FIRST LANGUAGE/AGE/INTERVENTION 2nd LANGUAGE ACQUISITION

第一语言/年龄/干预 第二语言习得

• 批准号: 7113105
• 负责人: NATALIE BATMAN-RATYOSYAN
• 金额: $ 4.88万
• 依托单位: HUNTER COLLEGE
• 依托单位国家: 美国
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-09-01 至 2007-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7113105
• 关键词: Asia; Middle East; age difference; clinical research; human subject; human therapy evaluation; language development; middle childhood (6-11); multilingualism; nonEnglish language; postdoctoral investigator; psycholinguistics; semantics; sociolinguistics; speech recognition; speech therapy; syntax; verbal learning; young adult human (21-34)

DESCRIPTION (provided by candidate): This project addresses three fundamental questions: 1) in learning a second language, to what extent does grammatical knowledge from the native language influence performance in English? 2) are there inherent differences in the way children and adults learn a language? 3) to what extent can a structured intervention improve performance in second language learning? Armenian and Turkish second language (L2) learners of English will be tested on Wh-questions. English, Turkish and Armenian have unusual commonalities and differences in their morphological and syntactic properties in wh-question formation. Wh-question formation will be approached in grammaticality judgment tasks and elicited imitation. The role of L1 in L2 learning will be studied in two language groups seldom studied in acquisition research. Further, much evidence suggests that child L2 learners are more successful than adult L2 learners, implying that children can easily access domain-specific concepts. Comparing the performance of beginning child and adult L2 learners will help determine whether and how they are similar in acquiring English. A novel focus of this project is the use of a newly developed short-term intervention method to try to improve the performance of learners' wh-questions. The efficacy of the technique for the two language groups and for the two age groups will be compared. If effective, the intervention measure will be an important pedagogical tool in classroom teaching of L2 learners and may also have benefits for language-delayed individuals.

描述（由候选人提供）：该项目解决了三个基本问题：1）在学习第二语言时，母语的语法知识在多大程度上影响英语的表现？ 2）儿童和成人学习语言的方式是否存在固有差异？ 3）结构化干预可以在多大程度上提高第二语言学习的表现？亚美尼亚语和土耳其语第二语言 (L2) 英语学习者将接受 Wh 问题的测试。英语、土耳其语和亚美尼亚语在 wh 疑问句的形态和句法特性上有不同寻常的共性和差异。 Wh-问题的形成将在语法判断任务中进行，并引发模仿。 L1 在 L2 学习中的作用将在习得研究中很少研究的两个语言组中进行研究。此外，许多证据表明儿童第二语言学习者比成人第二语言学习者更成功，这意味着儿童可以轻松访问特定领域的概念。比较初级儿童和成人第二语言学习者的表现将有助于确定他们在学习英语方面是否以及如何相似。该项目的一个新重点是使用新开发的短期干预方法来尝试提高学习者 wh 问题的表现。将比较该技术对两个语言组和两个年龄组的功效。如果有效，干预措施将成为二语学习者课堂教学的重要教学工具，也可能对语言发育迟缓的个体有益。