Sentence Repetition Performance Differences in Bilingual and Monolingual Children
Purpose: This study examined language group differences in English syntactic knowledge based on performance on a sentence repetition task. Method: Fourth and sixth grade students who were monolinguals (n = 30), early bilinguals (i.e., simultaneous; n = 27), or late bilinguals (i.e., sequential; n =...
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| Veröffentlicht in: | Journal of speech, language, and hearing research language, and hearing research, 2022-08, Vol.65 (8), p.2948-2961 |
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| container_title | Journal of speech, language, and hearing research |
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| creator | Friesen, Deanna C Ward, Olivia Archibald, Lisa M. D |
| description | Purpose: This study examined language group differences in English syntactic knowledge based on performance on a sentence repetition task. Method: Fourth and sixth grade students who were monolinguals (n = 30), early bilinguals (i.e., simultaneous; n = 27), or late bilinguals (i.e., sequential; n = 29) completed an English sentence repetition task. Their responses were analyzed as a function of sentence length (short vs. long), sentence type (active vs. passive), phrase type (noun, verb, and prepositional), and word type (content vs. function). Results: Overall, early bilinguals' performance did not differ significantly from that of the monolinguals. However, these bilinguals recalled significantly more content words than function words on the long sentences. At each level of analysis, the late bilinguals' performance was less accurate than the other groups. The magnitude of these group differences was larger for passive sentences and prepositional phrases. Conclusion: Findings highlight areas of syntactic development that differ among groups and should be targeted for additional instruction with English language learners in elementary school. |
| doi_str_mv | 10.1044/2022_JSLHR-21-00596 |
| format | Article |
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D</creator><creatorcontrib>Friesen, Deanna C ; Ward, Olivia ; Archibald, Lisa M. D</creatorcontrib><description>Purpose: This study examined language group differences in English syntactic knowledge based on performance on a sentence repetition task. Method: Fourth and sixth grade students who were monolinguals (n = 30), early bilinguals (i.e., simultaneous; n = 27), or late bilinguals (i.e., sequential; n = 29) completed an English sentence repetition task. Their responses were analyzed as a function of sentence length (short vs. long), sentence type (active vs. passive), phrase type (noun, verb, and prepositional), and word type (content vs. function). Results: Overall, early bilinguals' performance did not differ significantly from that of the monolinguals. However, these bilinguals recalled significantly more content words than function words on the long sentences. At each level of analysis, the late bilinguals' performance was less accurate than the other groups. The magnitude of these group differences was larger for passive sentences and prepositional phrases. Conclusion: Findings highlight areas of syntactic development that differ among groups and should be targeted for additional instruction with English language learners in elementary school.</description><identifier>ISSN: 1092-4388</identifier><identifier>EISSN: 1558-9102</identifier><identifier>DOI: 10.1044/2022_JSLHR-21-00596</identifier><language>eng</language><publisher>Rockville: American Speech-Language-Hearing Association</publisher><subject>Anglophones ; Bilingual Students ; Bilingualism ; Content words ; Elementary education ; Elementary School Students ; Elementary schools ; English (Second Language) ; English as a second language ; English language ; Foreign Countries ; French as a second language ; Function words ; Grade 4 ; Grade 6 ; Immigration ; Knowledge ; Language acquisition ; Language instruction ; Middle school students ; Monolingualism ; Nonverbal Ability ; Population ; Prepositional phrases ; Repetition ; Sentence Structure ; Standard scores ; Students ; Syntax ; Task Analysis ; Verbal Ability ; Vocabulary ; Vocabulary Development</subject><ispartof>Journal of speech, language, and hearing research, 2022-08, Vol.65 (8), p.2948-2961</ispartof><rights>Copyright American Speech-Language-Hearing Association Aug 2022</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c262t-de41950d12c10687cb1af53426ff78d539aa2b1f28ea27a0f9f8376f7b9c1d9d3</citedby><cites>FETCH-LOGICAL-c262t-de41950d12c10687cb1af53426ff78d539aa2b1f28ea27a0f9f8376f7b9c1d9d3</cites><orcidid>0000-0002-1510-6102 ; 0000-0002-2478-7544</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27901,27902</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1361156$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Friesen, Deanna C</creatorcontrib><creatorcontrib>Ward, Olivia</creatorcontrib><creatorcontrib>Archibald, Lisa M. 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At each level of analysis, the late bilinguals' performance was less accurate than the other groups. The magnitude of these group differences was larger for passive sentences and prepositional phrases. 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D</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1361156</ericid><atitle>Sentence Repetition Performance Differences in Bilingual and Monolingual Children</atitle><jtitle>Journal of speech, language, and hearing research</jtitle><date>2022-08-01</date><risdate>2022</risdate><volume>65</volume><issue>8</issue><spage>2948</spage><epage>2961</epage><pages>2948-2961</pages><issn>1092-4388</issn><eissn>1558-9102</eissn><abstract>Purpose: This study examined language group differences in English syntactic knowledge based on performance on a sentence repetition task. Method: Fourth and sixth grade students who were monolinguals (n = 30), early bilinguals (i.e., simultaneous; n = 27), or late bilinguals (i.e., sequential; n = 29) completed an English sentence repetition task. Their responses were analyzed as a function of sentence length (short vs. long), sentence type (active vs. passive), phrase type (noun, verb, and prepositional), and word type (content vs. function). Results: Overall, early bilinguals' performance did not differ significantly from that of the monolinguals. However, these bilinguals recalled significantly more content words than function words on the long sentences. At each level of analysis, the late bilinguals' performance was less accurate than the other groups. The magnitude of these group differences was larger for passive sentences and prepositional phrases. Conclusion: Findings highlight areas of syntactic development that differ among groups and should be targeted for additional instruction with English language learners in elementary school.</abstract><cop>Rockville</cop><pub>American Speech-Language-Hearing Association</pub><doi>10.1044/2022_JSLHR-21-00596</doi><tpages>14</tpages><orcidid>https://orcid.org/0000-0002-1510-6102</orcidid><orcidid>https://orcid.org/0000-0002-2478-7544</orcidid></addata></record> |
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| identifier | ISSN: 1092-4388 |
| ispartof | Journal of speech, language, and hearing research, 2022-08, Vol.65 (8), p.2948-2961 |
| issn | 1092-4388 1558-9102 |
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| source | Education Source; Alma/SFX Local Collection |
| subjects | Anglophones Bilingual Students Bilingualism Content words Elementary education Elementary School Students Elementary schools English (Second Language) English as a second language English language Foreign Countries French as a second language Function words Grade 4 Grade 6 Immigration Knowledge Language acquisition Language instruction Middle school students Monolingualism Nonverbal Ability Population Prepositional phrases Repetition Sentence Structure Standard scores Students Syntax Task Analysis Verbal Ability Vocabulary Vocabulary Development |
| title | Sentence Repetition Performance Differences in Bilingual and Monolingual Children |
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