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Object and action naming in Russian- and German- speaking monolingual and bilingual children*

  • The present study investigates the influence of word category on naming performance in two populations: bilingual and monolingual children. The question is whether and, if so, to what extent monolingual and bilingual children differ with respect to noun and verb naming and whether a noun bias exists in the lexical abilities of bilingual children. Picture naming of objects and actions by Russian-German bilingual children (aged 4-7 years) was compared to age-matched monolingual children. The results clearly demonstrate a naming deficit of bilingual children in comparison to monolingual children that increases with age. Noun learning is more fragile in bilingual contexts than is verb learning. In bilingual language acquisition, nouns do not predominate over verbs as much as is seen in monolingual German and Russian children. The results are discussed with respect to semantic-conceptual aspects and language-specific features of nouns and verbs, and the impact of input on the acquisition of these word categories.

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Metadaten
Author:Annegret Klassert, Natalia Gagarina, Christina Kauschke
DOI:https://doi.org/10.1017/S1366728913000096
ISSN:1366-7289 (print)
ISSN:1469-1841 (online)
Parent Title (English):Bilingualism : language and cognition.
Publisher:Cambridge Univ. Press
Place of publication:New York
Document Type:Article
Language:English
Year of first Publication:2014
Year of Completion:2014
Release Date:2017/03/27
Tag:bilingual children; lexical abilities; word categories
Volume:17
Issue:1
Pagenumber:16
First Page:73
Last Page:88
Organizational units:Humanwissenschaftliche Fakultät / Institut für Linguistik / Allgemeine Sprachwissenschaft
Peer Review:Referiert
Notes extern:Zweitveröffentlichung in der Schriftenreihe Postprints der Universität Potsdam : Humanwissenschaftliche Reihe ; 531