The Impact of Non-Native Language Input on Bilingual Children’s Language Skills
Abstract
:1. Introduction
1.1. Bilingual Language Environment
1.2. Non-Native Input
1.3. Accented Language Input
1.4. Grammaticality
1.5. The Effect of Non-Native Input on Children’s Language Development
1.6. The Current Study
2. Materials and Methods
2.1. Participants
2.2. Materials
2.3. Analyses
3. Results
3.1. Self-Report Ratings
3.2. Accent Rating and Language Complexity
4. Discussion
4.1. The Effect of Accented Language Input on Children’s Language Skills
4.2. The Effect of Grammatical Complexity on Children’s Language Skills
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Group Performance Mean (SD) | |
---|---|
n | 49 |
Gender | 18 boys, 31 girls |
Age (years) | 4.86 (0.59) |
Socioeconomic Status | 14.41 (4.46) |
Non-Verbal IQ | 103.04 (6.84) |
Receptive Language | 111.94 (14.36) |
Expressive Language | 108.10 (14.35) |
Total Language | 110.92 (15.01) |
English Age of Acquisition (months) | 10.37 (15.10) |
Spanish Age of Acquisition (months) | 0.16 (0.82) |
English Daily Exposure (%) | 46.23 (15.62) |
Spanish Daily Exposure (%) | 53.76 (15.62) |
Number Native English Speakers | Number Non-Native English Speakers | Weighted Self-Rating Accent | |
---|---|---|---|
Number Native English Speakers | -- | −0.67 *** | −0.37 ** |
Number Non-Native English Speakers | −0.67 *** | -- | 0.35 * |
Weighted Self-Rating Accent | −0.37 ** | 0.35 * | -- |
Estimate | Standard Error | t-Value | |
---|---|---|---|
Model 1: Total Number of Native English Speakers | |||
Intercept | 108.31 | 2.52 | 42.91 ** |
Number of Native Speakers | 2.50 | 1.75 | 1.43 |
Non-Verbal IQ | 0.88 | 0.27 | 3.21 ** |
SES | 0.90 | 0.42 | 2.14 * |
R2 = 0.38, Adjusted R2 = 0.34, F(3, 45) = 9.13, p < 0.001; Cohen’s f2 = 0.61 | |||
Model 2: Total Number of Non-native English Speakers | |||
Intercept | 116.16 | 3.08 | 37.76 *** |
Number of Non-Native Speakers | 2.82 | 1.38 | −2.05 * |
Non-Verbal IQ | 0.98 | 0.25 | 3.87 *** |
SES | 0.96 | 0.39 | 2.42 * |
R2 = 0.40, Adjusted R2 = 0.36, F(3, 45) = 10.23, p < 0.001; Cohen’s f2 = 0.68 | |||
Model 3: Weighted Foreign Accent in English | |||
Intercept | 114.05 | 2.21 | 51.67 *** |
Weighted Accent | −2.78 | 1.25 | −2.22 * |
Non-Verbal IQ | 0.87 | 0.26 | 3.35 ** |
SES | 0.91 | 0.40 | 2.30 * |
R2 = 0.41, Adjusted R2 = 0.37, F(3, 45) = 10.6, p < 0.001; Cohen’s f2 = 0.71 |
Intelligibility | MLU in Morphemes | Percent Errors | Weighted Accent | |
---|---|---|---|---|
Intelligibility | -- | 0.30 | 0.02 | −0.35 |
MLU in morphemes | 0.30 | -- | −0.02 | 0.04 |
Percent errors | 0.02 | −0.02 | -- | 0.06 |
Weighted Accent | −0.35 | 0.04 | 0.06 |
Estimate | Standard Error | t-Value | |
---|---|---|---|
Model 1: Weighted Foreign Accent in English Rating | |||
Intercept | 118.41 | 3.49 | 33.93 *** |
Weighted Accent Rating | −9.32 | 3.31 | −2.81 ** |
Non-verbal IQ | 0.92 | 0.27 | 3.37 ** |
SES | 1.16 | 0.72 | 0.12 |
R2 = 0.69, Adjusted R2 = 0.65, F(3, 22) = 16.51, p < 0.001; Cohen’s f2 = 2.2 | |||
Model 2: Intelligibility | |||
Intercept | −91.20 | 84.71 | −1.08 |
Percent Intelligible Utterances | 2.06 | 0.86 | 2.40 * |
Non-verbal IQ | 0.98 | 0.27 | 3.61 ** |
SES | 1.88 | 0.57 | 3.26 ** |
R2 = 0.58, Adjusted R2 = 0.53, F(3, 24) = 11.28, p < 0.001; Cohen’s f2 = 1.4 | |||
Model 3: Morphology/Syntax | |||
Intercept | 102.41 | 8.59 | 11.92 *** |
MLU in Morphemes | 0.82 | 0.74 | 1.11 |
Non-verbal IQ | 1.05 | 0.29 | 3.57 ** |
SES | 1.55 | 0.62 | 2.49 * |
R2 = 0.51, Adjusted R2 = 0.45, F(3, 24) = 16.51, p < 0.01; Cohen’s f2 = 1.04 | |||
Model 4: Errors | |||
Intercept | 110.50 | 3.32 | 33.24 *** |
Percent Utterances with Error | 0.08 | 0.18 | 0.48 |
Non-verbal IQ | 1.17 | 0.30 | 3.95 ** |
SES | 1.67 | 0.63 | 2.64 * |
R2 = 0.49, Adjusted R2 = 0.43, F(3, 24) = 7.71, p < 0.01; Cohen’s f2 = 0.96 |
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Buac, M.; Kaushanskaya, M. The Impact of Non-Native Language Input on Bilingual Children’s Language Skills. Languages 2023, 8, 277. https://doi.org/10.3390/languages8040277
Buac M, Kaushanskaya M. The Impact of Non-Native Language Input on Bilingual Children’s Language Skills. Languages. 2023; 8(4):277. https://doi.org/10.3390/languages8040277
Chicago/Turabian StyleBuac, Milijana, and Margarita Kaushanskaya. 2023. "The Impact of Non-Native Language Input on Bilingual Children’s Language Skills" Languages 8, no. 4: 277. https://doi.org/10.3390/languages8040277