Cross-Linguistic Transfer in Vietnamese-English Speech.

IF 2.9 3区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Language Speech and Hearing Services in Schools Pub Date : 2025-10-08 Epub Date: 2025-09-02 DOI:10.1044/2025_LSHSS-25-00046

Kate Margetson, Sharynne McLeod, Sarah Verdon

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引用次数: 0

Abstract

Purpose: Typically developing multilingual children's speech may include mismatches and phonological patterns that are atypical in monolingual peers. One possible reason for mismatches is cross-linguistic transfer, when structures unique to one language are used while speaking another language. This study explored cross-linguistic transfer in Vietnamese-English-speaking children's and adults' speech at phoneme and syllable levels.

Method: Children (n = 66) aged between 2;0 and 8;10 (years;months) and adult family members (n = 83) completed single-word speech assessments in Vietnamese and English. Cross-linguistic transfer of nonshared consonants was analyzed in terms of frequency, patterns, and direction of transfer. Syllable structure patterns in English consonant clusters (cluster reduction, cluster simplification, epenthesis) were identified, as consonant clusters do not occur in Vietnamese.

Results: Cross-linguistic transfer of nonshared consonants occurred in most children's speech at least twice (75.76%, n = 66), tended to happen when the target was nonshared and occurred at a low frequency. During Vietnamese speech assessment, 21.82% of children's and 26.30% of adults' mismatches were due to cross-linguistic transfer of English consonants. During English speech assessment, 2.84% of children's and 24.33% of adults' mismatches were due to cross-linguistic transfer of Vietnamese consonants. Direction of cross-linguistic transfer was significantly associated with children's age and language proficiency. Bidirectional cross-linguistic transfer only occurred in the youngest children (2;6-4;5). English consonant clusters were impacted by syllable structure patterns for both children (35.76%) and adults (22.95%), indicating these mismatches in Vietnamese-English-speaking children's speech may be due to development, cross-linguistic transfer of Vietnamese syllable structure to English, and/or ambient phonology.

Conclusions: Cross-linguistic transfer occurred in Vietnamese-English-speaking children's and adults' speech. These findings highlight the importance of assessing multilingual children's speech in each language, considering interaction between languages, and identifying reasons for mismatches to ensure accurate diagnosis.

Supplemental material: https://doi.org/10.23641/asha.29955113.

查看原文本刊更多论文

越南语-英语语音的跨语言迁移

目的：典型发展的多语儿童的言语可能包括不匹配和语音模式，这在单语同龄人中是不典型的。不匹配的一个可能原因是跨语言迁移，当说另一种语言时使用一种语言特有的结构。本研究探讨了讲越南语的儿童和成人语音在音素和音节水平上的跨语言迁移。方法：2岁以下儿童66例；0和8；10（岁，月）和成年家庭成员（n = 83）完成越南语和英语单字语音评估。从频率、模式和迁移方向等方面分析了非共享辅音的跨语言迁移。在英语辅音集群的音节结构模式（集群缩减，集群简化，扩音）被确定，因为辅音集群不出现在越南语。结果：非共享辅音的跨语言迁移在大多数儿童言语中至少发生两次（75.76%,n = 66），且多发生在目标语非共享时，且发生频率较低。在越南语语音评估中，21.82%的儿童和26.30%的成人的不匹配是由于英语辅音的跨语言迁移。在英语语音评估中，2.84%的儿童和24.33%的成人的不匹配是由于越南辅音的跨语言迁移。跨语言迁移的方向与儿童的年龄和语言能力显著相关。双向跨语言迁移只发生在最小的儿童（2岁；6-4岁；5岁）。儿童（35.76%）和成人（22.95%）的英语辅音集群都受到音节结构模式的影响，这表明越南语-英语儿童言语中的这些不匹配可能是由于发育、越南语音节结构向英语的跨语言迁移和/或环境音系所致。结论：越南语-英语儿童和成人的言语存在跨语言迁移。这些发现强调了评估多语言儿童在每种语言中的言语，考虑语言之间的相互作用以及确定不匹配原因以确保准确诊断的重要性。补充资料：https://doi.org/10.23641/asha.29955113。

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来源期刊

Language Speech and Hearing Services in Schools Social Sciences-Linguistics and Language

CiteScore

4.40

自引率

12.50%

发文量

165

期刊介绍： Mission: LSHSS publishes peer-reviewed research and other scholarly articles pertaining to the practice of audiology and speech-language pathology in the schools, focusing on children and adolescents. The journal is an international outlet for clinical research and is designed to promote development and analysis of approaches concerning the delivery of services to the school-aged population. LSHSS seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work. Scope: The broad field of audiology and speech-language pathology as practiced in schools, including aural rehabilitation; augmentative and alternative communication; childhood apraxia of speech; classroom acoustics; cognitive impairment; craniofacial disorders; fluency disorders; hearing-assistive technology; language disorders; literacy disorders including reading, writing, and spelling; motor speech disorders; speech sound disorders; swallowing, dysphagia, and feeding disorders; voice disorders.