhart, Sue Martier, Robert Sokol, and Joel Ager. "Prenatal Alcohol Exposure and Language Development." Alcoholism: Clinical and Experimental Research 14, no. 6 (1990): 937–45. http://dx.doi.org/10.1111/j.1530-0277.1990.tb01842.x.
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Szoke, Daniel, Caroline Cummings, and Lorraine T. Benuto. "Exposure in an Increasingly Bilingual World: Native Language Exposure Therapy With a Non-Language Matched Therapist." Clinical Case Studies 19, no. 1 (2019): 51–61. http://dx.doi.org/10.1177/1534650119886349.
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Language is an essential part of psychotherapy and experts in cultural competence encourage the consideration of language as an element in cultural adaptation to therapy. Providing clients with services in their native language is associated with lower dropout and better outcomes. Therapies such as prolonged exposure therapy (PET) for posttraumatic stress disorder (PTSD) require clients to recount trauma memories to activate and correct overreactive fear networks in the brain. Research shows that the most genuine and detailed recall of these autobiographical memories occurs when people recollect in the same language in which the memory was encoded. Clients are less likely to drop out, tend to see better outcomes, and most closely follow the treatment protocol for PET when speaking in their native language. In an increasingly bilingual world, therapists may share a common language with a client but may be unable to speak the client’s native language. A novel solution for PET involves starting therapy in the therapist/client dyad’s shared language and then eventually conducting imaginal exposures in the client’s native language. The following case provides a successful example for how and why such therapy can be conducted.
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Thordardottir, Elin. "Amount trumps timing in bilingual vocabulary acquisition: Effects of input in simultaneous and sequential school-age bilinguals." International Journal of Bilingualism 23, no. 1 (2017): 236–55. http://dx.doi.org/10.1177/1367006917722418.
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Objectives: This study examined the extent to which the language performance of school-age bilingual children is impacted by the amount of language exposure they have received in each language versus the timing of this exposure in terms of the age of first exposure (AoE). Methods: Receptive and expressive vocabulary and word morphology measures were administered in both languages to school-age simultaneous and sequential learners of French (other language English), and to their monolingual counterparts. Data and analysis: The study included 64 children in first grade and 68 children in third grade in French schools in Montreal. Within each grade level, simultaneous bilinguals, sequential bilinguals, and monolinguals were equivalent in age, nonverbal cognition and socio-economic status (maternal education). Detailed information on previous language exposure was gathered by parent report. Conclusions: Simultaneous bilinguals performed somewhat better than sequential bilinguals; however both groups overall performed significantly more poorly than monolinguals. Differences in performance between simultaneous and sequential bilinguals were mediated by differences in amount, not timing, of exposure. Sequential learners in grade 1 required lower amounts of input to reach high French scores than did their simultaneous counterparts; sequential and simultaneous learners in grade 3 did not differ in this respect. This finding suggests that the recency of bilingual exposure is a significant determiner of the rate of second language learning. The amount of exposure to each language since birth predicted performance in each language of the bilingual children. Originality: Bilingual children with different AoEs were compared while also controlling for differences in amount of exposure. Significant implications: The results call into question the traditional separation between simultaneous and sequential bilinguals and shows that an early start of bilingualism does not in and of itself predict better performance or performance within the monolingual range. Better performance was more strongly related to amount than timing of exposure.
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Sujana, Ricky, Ade Kusmana, and Eko Kuntarto. "PERANAN GAMBAR SEBAGAI PAJANAN BAHASA DALAM MEMPERCEPAT PEMEROLEHAN BAHASA ANAK." Jurnal Komposisi 5, no. 2 (2023): 77. http://dx.doi.org/10.53712/jk.v5i2.1773.
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Language is the main means of communication in human life in this world. Language is one of the most important joints in everyone's life. Language can also be learned in certain ways. The learning process can be done by educators through the use of instructional media, one of which is picture media. The role of pictures as a language exposure is a type of language that is not the mother tongue for speakers, but is often used in the environment of the speaker as a medium of continued communication. The purpose of writing this article is to find out the role of images as exposure to language in helping to accelerate children's language. By using the experimental method serves to build relationships that contain causal phenomena which aims to analyze the role of images as language exposure in accelerating the acquisition of children's language. Image media itself at first we recognize the media as a tool in teaching and learning activities that provide visual experiences to children in order to encourage learning motivation, clarify, and facilitate complex and abstract concepts to be simpler, concrete, easy to understand, and accelerate the acquisition children's language. By using pictures as a language exposure makes it more interesting for children to learn languages.
