RECEPTIVE ACQUISITION OF NOVEL VOCABULARY BY SPANISH-DOMINANT, BILINGUAL PRESCHOOL CHILDREN
| dc.contributor.author | Boies, Robert, 1955- | |
| dc.creator | Boies, Robert, 1955- | en_US |
| dc.date.accessioned | 2013-03-28T10:05:12Z | |
| dc.date.available | 2013-03-28T10:05:12Z | |
| dc.date.issued | 1987 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10150/276450 | |
| dc.description.abstract | The effectiveness of a bilingual and a monolingual treatment condition was compared in the receptive training of novel action words presented to two bilingual, Spanish-dominant, minority-language preschoolers. In the bilingual condition, one set of actions and referents was trained in Spanish (L1) followed by training in English (L2). In the monolingual condition, another set of actions and referents was trained in L2 alone. For one child, superior L2 learning occurred in the bilingual condition, results consonant with reports by Garcia (1983a) and by Oskarsson (1975). For the other child, unexpectedly, the monolingual condition resulted in superior L2 learning. Her findings suggest that the effect of preference to learn in L2 may result in behavior which runs counter to expectations of performance based on observed dominance. Generalization of receptive learning to expressive performance was also assessed. Both children performed at sufficient levels to indicate learning was generalized from reception to expression. | |
| dc.language.iso | en_US | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.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. | en_US |
| dc.subject | English language -- Study and teaching -- Bilingual method. | en_US |
| dc.subject | English language -- Study and teaching -- Spanish speakers. | en_US |
| dc.subject | Bilingualism -- United States. | en_US |
| dc.subject | Second language acquisition. | en_US |
| dc.title | RECEPTIVE ACQUISITION OF NOVEL VOCABULARY BY SPANISH-DOMINANT, BILINGUAL PRESCHOOL CHILDREN | en_US |
| dc.type | text | en_US |
| dc.type | Thesis-Reproduction (electronic) | en_US |
| dc.identifier.oclc | 18953239 | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | masters | en_US |
| dc.identifier.proquest | 1331388 | en_US |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.discipline | Speech and Hearing Sciences | en_US |
| thesis.degree.name | M.S. | en_US |
| dc.identifier.bibrecord | .b16678527 | en_US |
| refterms.dateFOA | 2018-06-19T09:28:01Z | |
| html.description.abstract | The effectiveness of a bilingual and a monolingual treatment condition was compared in the receptive training of novel action words presented to two bilingual, Spanish-dominant, minority-language preschoolers. In the bilingual condition, one set of actions and referents was trained in Spanish (L1) followed by training in English (L2). In the monolingual condition, another set of actions and referents was trained in L2 alone. For one child, superior L2 learning occurred in the bilingual condition, results consonant with reports by Garcia (1983a) and by Oskarsson (1975). For the other child, unexpectedly, the monolingual condition resulted in superior L2 learning. Her findings suggest that the effect of preference to learn in L2 may result in behavior which runs counter to expectations of performance based on observed dominance. Generalization of receptive learning to expressive performance was also assessed. Both children performed at sufficient levels to indicate learning was generalized from reception to expression. |
