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Direct linkMai, Ziyin; Yip, Virginia – International Journal of Bilingual Education and Bilingualism, 2022
Early trilingual development is an excellent testing ground for input reduction effects on acquisition outcomes. This article reports a study investigating input-outcome relations in a child Leo in Hong Kong, who was addressed to in Mandarin, Cantonese and later also in English by caretakers through 'one caretaker-one language' and 'one day-one…
Descriptors: Mandarin Chinese, English (Second Language), Sino Tibetan Languages, Multilingualism
Sun, He; Ng, Ee Lynn – Asia Pacific Journal of Education, 2021
The current study explored the home and school factors that are important for Singaporean pre-schoolers' (N = 1440) early English development from K1 to P1. Language input quantity and quality factors at home (e.g., number of English books,) and at school (e.g., instructional support in class) were used to predict children's English vocabulary and…
Descriptors: Family Environment, Educational Environment, Second Language Learning, Second Language Instruction
Lippeveld, Marie; Oshima-Takane, Yuriko – Language Acquisition: A Journal of Developmental Linguistics, 2015
Using an observational task followed by an experimental task with an Intermodal Preferential Looking Paradigm, we examined the effect of input on children's acquisition of class extension rules by investigating the relationship between the amount of polysemous noun-verb pairs in French-speaking 2-year-olds' input and both their spontaneous…
Descriptors: Second Language Learning, Nouns, Verbs, Linguistic Input