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Goksan, Sezgi, Froso Argyri, Jonathan D. Clayden, Frederique Liegeois, and Li Wei. "Early childhood bilingualism: effects on brain structure and function." F1000Research 9 (May 15, 2020): 370. http://dx.doi.org/10.12688/f1000research.23216.1.
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Growing up in a bilingual environment is becoming increasingly common. Yet, we know little about how this enriched language environment influences the connectivity of children’s brains. Behavioural research in children and adults has shown that bilingualism experience may boost executive control (EC) skills, such as inhibitory control and attention. Moreover, increased structural and functional (resting-state) connectivity in language-related and EC-related brain networks is associated with increased executive control in bilingual adults. However, how bilingualism factors alter brain connectivity early in brain development remains poorly understood. We will combine standardised tests of attention with structural and resting-state functional magnetic resonance imaging (MRI) in bilingual children. This study will allow us to address an important field of inquiry within linguistics and developmental cognitive neuroscience by examining the following questions: Does bilingual experience modulate connectivity in language-related and EC-related networks in children? Do differences in resting-state brain connectivity correlate with differences in EC skills (specifically attention skills)? How do bilingualism-related factors, such as age of exposure to two languages, language usage and proficiency, modulate brain connectivity? We will collect structural and functional MRI, and quantitative measures of EC and language skills from two groups of English-Greek bilingual children - 20 simultaneous bilinguals (exposure to both languages from birth) and 20 successive bilinguals (exposure to English between the ages of 3 and 5 years) - and 20 English monolingual children, 8-10 years old. We will compare connectivity measures and attention skills between monolinguals and bilinguals to examine the effects of bilingual exposure. We will also examine to what extent bilingualism factors predict brain connectivity in EC and language networks. Overall, we hypothesize that connectivity and EC will be enhanced in bilingual children compared to monolingual children, and each outcome will be modulated by age of exposure to two languages and by bilingual language usage.
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Goksan, Sezgi, Froso Argyri, Jonathan D. Clayden, Frederique Liegeois, and Li Wei. "Early childhood bilingualism: effects on brain structure and function." F1000Research 9 (November 4, 2020): 370. http://dx.doi.org/10.12688/f1000research.23216.2.
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Growing up in a bilingual environment is becoming increasingly common. Yet, we know little about how this enriched language environment influences the connectivity of children’s brains. Behavioural research in children and adults has shown that bilingualism experience may boost executive control (EC) skills, such as inhibitory control and attention. Moreover, increased structural and functional (resting-state) connectivity in language-related and EC-related brain networks is associated with increased executive control in bilingual adults. However, how bilingualism factors alter brain connectivity early in brain development remains poorly understood. We will combine standardised tests of attention with structural and resting-state functional magnetic resonance imaging (MRI) in bilingual children. This study will allow us to address an important field of inquiry within linguistics and developmental cognitive neuroscience by examining the following questions: Does bilingual experience modulate connectivity in language-related and EC-related networks in children? Do differences in resting-state brain connectivity correlate with differences in EC skills (specifically attention skills)? How do bilingualism-related factors, such as age of exposure to two languages, language usage and proficiency, modulate brain connectivity? We will collect structural and functional MRI, and quantitative measures of EC and language skills from two groups of English-Greek bilingual children - 20 simultaneous bilinguals (exposure to both languages from birth) and 20 successive bilinguals (exposure to English between the ages of 3 and 5 years) - and 20 English monolingual children, 8-10 years old. We will compare connectivity measures and attention skills between monolinguals and bilinguals to examine the effects of bilingual exposure. We will also examine to what extent bilingualism factors predict brain connectivity in EC and language networks. Overall, we hypothesize that connectivity and EC will be enhanced in bilingual children compared to monolingual children, and each outcome will be modulated by age of exposure to two languages and by bilingual language usage.
