Bilingual Children’s Phonological Awareness: The Effect of Articulation Training
This study aims to investigate whether unbalanced Chinese-English bilingual children’s phonological awareness skills are limited to language experience, and whether these skills are improved after a short period of articulation training with L2 (English) tongue twisters. Sixty kindergarten children...
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| Format: | Article |
| Language: | English |
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Septentrio Academic Publishing
2004-01-01
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| Series: | Nordlyd: Tromsø University Working Papers on Language & Linguistics |
| Subjects: | |
| Online Access: | https://septentrio.uit.no/index.php/nordlyd/article/view/42 |
| _version_ | 1818607770040008704 |
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| author | Pi-Yu Chiang |
| author_facet | Pi-Yu Chiang |
| author_sort | Pi-Yu Chiang |
| collection | DOAJ |
| description | This study aims to investigate whether unbalanced Chinese-English bilingual children’s phonological awareness skills are limited to language experience, and whether these skills are improved after a short period of articulation training with L2 (English) tongue twisters. Sixty kindergarten children in Taipei whose English proficiency was lower than their mother tongue, Chinese, participated in a series of tests. They were divided into two age groups with an average age of 5;3 and 6;3 respectively. An English proficiency test was first administrated to understand these children’s command of English. Then, phonological awareness pre-tests in Chinese and English were used to tap these children’s phonological awareness in both languages. Tests include onset/ rhyme detection test, onset deletion test, and onset/ rhyme substitution tests. Based on the causal link between articulation and phonological awareness, an English articulation training was given to the experimental group of children after the pre-tests, to examine whether enhanced English phonological awareness skills transfer to Chinese. Results showed that phonological awareness acquired in L1 were also found in L2. A period of articulation training in English led to an improvement of these children’s performances in both English and Chinese, which implies a backward transfer from weaker L2 to stronger L1. Cross-language transfers in phonological awareness abilities also imply that an abstract underlying capacity facilitates language processing across languages. |
| first_indexed | 2024-12-16T14:32:01Z |
| format | Article |
| id | doaj.art-c0897e1f88c54ed9a090a57cda3ce38a |
| institution | Directory Open Access Journal |
| issn | 1503-8599 |
| language | English |
| last_indexed | 2024-12-16T14:32:01Z |
| publishDate | 2004-01-01 |
| publisher | Septentrio Academic Publishing |
| record_format | Article |
| series | Nordlyd: Tromsø University Working Papers on Language & Linguistics |
| spelling | doaj.art-c0897e1f88c54ed9a090a57cda3ce38a2022-12-21T22:28:13ZengSeptentrio Academic PublishingNordlyd: Tromsø University Working Papers on Language & Linguistics1503-85992004-01-0131310.7557/12.4241Bilingual Children’s Phonological Awareness: The Effect of Articulation TrainingPi-Yu Chiang0National Taiwan UniversityThis study aims to investigate whether unbalanced Chinese-English bilingual children’s phonological awareness skills are limited to language experience, and whether these skills are improved after a short period of articulation training with L2 (English) tongue twisters. Sixty kindergarten children in Taipei whose English proficiency was lower than their mother tongue, Chinese, participated in a series of tests. They were divided into two age groups with an average age of 5;3 and 6;3 respectively. An English proficiency test was first administrated to understand these children’s command of English. Then, phonological awareness pre-tests in Chinese and English were used to tap these children’s phonological awareness in both languages. Tests include onset/ rhyme detection test, onset deletion test, and onset/ rhyme substitution tests. Based on the causal link between articulation and phonological awareness, an English articulation training was given to the experimental group of children after the pre-tests, to examine whether enhanced English phonological awareness skills transfer to Chinese. Results showed that phonological awareness acquired in L1 were also found in L2. A period of articulation training in English led to an improvement of these children’s performances in both English and Chinese, which implies a backward transfer from weaker L2 to stronger L1. Cross-language transfers in phonological awareness abilities also imply that an abstract underlying capacity facilitates language processing across languages.https://septentrio.uit.no/index.php/nordlyd/article/view/42Phonological AwarenessPhonologyLanguage DevelopmentBilingualismChildren |
| spellingShingle | Pi-Yu Chiang Bilingual Children’s Phonological Awareness: The Effect of Articulation Training Nordlyd: Tromsø University Working Papers on Language & Linguistics Phonological Awareness Phonology Language Development Bilingualism Children |
| title | Bilingual Children’s Phonological Awareness: The Effect of Articulation Training |
| title_full | Bilingual Children’s Phonological Awareness: The Effect of Articulation Training |
| title_fullStr | Bilingual Children’s Phonological Awareness: The Effect of Articulation Training |
| title_full_unstemmed | Bilingual Children’s Phonological Awareness: The Effect of Articulation Training |
| title_short | Bilingual Children’s Phonological Awareness: The Effect of Articulation Training |
| title_sort | bilingual children s phonological awareness the effect of articulation training |
| topic | Phonological Awareness Phonology Language Development Bilingualism Children |
| url | https://septentrio.uit.no/index.php/nordlyd/article/view/42 |
| work_keys_str_mv | AT piyuchiang bilingualchildrensphonologicalawarenesstheeffectofarticulationtraining |