超越年龄:探索讲传统语言者和后进 L2 学习者的最终成就

Leonarda Prela, Ewa Dąbrowska, Miquel Llompart
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摘要

根据 "关键期假说"(Critical Period Hypothesis),成功的语言学习在幼儿期是最理想的,而在这个时间窗口之外的语言学习则是不成功的。在这方面,早期语言习得被认为是趋同和可靠的,而晚期语言习得则不然。本研究通过语法判断任务测试希腊语-英语双语者的语法能力,调查了早期双语者/传承者(HSs)、晚期第二语言/外语(L2)学习者以及可比的单语群体的语法成就,从而重新审视了关键期的观点。我们的研究结果表明,在英语方面,HSs 的表现与单语者相当,两组都超过了 L2 后期学习者,后者的表现比 HSs 和单语者低约 2 SD。在希腊语方面,后期 L2 学习者和单语学习者的表现不相上下,与之形成鲜明对比的是,HS 的水平明显较低,平均比后期 L2 学习者和单语学习者低约 5 个标准差。因此,我们的研究结果表明,希腊语学习者与希腊语单语种学习者/后期第二语言学习者之间的成绩差距比后期第二语言学习者与英语单语种学习者/希腊语学习者之间的差距更为明显,这表明早期双语学习者在英语方面的成功可能是以牺牲其遗产语言(希腊语)为代价的。此外,我们还观察到,在希腊语学习者中,他们在遗产语言方面的个体差异远远大于在第二语言学习者中的个体差异。因此,通过对双语学习者的两种语言进行测试,我们可以揭示语法终极成就的复杂性,并促使我们重新思考年龄作为(不)成功成就的主要决定因素的问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Beyond age: exploring ultimate attainment in heritage speakers and late L2 learners
According to the Critical Period Hypothesis, successful language learning is optimal during early childhood, whereas language learning outside of this time window is unsuccessful. In this respect, early language acquisition is viewed as convergent and reliable but late acquisition is not. The present study revisits the idea of a critical period by investigating the grammatical attainment of early bilinguals/heritage speakers (HSs), late second/foreign language (L2) learners, and comparable groups of monolinguals by testing Greek-English bilinguals in the two languages they speak by means of a grammaticality judgment task. Our findings show that in English, HSs performed on par with monolinguals, both groups surpassing the late L2 learners, who performed about 2 SDs below the HSs and the monolinguals. In Greek, late L2 learners and monolinguals exhibited comparable performance, contrasting sharply with the HSs’ significantly lower proficiency, which was on average about 5 SDs below the late L2 learners and the monolinguals. Consequently, our results show that the performance gaps between HSs and Greek monolinguals/late L2 learners were more pronounced than the differences between late L2 learners and English monolinguals/HSs, suggesting that the early bilinguals’ success in English may come at the expense of their heritage language (Greek). Furthermore, we observe substantially more individual variation within HSs in their heritage language than within the late L2 learners for their second language. Thus, testing bilinguals in both of their languages allows us to unveil the complexity of grammatical ultimate attainment and prompt a re-thinking of age as the major determining factor of (un)successful attainment.
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