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MACWHINNEY, BRIAN. "Exposure is not enough." Bilingualism: Language and Cognition 20, no. 1 (2016): 25–26. http://dx.doi.org/10.1017/s1366728916000328.
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Child language researchers have often assumed that progress in first language learning depends heavily on language exposure. For example, Hart and Risley (1995) compared children in middle class families with children in lower class families. Based on recordings made across several years in the home, they estimated that by the time the children from lower SES families entered first grade they had heard 30 million fewer words than the middle class children. Researchers and educators have argued that this ‘30 million word gap’ is a primary cause for academic failure of lower SES children in the primary grades in the United States. Researchers in second language acquisition (SLA) research have often postulated a similar linkage between exposure and attainment, both for early and simultaneous bilingual children and later second language learning. Carroll (Carroll) expresses justifiable skepticism regarding such claims regarding the effect of amount of exposure on language attainment. Despite some important differences in conceptualization of the nature of the input, I find her overall analysis compelling and important.
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Cychosz, Margaret. "Language exposure predicts children’s phonetic patterning: Evidence from language shift." Language 98, no. 3 (2022): 461–98. http://dx.doi.org/10.1353/lan.0.0269.
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Jhun, Fadzner. "Language Skills and Exposure to English Language Among Bachelor of Arts in English Language Studies Students at Mindanao State University- Sulu." Psychology and Education: A Multidisciplinary Journal 20, no. 5 (2024): 526–33. https://doi.org/10.5281/zenodo.11444747.
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The language proficiency and exposure to the English language among Mindanao State University-Sulu students pursuing a Bachelor of Arts in English Language Studies (BA ELS) are the subjects of this descriptive study. It covers the age, gender, and year level demographic profiles of the respondents, as well as the level of language proficiency and exposure to English among MSU-Sulu's BA ELS students. Additionally, it addresses the noteworthy variations in language proficiency and exposure to English language among MSU-Sulu's BA ELS students when data are organized based on their age, gender, and academic year, as well as the noteworthy associations between the subcategories that fall under the umbrella of language proficiency and exposure to English language among BA ELS students at MSU-Sulu. MSU-Sulu was the site of the study. The BA ELS students at MSU-Sulu are the study's responders. The study's respondents were chosen through the application of purposeful sampling. There are two components to the research tool. The respondents' age, gender, and year level are all included in Part I's demographic profile. Thirteen assertions about language proficiency and nine statements about exposure to the English language make up Part II. There are five (5) options available, ranging from "strongly disagree" to "strongly agree." The majority of the BA ELS students are female and in their first year of college, meaning that they are the appropriate age for their current year level. In terms of exposure to and level of language competency in English, the respondents agree. There isn't any noticeable difference in the demographic profile. There is a strong correlation between language proficiency and exposure to English.
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Gooskens, Charlotte, and Vincent J. van Heuven. "How well can intelligibility of closely related languages in Europe be predicted by linguistic and non-linguistic variables?" Mental representations in receptive multilingualism 10, no. 3 (2019): 351–79. http://dx.doi.org/10.1075/lab.17084.goo.
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Abstract We measured mutual intelligibility of 16 closely related spoken languages in Europe. Intelligibility was determined for all 70 language combinations using the same uniform methodology (a cloze test). We analysed the results of 1833 listeners representing the mutual intelligibility between young, educated Europeans from the same 16 countries. Lexical, phonological, orthographic, morphological and syntactic distances were computed as linguistic variables. We also quantified non-linguistic variables (e.g. exposure, attitudes towards the test languages). Using stepwise regression analysis the importance of linguistic and non-linguistic predictors for the mutual intelligibility in the 70 language pairs was assessed. Exposure to the test language was the most important variable, overriding all other variables. Then, limiting the analysis to the prediction of inherent intelligibility, we analysed the results for a subset of listeners with no or little previous exposure to the test language. Linguistic distances, especially lexical distance, now explain a substantial part of the variance.
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Zhang, Ming, and ROSALIE D. MERIALES. "The Influence of English Language Exposure on Language Attitudes and Identity among Chinese Youth." International Journal of Education and Humanities 16, no. 2 (2024): 409–15. http://dx.doi.org/10.54097/e32frd22.
