The Quality of Child-Directed Speech Depends on the Speaker's Language Proficiency

Autor/inn/en	Hoff, Erika; Core, Cynthia; Shanks, Katherine F.
Titel	The Quality of Child-Directed Speech Depends on the Speaker's Language Proficiency
Quelle	In: Journal of Child Language, 47 (2020) 1, S.132-145 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hoff, Erika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
Schlagwörter	Child Language; Language Acquisition; Language Proficiency; Mothers; Native Speakers; English; Spanish; English (Second Language); Young Children; Educational Attainment; Parent Background; Grammar; Bilingualism; Language Usage; Expressive One Word Picture Vocabulary Test + Suchen Sie Ihr Suchwort? 'Children''s language'; Kindersprache; Sprachaneignung; Spracherwerb; Language skill; Language skills; Sprachkompetenz; Mother; Mutter; Muttersprachler; English language; Englisch; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Frühe Kindheit; Bildungsabschluss; Bildungsgut; Elternhaus; Grammatik; Bilingualismus; Sprachgebrauch
Abstract	Many children learn language, in part, from the speech of non-native speakers who vary in their language proficiency. To investigate the influence of speaker proficiency on the quality of child-directed speech, 29 mothers who were native English speakers and 31 mothers who were native speakers of Spanish and who reported speaking English to their children on a regular basis were recorded interacting with their two-year-old children in English. Of the non-native speakers, 21 described their English proficiency as 'good', and eight described their English proficiency as 'limited'. ANCOVAs, controlling for differences in maternal education and child language level, revealed significant effects of group on lexical and grammatical properties of child-directed speech that the literature has identified as positive predictors of child language development. These results suggest that the child-directed speech of native speakers and non-native speakers with good proficiency provide a richer database for language acquisition than the child-directed speech of speakers with limited proficiency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01