双语和元语言技能

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This research demonstrates the impact of bilingualism on meta语言 skills.

A framework for relating degree of bilingualism to aspects of 语言 awareness is presented in which meta语言 tasks are described in terms of their demands for analysis of knowledge or control of processing. Two studies are reported in which children differing in their level of bilingualism were given meta语言 problems to solve that made demands on either analysis or control. The hypotheses were that all bilingual children would perform better than monolingual children on all meta语言 tasks requiring high levels of control of processing and that fully bilingual children would perform better than partially bilingual children on tasks requiring high levels of analysis of knowledge. The results were largely consistent with these predictions.

Levels of bilingualism and levels of 语言 awareness. 发展心理学, 24(4), 560-567. 从PsycINFO数据库.

Bialystok, E. (1988).
Observed the development of meta语言 awareness and tested the bilingual hypothesis, by comparing meta语言 skills in 32 Spanish-speaking and 32 English-speaking monolinguals and in 32 Spanish-English bilinguals aged 4 yrs 5 mo to 8 yrs. The Spanish and English meta语言 tests each contained 15 different ungrammatical constructions and 15 grammatically correct "fillers."对于每个项目, the children were asked in the appropriate language to note whether the construction was correct or incorrect, 纠正他们注意到的错误, 并解释为什么这些错误是错误的. Data suggest that the experience of learning 2 languages hastens the development of certain meta语言 skills in young children but does not alter the course of that development.

The effects of learning two languages on levels of meta语言 awareness. 认知, 34(1), 1-56. 从PsycINFO数据库.

Galambos,年代. J., & Goldin-Meadow,年代. (1990).
双语者在认知方面优于单语者, 语言, and academic achievement measures has been explained in terms of a meta语言 hypothesis that suggests that use of 2 or more languages endows the language users with special awareness of objective properties of language and enables them to analyze 语言 input more effectively. A series of studies compared unilingual and balanced bilingual Kond children to investigate the meta语言 hypothesis. These studies show that the bilinguals outperform the unilinguals on a number of cognitive, 语言, 以及元语言任务, 即使智力上的差异是可控的. 然而, a study with unschooled bilingual and unilingual children showed no significant differences in meta语言 skills. The meta语言 hypothesis of bilinguals' superiority in cognition may need to be reexamined in the context of the effect of schooling on meta语言 processes.

Bilingualism and cognitive development of kond tribal children: Studies on meta语言 hypothesis.Pharmacopsychoecologia. Special Issue: Environmental Toxicology and Social Ecology, 5(1-2), 57-66. 从PsycINFO数据库.

莫汉蒂,. K. (1992).
Investigated the relationship between meta语言 and cognitive ability of 120 bilingual and unilingual children who were 6, 8, 10岁. Meta语言 ability was determined from students’ abilities to perceive rhymes in language, judge the appropriateness of corrections of others' speech, 词语定义, 替代符号, 理解任意语言, 创造文字. Cognitive abilities were measured with Piagetian conservation tasks and the Progressive Matrices Test. Results suggest that bilingualism enhances the meta语言 ability of children but does not improve their cognitive abilities because bilinguals are capable of switching from one 语言 code to the other. It is therefore contended that meta语言 abilities constitute a set of abilities independent from cognitive abilities and that the better performance of bilinguals is due to their ability to reflect on language regardless of their cognitive development.

Relationship between meta语言s and cognitive development of bilingual and unilingual tribal children. Psycho-Lingua,14(1), 63-70. 从PsycINFO数据库.

Pattnaik K., & 莫汉蒂,. K. (1984).

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双语和元语言技能

This research demonstrates the impact of bilingualism on meta语言 skills.