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This research aims to examine the influence of exposure to the English language on the linguistic attitudes and identity of Chinese students. The analysis examines the characteristics of respondents according to their gender, academic program, and socio-economic background. It evaluates their level of English exposure via formal education, media consumption, digital communication, literature, social interactions, travel experiences, self-study, and familial influences. Although English exposure is typically considered reasonably beneficial, the research reveals significant disparities depending on gender and socio-economic level. The impact of English exposure on emotional components of language attitudes is moderate, whereas its influence on cognitive, evaluative, social, perceptual, and contextual elements is relatively modest. The research also demonstrates that English exposure substantially impacts students' identity, namely in terms of historical and cultural background, language preference, and regional identification. Furthermore, a modest but favorable association exists between exposure to English and the general sense of self among Chinese students. At the same time, formal schooling and social contacts have a more significant impact. Based on these results, the research proposes customized language programs, immersive experiences, and various learning resources to improve English acquisition and its influence on students' identities.
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Parasar, Krutika, James L. Morgan, and Lori Rolfe. "The Relationship between Alternate Language Exposure and English Comprehension in Infants." Journal of Student Research 1, no. 2 (2012): 87–96. http://dx.doi.org/10.47611/jsr.v1i2.84.
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Most language acquisition research to date focuses on monolingual infants. In American society there is a burgeoning population of bilingual families where infants must learn the nuances of two languages simultaneously. To extend understanding of language development to this population, research specific to bilingual infants is needed. This study investigates 19-20 month old infants’ abilities to understand English when exposed to varying levels of alternate languages, including Hebrew, Hindi, Italian, Japanese, Korean, Portuguese, Punjabi, Serbo-Croatian, Spanish, and Urdu. Participants included 26 babies whose language exposure consisted of at least 99% English, and 22 babies exposed to English and at least 15% of an alternate language. Infants’ English noun comprehension was measured using the Intermodal Preferential Looking Paradigm. During a four minute session, infants’ gazes were tracked while they looked at simultaneous images, one of which corresponded to a spoken English noun. Before or afterwards, parents identified which of the 16 trial words they believed their infants were able to understand and say. Comparisons were made through two-tailed t-tests that assumed unequal variances. Results showed that infants whose daily language exposure consists of 15-39% of an alternate language understood more English nouns than infants exposed to 40-90% of an alternate language and more than monolinguals. Comparisons of parental reports of infants’ speech similarly showed that infants exposed to higher levels of alternate language said fewer English nouns than infants exposed to lower levels of alternate language and fewer than monolingual infants. Validity of parental reports was evaluated through comparisons of parental estimations and experimental results. Monolingual parents reported higher levels of English comprehension than infants showed in the experimental task, while parents of bilinguals did not demonstrate this effect. Possible explanations for these results are discussed in light of past research and implications for English acquisition of bilingual children are considered.
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Fata, Ika Apriani, and Nyak Mutia. "“Watching English Movie Helps Me!”: Language Exposure and Metacognitive Awareness on TOEFL." Lingua Cultura 11, no. 1 (2017): 7. http://dx.doi.org/10.21512/lc.v11i1.1624.
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This research was conducted to investigate the correlation between metacognitive and language exposure to TOEFL of reading section. The framework of metacognitive was promoted by Veenman et al. and the model of language exposure was promoted by Magno et al. (2009). This research implemented a descriptive qualitative study. The questionnaire and rubricof metacognitive were applied as research instruments respectively. Furthermore, ten freshmen at Syiah Kuala University from various majors considered as strategic readers whose TOEFL score ranges of 400 above. It is prominently revealed that language exposures have a contribution for strategic readers in answering TOEFL in the reading section, in particular,media exposure. The respondents have a tendency to seek out the media availability as the major side on mastering reading TOEFL meanwhile language exposure at home is the lowest impact on students. In addition, metacognitive awareness has an impact on students’ performance in answering reading test of TOEFL the metacognition implementation, the students are eventually categorized on knowledge regulation in which the students relate the knowledge of TOEFL into planning, implementing strategies or information management, monitoring, correcting/debugging, and evaluating comprehension. It is assumed that this study has weakness on informants taken therefore as further studies, the researcher trigger to probe students of 500 TOEFL score above to investigate their learning strategy and language exposures accordingly.
