Key Links:
Information about my work in program evaluation can be found at www.joshualawrence.com.
Educators who want professional development resources can find them at www.readingways.org.
Lexical ambiguity values from Wordnet.
Rydland, V., Grøver, V., & Lawrence, J. F. (2014). The second-language vocabulary trajectories of Turkish immigrant children in Norway from ages five to ten: The role of preschool talk exposure, maternal education, and co-ethnic concentration in the neighborhood.Journal of Child Language, 41(2), 352–381. http://doi.org/10.1017/S0305000912000712
摘要：鲜有研究探讨幼儿园如何支持儿童的第二语言（L2）词汇的发展。这项研究密切关注了从学前班（五年级）到五年级（十岁）在挪威长大的二十六名土耳其移民儿童的发展情况。采用有关学前阶段谈话机会的四种测量指标（教师组织集体的谈话活动的数量与类型、同伴谈话的数量与类型）和涉及母亲教育背景和社区民族集中程度的人口学变量预测儿童的L2词汇发展轨迹。发展轨迹分析的结果显示，母亲教育是预测儿童在小学阶段的词汇量增长的唯一变量。然而，由教师主导的谈话、同伴谈话和社区环境可以预测儿童5岁时的L2词汇水平，这些差异将持续到儿童10岁。这项研究强调了学前阶段的谈话（教师主导的谈话和同伴谈话）和人口学变量对二语学习者词汇发展的重要性。
链接: http://doi.org/10.1007/s11145-011-9305-z
相关文献: Lawrence, J. F. (2012). English vocabulary trajectories of students whose parents speak a language other than English: Steep trajectories and sharp summer setback. Reading and Writing, 25(5), 1113–1141. http://doi.org/10.1007/s11145-011-9305-z
