Acquisition pattern and the role of vocabulary and language experience in the acquisition of inflectional grammar by Mandarin-English speaking preschoolers

Nan Xu Rattanasone*, Jae-Hyun Kim

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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Abstract

Australian Mandarin-English bilingual preschoolers must acquire linguistic structures that occur only in the community language (e.g., English inflectional grammar). This study investigated how they acquire such structures and any relationship between linguistic knowledge and language experience on their performance. Twenty 4–6-year-olds showed known monolingual acquisition patterns with good performance for producing the progressive, developing ability for plurals, but only emerging ability for past and present tense. Better performance was related to a larger English vocabulary, more mixed language input and use, but less Mandarin input and use. On average, these children received less than 50% input in English and were performing behind monolinguals.
Original languageEnglish
Article number1302044
Pages (from-to)1-9
Number of pages9
JournalFrontiers in Psychology
Volume15
DOIs
Publication statusPublished - 2024

Bibliographical note

Copyright the Author(s) 2024. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

Keywords

  • bilingual acquisition
  • inflectional grammar
  • Mandarin
  • English
  • preschoolers
  • language experience

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