Phonological Transfer during Word Learning: Evidence from Bilingual School-Age Spanish-English-Speaking Children

Persistent Link:
http://hdl.handle.net/10150/613100
Title:
Phonological Transfer during Word Learning: Evidence from Bilingual School-Age Spanish-English-Speaking Children
Author:
Erikson, Jessie Alise
Issue Date:
2016
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Purpose: This study examines potential cross-linguistic effects on accuracy of codas in newly learned English-like nonwords produced by bilingual Spanish-English-speaking children. Methods: Forty-two bilingual Spanish-English-speaking second-graders (age 7-9) were matched individually with monolingual peers on age (+/- 6 months), sex, and percentile score on the Goldman-Fristoe Test of Articulation (GFTA-2; Goldman & Fristoe, 2000), and matched for group on mother's level of education. Participants named various sea monsters as part of computerized word-learning games. Sixteen syllable-final coda consonants were analyzed for accuracy. These were drawn from thirteen nonwords distributed across five word-learning tasks. Results: Bilingual children were less accurate than monolingual children in production of both shared and unshared codas, though the gap was greater for unshared codas. Both bilingual and monolingual children were more accurate in production of shared codas than unshared codas. Conclusion: The results suggest that native language phonotactics influence accuracy of coda production in bilingual Spanish-English-speaking school-age children during word learning. Influences of native phonology on word learning could potentially impact academic achievement through vocabulary learning in the classroom.
Type:
text; Electronic Thesis
Keywords:
phonology; school-age; semantics; transfer; word learning; Speech, Language, & Hearing Sciences; bilingualism
Degree Name:
M.S.
Degree Level:
masters
Degree Program:
Graduate College; Speech, Language, & Hearing Sciences
Degree Grantor:
University of Arizona
Advisor:
Alt, Mary

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titlePhonological Transfer during Word Learning: Evidence from Bilingual School-Age Spanish-English-Speaking Childrenen_US
dc.creatorErikson, Jessie Aliseen
dc.contributor.authorErikson, Jessie Aliseen
dc.date.issued2016-
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en
dc.description.abstractPurpose: This study examines potential cross-linguistic effects on accuracy of codas in newly learned English-like nonwords produced by bilingual Spanish-English-speaking children. Methods: Forty-two bilingual Spanish-English-speaking second-graders (age 7-9) were matched individually with monolingual peers on age (+/- 6 months), sex, and percentile score on the Goldman-Fristoe Test of Articulation (GFTA-2; Goldman & Fristoe, 2000), and matched for group on mother's level of education. Participants named various sea monsters as part of computerized word-learning games. Sixteen syllable-final coda consonants were analyzed for accuracy. These were drawn from thirteen nonwords distributed across five word-learning tasks. Results: Bilingual children were less accurate than monolingual children in production of both shared and unshared codas, though the gap was greater for unshared codas. Both bilingual and monolingual children were more accurate in production of shared codas than unshared codas. Conclusion: The results suggest that native language phonotactics influence accuracy of coda production in bilingual Spanish-English-speaking school-age children during word learning. Influences of native phonology on word learning could potentially impact academic achievement through vocabulary learning in the classroom.en
dc.typetexten
dc.typeElectronic Thesisen
dc.subjectphonologyen
dc.subjectschool-ageen
dc.subjectsemanticsen
dc.subjecttransferen
dc.subjectword learningen
dc.subjectSpeech, Language, & Hearing Sciencesen
dc.subjectbilingualismen
thesis.degree.nameM.S.en
thesis.degree.levelmastersen
thesis.degree.disciplineGraduate Collegeen
thesis.degree.disciplineSpeech, Language, & Hearing Sciencesen
thesis.degree.grantorUniversity of Arizonaen
dc.contributor.advisorAlt, Maryen
dc.contributor.committeememberPlante, Elenaen
dc.contributor.committeememberFabiano-Smith, Leahen
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