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Does timing in acquisition modulate heritage childrens language abilities? Evidence from the Greek LITMUS sentence repetition task
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In: Languages. - Basel : MDPI 6 (2021) 1, 1-17
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UB Frankfurt Linguistik
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Entwicklungsstörungen des Sprechens oder der Sprache nach ICD-11
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In: Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie. - Bern : Huber (2021), 1-12
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UB Frankfurt Linguistik
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Kinder mit Deutsch als Zweitsprache am Übergang wirksam fördern. Eine enge Kooperation von Kitas und Schulen in der Sprachförderung zahlt sich aus
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In: KiTa aktuell. Bayern 32 (2020) 10, S. 241-243 (2020)
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Kinder mit Deutsch als Zweitsprache am Übergang wirksam fördern. Eine enge Kooperation von Kitas und Schulen in der Sprachförderung zahlt sich aus ...
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Not all gradable adjectives are vague – Experimental evidence from adults and children
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In: Sinn und Bedeutung; Bd. 24 Nr. 2 (2020): Proceedings of Sinn und Bedeutung 24; 406-422 ; Proceedings of Sinn und Bedeutung; Vol 24 No 2 (2020): Proceedings of Sinn und Bedeutung 24; 406-422 ; 2629-6055 (2020)
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The age factor revisited : timing in acquisition interacts with age of onset in bilingual acquisition
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In: Frontiers in psychology. - Lausanne : Frontiers Research Foundation 9 (2019), 1-18
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UB Frankfurt Linguistik
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Sind Fortbildungsmaßnahmen zu linguistisch fundierter Sprachförderung wirksam? Analysen zu den Kompetenzen von Fachkräften und mehrsprachigen Kindern
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In: Frühe Bildung 8 (2019) 4, S. 181-186 (2019)
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Sind Fortbildungsmaßnahmen zu linguistisch fundierter Sprachförderung wirksam? Analysen zu den Kompetenzen von Fachkräften und mehrsprachigen Kindern ...
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The Age Factor Revisited: Timing in Acquisition Interacts With Age of Onset in Bilingual Acquisition
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Abstract:
In this paper, we investigate whether timing in monolingual acquisition interacts with age of onset and input effects in child bilingualism. Six different morpho-syntactic and semantic phenomena acquired early, late or very late are considered, with their timing in L1 acquisition varying between age 3 (subject-verb agreement) and after age 6 (case marking). Data from simultaneous bilingual children (2L1) whose mean age of onset to German was 3 months are compared with data from early second language learners of German (eL2) whose mean age of onset to German was 35 months as well as with data from monolingual children. To explore change over time, children were tested twice at the ages of 4;4 and 5;8 years. The main findings were that 2L1 children had an advantage over their eL2 peers in early acquired phenomena, which disappeared with time, whereas in late acquired phenomena 2L1 and eL2 children did not differ. Moreover, 2L1 children performed like monolingual children in early acquired phenomena but had a disadvantage in the late acquired phenomena with the amount of delay decreasing with time. We conclude that age of onset effects are modulated by effects of timing in monolingual acquisition. Contrary to expectation, input in terms of language dominance, measured as the dominant language used at home, did not affect simultaneous bilingual children’s performance in any of the phenomena. We discuss the implications of our findings for the hypothesis that acquisition of late phenomena is determined by input alone and suggest an alternative concept: the learner’s internal need for time to master a phenomenon, which is determined by its complexity and cross-linguistic robustness.
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Keyword:
Psychology
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6339886/ http://www.ncbi.nlm.nih.gov/pubmed/30692953 https://doi.org/10.3389/fpsyg.2018.02732
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Exhaustivity in single bare wh-questions: a differential-analysis of exhaustivity
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In: Glossa. - London : Open Library of Humanities 3 (2018) 96, 1-32
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UB Frankfurt Linguistik
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