Cognitive-linguistic skills and vocabulary knowledge breadth and depth in children's L1 Chinese and L2 English

被引：0

作者：

Pan, Dora Jue ^{[1
]}

Nakayama, Mariko ^{[2
]}

McBride, Catherine ^{[3
]}

Cheah, Zebedee Rui En ^{[4
]}

Zheng, Mo ^{[4
]}

Yeung, Charlie Cheuk Laam ^{[4
]}

机构：

[1] Chinese Univ Hong Kong, Sch Humanities & Social Sci, Shenzhen, Peoples R China

[2] Tohoku Univ, Grad Sch Int Cultural Studies, Language Sci, Sendai, Japan

[3] Purdue Univ, Dept Human Dev & Family Sci, W Lafayette, IN 47907 USA

[4] Chinese Univ Hong Kong, Dept Psychol, Hong Kong, Peoples R China

来源：

APPLIED PSYCHOLINGUISTICS | 2023年 / 44卷 / 01期

关键词：

receptive vocabulary breadth; expressive vocabulary breadth; vocabulary knowledge depth; Chinese; English; MORPHOLOGICAL AWARENESS; PHONOLOGICAL AWARENESS; HONG-KONG; READING-COMPREHENSION; ORAL LANGUAGE; WORD; ACQUISITION; PERFORMANCE;

D O I：

10.1017/S0142716422000480

中图分类号：

H0 [语言学];

学科分类号：

030303 ; 0501 ; 050102 ;

摘要：

This study examined the correlates of different aspects of vocabulary knowledge in L1 Chinese and L2 English in Hong Kong bilingual children (N = 481, age = 6-12 years old). Their nonverbal IQ, cognitive-linguistic skills, receptive and expressive vocabulary knowledge breadth, and vocabulary knowledge depth in Chinese and English were measured. Results demonstrated that morphological awareness was uniquely correlated with different aspects of vocabulary knowledge across Chinese and English. Phonological processing skills played different roles in vocabulary knowledge in L1 and L2. In addition, receptive vocabulary breadth uniquely contributed to expressive vocabulary breadth across languages. Moreover, both receptive and expressive vocabulary breadth contributed to vocabulary knowledge depth in L1 Chinese and L2 English. The findings highlight some shared and unique aspects of different vocabulary constructs across languages.

引用

页码：77 / 99

页数：23

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