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Bello, Arianna, Paola Ferraresi, Maria Cristina Caselli, and Paola Perucchini. "The Predictive Role of Quantity and Quality Language-Exposure Measures for L1 and L2 Vocabulary Production among Immigrant Preschoolers in Italy." International Journal of Environmental Research and Public Health 20, no. 3 (2023): 1966. http://dx.doi.org/10.3390/ijerph20031966.
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In this study, we investigated the lexical ability in L1 and L2 of 60 immigrant children who were 37 to 62 months old and exposed to minority languages (L1) and Italian (L2). Using the MacArthur–Bates Communicative Development Inventories, we measured children’s vocabulary production in L1 and L2. From interviews, we collected data on quantitative language exposure (parental input, child output, length of exposure to L2 at preschool, and parental oral fluency) and qualitative home-language exposure (HLE) practices (active, play, and passive) in L1 and L2. We conducted stepwise regression analyses to explore which factors predicted children’s vocabulary production in L1 and L2. The child’s chronological age and parental education were not predictors of vocabulary production. L2 parental input, L1 child output, and L1 HLE-active practices explained 42% of the variance in children’s L1 vocabulary production. L2 child output and L2 HLE-active practices explained 47% of the variance in children’s L2 vocabulary production, whereas length of L2 exposure in preschool was a predictor only when we included quantitative language-exposure factors in the model. The effects of the quantity and quality of language exposure on lexical ability among preschool immigrant children are discussed.
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O'Hanlon, Fiona, and Lindsay Paterson. "Seeing is believing? Public exposure to Gaelic and language attitudes." Scottish Affairs 28, no. 1 (2019): 74–101. http://dx.doi.org/10.3366/scot.2019.0266.
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In language planning for minority languages, policy often aims to positively influence attitudes towards the language by increasing its salience in key areas of public life such as broadcasting and signage. This is true for Gaelic in Scotland, where recent national initiatives have included the establishing of a Gaelic language television channel in 2008, and the launch, in the same year, of a bilingual brand identity for ScotRail (Rèile na h-Alba), resulting in Gaelic-English signage at railway stations across Scotland. However, there is a lack of empirical evidence on the effects of such an increase in national visibility of Gaelic on public attitudes towards the language. The present paper explores this using a national survey of public attitudes conducted in Scotland in 2012. Exposure to Gaelic broadcasting was found to be positively associated with attitudes towards the status of the Gaelic language (as a language spoken in Scotland, and as an important element of cultural heritage), and with attitudes towards the greater use of Gaelic (in public services and in the future). However, exposure to Gaelic signage was often negatively associated with such broader attitudes to the language and culture. The implications of the results for Gaelic language planning, and for future academic studies of language attitudes in Scotland, are explored.The authors acknowledge the support of the funders of the research – the ESRC (Grant number ES/J003352/1), the Scottish Government, Bòrd na Gàidhlig, and Soillse.
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MATUSEVYCH, YEVGEN, AFRA ALISHAHI, and AD BACKUS. "The impact of first and second language exposure on learning second language constructions." Bilingualism: Language and Cognition 20, no. 1 (2015): 128–49. http://dx.doi.org/10.1017/s1366728915000607.
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We study how the learning of argument structure constructions in a second language (L2) is affected by two basic input properties often discussed in literature – the amount of input and the time of L2 onset. To isolate the impact of the two factors on learning, we use a computational model that simulates bilingual construction learning. In the first two experiments we manipulate the sheer amount of L2 exposure, both in absolute and in relative terms (that is, in relation to the amount of L1 exposure). The results show that higher cumulative amount of L2 exposure leads to higher performance. In the third experiment we manipulate the prior amount of L1 input before the L2 onset (that is, the time of L2 onset). Given equal exposure, we find no negative effect of the later onset on learners’ performance. This has implications for theories of order of acquisition and bilingual construction learning.
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Jahrani, Ahmad, and Rina Listia. "The Impact of Exposure on Second Language Acquisition." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 11, no. 1 (2023): 416–24. http://dx.doi.org/10.24256/ideas.v11i1.3581.
