You are here

FAU Collections » FAU Research Repository » FAU Theses and Dissertations

Properties of Child-Directed Speech in Mothers’ Native and Nonnative Languages: A Comparison of English Monolingual and Spanish-English Bilingual Mothers’ Talk to 2-Year-Olds

Download pdf | Full Screen View

Date Issued:
2016
Summary:
Previous studies have found that bilingual children’s vocabulary development benefits more from child-directed speech from native speakers than child-directed speech from nonnative speakers. The current study compared the native English child-directed speech of 20 English monolingual mothers, the nonnative English child-directed speech of 20 Spanish-English bilingual mothers, and the native Spanish child-directed speech of the same bilingual mothers in terms of three aspects of input previously associated with children’s language development: data-providing properties, topic contingency, and speech function. There were significant differences between native English and nonnative English child-directed speech, and between nonnative English and native Spanish. The results suggest two sources of influence shaping child-directed speech: quality differences related to native speaker status and cultural factors primed by the language being spoken.
Title: Properties of Child-Directed Speech in Mothers’ Native and Nonnative Languages: A Comparison of English Monolingual and Spanish-English Bilingual Mothers’ Talk to 2-Year-Olds.
195 views
62 downloads
Name(s): Shanks, Katherine Alexandra Filippi, author
Hoff, Erika, Thesis advisor
Florida Atlantic University, Degree grantor
Charles E. Schmidt College of Science
Department of Psychology
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Date Created: 2016
Date Issued: 2016
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 50 p.
Language(s): English
Summary: Previous studies have found that bilingual children’s vocabulary development benefits more from child-directed speech from native speakers than child-directed speech from nonnative speakers. The current study compared the native English child-directed speech of 20 English monolingual mothers, the nonnative English child-directed speech of 20 Spanish-English bilingual mothers, and the native Spanish child-directed speech of the same bilingual mothers in terms of three aspects of input previously associated with children’s language development: data-providing properties, topic contingency, and speech function. There were significant differences between native English and nonnative English child-directed speech, and between nonnative English and native Spanish. The results suggest two sources of influence shaping child-directed speech: quality differences related to native speaker status and cultural factors primed by the language being spoken.
Identifier: FA00004633 (IID)
Degree granted: Thesis (M.A.)--Florida Atlantic University, 2016.
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Includes bibliography.
Subject(s): Language arts (Early childhood)
Language acquisition--Parent participation.
Sociolinguistics.
Bilingualism in children.
Psycholinguistics.
Interpersonal communication--Psychological aspects.
Held by: Florida Atlantic University Libraries
Sublocation: Digital Library
Links: http://purl.flvc.org/fau/fd/FA00004633
Persistent Link to This Record: http://purl.flvc.org/fau/fd/FA00004633
Use and Reproduction: Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.