Speech Sound Perception and Production in Spanish/English Bilingual Preschoolers

西班牙语/英语双语学龄前儿童的语音感知和产生

基本信息

批准号：
10200570
负责人：
Simona Montanari
金额：
$ 43.8万
依托单位：
CALIFORNIA STATE UNIVERSITY LOS ANGELES
依托单位国家：
美国
项目类别：
财政年份：
2021
资助国家：
美国
起止时间：
2021-09-01 至 2024-08-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10200570
关键词：
6 year old Address Adult Age Assimilations Auditory Perception Awareness Behavioral California Categories Child Child Language Development Education Engineering Environment Exposure to Future Goals Grant Growth Head Start Program Hispanics Institution Instruction Intervention Interview Language Learning Linguistics Link Literature Los Angeles Low income Measures Medicine Modeling Nursery Schools Outcome Parents Pattern Perception Personal Satisfaction Production RQ2 Reading Recording of previous events Reporting Research Sampling Science Speech Speech Perception Speech Sound Time Time Perception Training United States National Academy of Sciences Universities Vocabulary Voice bilingualism career early childhood falls foreign language improved kindergarten literacy longitudinal design minority student peer phonological awareness phonology programs reading ability recruit skills sound speech accuracy success undergraduate student

项目摘要

Project Summary Although much research has documented speech perception and production abilities in young simultaneous bilingual learners (Höhle et al., 2019) and in adult second/foreign language learners (Kim et al., 2017), there is a major gap in the literature on how young sequential bilinguals – in particular, Spanish/English Dual Language Learners (DLLs) – perceive and produce sounds in both their first (L1) and second language (L2) when exposure to English starts after exposure to Spanish in early childhood (National Academies of Sciences, Engineering, and Medicine, 2017). Since perception of speech sound contrasts is crucial in order for children to develop phonological and phonemic awareness (Nittrouer & Burton, 2005) – the strongest predictors of reading achievement, understanding DLLs’ abilities to perceive and produce L1 and L2 speech sound categories during the preschool years has important implications for curricular and instructional approaches and is thus of critical importance for their future well-being and success. The proposed project uses a longitudinal design to track the development of English and Spanish speech sound perception and production skills in 50 low-income, Spanish L1/English L2 DLLs who begin to receive formal and consistent exposure to English in the Head Start preschool at around 3;6 of age. Children will be administered a) a speech perception task, b) a speech production task, and c) a vocabulary task in each language at 1) preschool entry (T1, mean age 3;6), 2) in the fall of their second year in the program (T2, mean age 4;6), and 3) at the end of preschool (T3, mean age 5;2). Children’s language history, language use and exposure patterns will be assessed at each time via parental interview and the classroom language environment will be observed as well. The study will then explore 1) the extent to which English vowel and Voice Onset Time perception and production patterns are comparable to those produced by 20 same-age monolingual controls; 2) how English and Spanish perception and production patterns in each language change from T1 to T3; 3) whether pre-existing Spanish speech sound categories influence English perception and production; and 4) the extent to which perception and production patterns are related a) with vocabulary measures in the same language, b) with language exposure and use patterns as reported by parents, c) with the classroom language environment, and d) within and across languages. The study is grounded in Flege’s Speech Learning Model (1995, 1999, 2002) and the Perceptual Assimilation Model of Second Language Speech Learning (Best & Tyler, 2007), which predict more accurate speech perception and production for phonemes and contrasts that are dissimilar between languages. The study will be carried out by a team of Spanish/English bilingual undergraduate students at California State University, Los Angeles, a federally recognized Hispanic-serving undergraduate institution, improving the research environment at CSULA and significantly contributing to the efforts to strengthen recruitment and training of minority students for careers in biomedical- and behavioral-related sciences.

项目摘要尽管许多研究记录了年轻同时的语音感知和生产能力双语学习者（Höhle等，2019）和成人第二/外语学习者（Kim等，2017）文献中有关年轻双语者的主要差距 - 特别是西班牙/英语双语学习者（DLL） - 当他们的第一语（L1）和第二语言（L2）中感知并产生声音在幼儿时期暴露于西班牙语后，接触英语（国家科学学院，工程和医学，2017年）。开发语音和语音Awarens（Nittrouer＆Burton，2005） - 最强的预测指标阅读成就，了解DLL的感知和产生L1和L2语音的能力学龄前年的类别具有重要的重要重要进口课程和教学方法对于未来的福祉和成功是至关重要的。纵向设计，以跟踪英语语音声音感知和生产的发展 50个低收入，西班牙L1/英语L2 DLL的技能，他们开始正式且一致地接触英语在第3届幼儿园开始；任务，b）语音制作任务，c）每种语言中的词汇任务在1）学龄前入口（t1，平均 3岁; 6），2）在计划中第二年的秋季（T2，平均年龄4; 6）和3）平均年龄2；通过父母面试和课堂语言环境也将被观察到。探索1）whiclish元音和声音的程度与20个同龄单语的控制相比； 2）英语和西班牙语和每种语言的生产模式从T1到T3）类别影响和4）感知和生产的程度模式与使用相同语言的词汇量相关a）b）语言曝光和使用父母报告的模式，c）具有课堂语言环境，d）语言。第二语言语音学习的集会模型（Best＆Tyler，2007），该模型预测更准确语言之间的语音感知和对比度不同研究将由加利福尼亚州的西班牙/英语双语地下学生团队进行大学，洛杉矶，联邦政府认可的西班牙裔地下研究所，改善了 Csula的研究环境，并为增强招聘和培训少数族裔学生的生物医学和与行为相关科学的护理。