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Exposure to English is something that learners experience in their daily lives. When they are doing their everyday activities, they will encounter English words. When they watch television, listen to a song, play games, or scroll through social media, they are exposed to English and this exposure can affect their second language acquisition. Many research articles have been published on the relationship between exposure and second language acquisition. However, there is no consensus on the effect exposure has on second language acquisition. By reviewing available research publications, this study sought to describe the impact of exposure on second language acquisition. The researcher employed a systematic literature review method to discover the link between all of the publications. The objective of this research is to determine the impact of exposure on second language acquisition. The publications reviewed demonstrated that exposure had a positive impact on second language acquisition. The majority of the publications reviewed stated that exposure helps with second language learning. Language exposure is necessary for learning and mastering a second language. Finally, the majority of the publications reviewed agree that exposure aids in the acquisition of a second language. Learners with extensive exposure to the language have a greater probability of speaking and comprehending it.
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Öberg, Linnéa, and Ute Bohnacker. "Non-Word Repetition and Vocabulary in Arabic-Swedish-Speaking 4–7-Year-Olds with and without Developmental Language Disorder." Languages 7, no. 3 (2022): 204. http://dx.doi.org/10.3390/languages7030204.
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The Arabic-speaking community in Sweden is large and diverse, yet linguistic reference data are lacking for Arabic-Swedish-speaking children. This study presents reference data from 99 TD children aged 4;0–7;11 on receptive and expressive vocabulary in the minority and the majority language, as well as for three types of non-word repetition (NWR) tasks. Vocabulary scores were investigated in relation to age, language exposure, and socio-economic status (SES). NWR performance was explored in relation to age, type of task, item properties, language exposure, and vocabulary. Eleven children with DLD were compared to the TD group. Age and language exposure were important predictors of vocabulary scores in both languages, but SES did not affect vocabulary scores in any language. Age and vocabulary size had a positive effect on NWR accuracy, whilst increasing item length and presence of clusters had an adverse effect. There was substantial overlap between the TD and DLD children for both vocabulary and NWR performance. Diagnostic accuracy was at best suggestive for NWR; no task or type of item was better at separating the two groups. Reports from parents and teachers on developmental history, language exposure, and functional language skills emerged as important factors for correctly identifying DLD in bilinguals.
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Kudryashova, A. V., Ya V. Rozanova, and T. V. Sidorenko. "Corpus software in EFL teaching: Examination of language exposure." Education and science journal 22, no. 4 (2020): 131–45. http://dx.doi.org/10.17853/1994-5639-2020-4-131-145.
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Introduction. High-quality language education in technical universities requires its interdisciplinary relation to the content of highly specialised subjects corresponding to the training programmes aimed at instructing the future specialists. Educational materials in a foreign language are highly productive if they emphasise the terminology and professional vocabulary authentic to the current state of the scientific field.The aim of the study presented in the article was to assess the validity of the lexical material delivered in the course “English for Business Communication”, to determine the selection criteria for this vocabulary as well as the methods for its assimilation and practical application.Methodology and research methods. The applied corpus software enabled to obtain quantitative indicators of the distribution of foreign-language business vocabulary in the given training course. The lexical material being currently offered to students and the professional thesaurus identified via linguistic databases was compared with the use of comparative analysis and synthesis.Results and scientific novelty. The lexical units (terms, set expressions), which are the most active in the business sphere, were identified on the basis of its frequency. The authors established the correlation between them and educational vocabulary, both from the perspective of its integration into the course without block concentration throughout the course of university training, and from the perspective of the variety of methods used to practice this vocabulary. It is concluded that the applied educational material needs to be substantially adjusted. The vocabulary does not completely reflect the realities of the business communication sphere and the distribution of active vocational vocabulary regulated by methodological guidelines does not entirely contribute to its strong assimilation. According to the authors, the necessary changes to the approaches and methods for selecting and compiling lexical material and to the methodology for designing a foreign language course should be made on the basis of integrating pedagogical and linguistic knowledge, in particular, the methodology of teaching foreign languages and the corpus linguistics.Practical significance. The ways of integrating corpus programs in the process of developing the content of language disciplines, which are part of the main educational program of technical universities, are demonstrated as one of the methods to increase the effectiveness of teaching foreign languages to students of non-linguistic specialties.