By Enlli Mon Thomas, Ineke Mennen
This e-book presents a modern method of the research of bilingualism. Drawing on contributions from major specialists within the box, this ebook brings jointly - in one quantity - a range of the interesting paintings carried out as a part of the programme of the ESRC Centre for examine on Bilingualism in conception and perform at Bangor college, Wales.
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Additional resources for Advances in the Study of Bilingualism
2013). All statistical tests revealed L1 attrition in the frequency of F1 for female and male bilinguals; in contrast, however, the frequency of F2 between the female bilinguals and their respective control group did not significantly differ. Moreover, in the analyses of individual participants, F1 frequency of the lateral /l/ appeared to be less stable than the F2 frequency. Indeed, only two late consecutive bilinguals evidenced L1 attrition in the F2 frequency of the German /l/, whereas eight (the same two plus six more) did so in the frequency of F1, suggesting that place of constriction (as represented by F2 frequency) was less prone to L1 attrition than openness, (as represented by F1 frequency).
2 Maturational Constraints in Bilingual Speech Esther de Leeuw Introduction Most research concentrates on how the first language (L1) influences the second language (L2), but some research has shown that it is possible for late consecutive bilinguals to perform deviantly from native speaker norms in L1 speech. This chapter will deal with research in this area, here termed L1 attrition in the phonetic domain. Initially, the definition of L1 attrition is discussed, followed by an overview of research findings pertaining to L1 attrition in the domain of phonetics in late consecutive bilinguals.
Children from Welsh-only homes, on the other hand, would typically be exposed to English from early on via the media, friends or neighbours. ’s (2007) study on word form recognition in monolingual Welsh-speaking children, monolingual English-speaking children and bilingual children growing up with both languages, as well as with growing evidence from lexical and grammatical acquisition which suggests that bilingual children attain high levels of proficiency in the dominant language, that is, English, regardless of home language background, whereas attainment levels in the minority language, that is, Welsh are directly dependent on degree of input at home and at school (Gathercole & Thomas, 2009).