Ce travail porte sur l’inscription de la notion extralinguistique de mouvement dans deux langues typologiquement différentes, et examine l’impact de ces différences sur les premiers développements langagiers. Les travaux récents sur la question montrent en effet qu’il existe des contraintes proprement linguistiques, en plus de contraintes générales liées à l’empreinte particulière qu’apporte la perception de l’espace et du mouvement à la cognition. Notre objectif est d’analyser la place de ces contraintes dans l’acquisition du langage, à partir de suivis longitudinaux d’enfants francophones et anglophones filmés dès les débuts du langage. Nous présentons d’abord plusieurs illustrations des hypothèses sur la précocité du mouvement, repérées dans les premières formes de communication : celles-ci dessinent des liens très précoces entre mouvement et langage, qui ne semblent pas dépendre de la langue adressée à l’enfant. Nous nous penchons ensuite sur l’impact des contraintes proprement linguistiques, que l’expression du déplacement fait apparaître. L’analyse du discours adressé à l’enfant permet de souligner l’importance des contextes de production, et de variations reflétant des choix énonciatifs différents : leur prise en compte atténue les différences inter-langues observées dans la littérature. Cependant, des contrastes plus marqués apparaissent dans les premières expressions du déplacement : ils montrent une prise en compte précoce des contraintes linguistiques. L’analyse de l’expression du déplacement en français révèle aussi une focalisation peut-être excessive de la typologie sémantique sur les valeurs spatiales. Pour montrer que la prise en compte des valeurs non spatiales importe y compris pour l’analyse de l’anglais, nous interrogeons l’articulation des valeurs spatiales et non spatiales dans l’acquisition des premières constructions, à partir d’un des premiers marqueurs utilisés par les enfants anglophones : up. / This dissertation starts from the expression of motion (an extralinguistic notion) in two typologically different languages, and analyses the impact of those differences in early language acquisition. Recent studies have highlighted the importance of linguistic constraints, in addition to general constraints linking our perception of space and motion with general cognitive processes. Our aim is to situate those constraints within a general understanding of first language acquisition: this will be achieved through analyses of longitudinal follow-ups of French and English-speaking children from early communication onwards. We start by isolating and discussing some features of early communication in which the primacy of motion is best illustrated. They are evidence for the existence of early links between motion and language, which do not seem to depend on the characteristics of the language acquired. We then examine the impact of linguistic constraints, as they appear in the expression of location changes. Child-directed speech shows important variations in context, but also in each speaker’s linguistic choices and strategies: cross-linguistic differences thus need to be reconsidered. However, more marked contrasts are seen in how children first express location changes: they are evidence for an early integration of linguistic constraints. Our analyses also underline the overrated status of spatial semantics in typology and cross-linguistic comparisons. In order to show that non spatial meaning matters, we finally question how both spatial and non-spatial semantics are implied in the acquisition of syntactic constructions with one of the first markers used by English-speaking children: up.

Unlike some Asian languages (e.g., Korean), English has lexical stress manifested by four acoustic features: duration, intensity, F0 (pitch), and vowel quality. Lexical stress has been known to have significant influences on native English speakers’ recognition of spoken words. According to Cutler (2015), lexical stress has both suprasegmental and segmental features: Suprasegmental features include duration, intensity, and F0 while vowel quality is considered a segmental feature. However, it is still unclear which lexical features are more responsible for spoken word recognition. This study examined which features, suprasegmental features or vowel quality of English, are a more significant influencer in spoken word recognition using English loanwords in Korean, which lack the prominence of any syllable realized by these features. Additionally, this study investigated the claimed advantage of the strong-weak stress pattern over a weak-strong pattern. To that end, two experiments were conducted. First, a parallel acoustic comparison was made between disyllabic English words and their corresponding English loanwords in Korean in order to investigate whether Korean has lexical stress features similar to those of English. 10 Korean and 10 English native speakers read 20 disyllabic words: the English loanwords in Korean by Korean participants and the source English words by American participants. The results showed that the differences of acoustic values between the syllables of the English words were significantly larger than those of the English loanwords. That is, the relative prominence of the stressed syllable over the unstressed syllable in English was not found in Korean. Additionally, the results indicated that Korean does not have a reduced vowel such as /ə/ in English, which is a critical feature of English vowel quality. In Experiment II, 16 English loanwords were used to create three versions of a spoken word recognition experiment, which was administered using the online survey platform, Qualtrics. Each version had a different type of manipulation: unmanipulated English loanwords, English loanwords with suprasegemental manipulation or English loanwords with vowel quality manipulation. 117 American English hearers identified the spoken words of one of the versions assigned to them; their success rates and reaction times (RT) were recorded. A binominal regression test was used for the analysis of success rates, and the Kruskal-Wallis H test for the response times. The results indicated that as far as success rates are concerned, both suprasegmental features and vowel quality play a role in recognizing spoken English words. However, when these two features were compared, vowel quality seemed to be a much stronger player. As for stress patterns, no significant differences were found in success rates across the three sets of manipulation. Moreover, this study did not find any significant difference in RTs either across the three manipulation sets or the two stress patterns. This study offered many applied implications in ESL, especially for teaching English pronunciation in Korea.

A path model of second language (L2; English) oral language and reading comprehension variables was tested on a sample of 100 Spanish-speaking English-language learners enrolled in a transitional bilingual program over a 3-year period. The data collected were a part of a longitudinal, federally funded experimental project entitled English Language and Literacy Acquisition (Project ELLA). The purpose of this study was (a) to test a path model on discrete L2 academic language proficiency variables on L2 reading comprehension, (b) to test a path model on discrete L2 academic language proficiency variables and L2 reading comprehension on L1 reading comprehension, and (c) to compare the influence of L2 language development on reading comprehension development in L2 and L1 between students enrolled in transitional bilingual education experimental (TBE-E) classrooms and those enrolled in the transitional bilingual education control or typical (TBE-T) classrooms. Results indicated the two groups did not differ significantly in their overall levels of achievement. However, striking differences were noted in how the academic language proficiency variables influenced reading comprehension outcomes. English listening comprehension, vocabulary, and grammar had significant influences on reading comprehension in the TBE-E group while English listening comprehension was the only predictor variable for the TBE-T group. Cross-linguistic transfer was established in the TBE-E group from English reading comprehension to Spanish reading comprehension whereas no transfer was detected in the TBE-T group. It is evident that high quality comprehensive ESL instruction develops academic oral language proficiency that contributes to effective reading comprehension while students continue to learn in their native language. However, in the absence of a high quality ESL instruction, students may develop academic oral language proficiency, but are ineffective in utilizing these skills for reading comprehension. It is also evident that time spent developing quality L2 reading comprehension influences L1 reading comprehension even though less time is spent in L1, suggesting cross-linguistic transfer from L2 to L1. More effective English skills coupled with effective native language skills suggests the TBE-E students have added cognitive benefits of bilingualism while the TBE-T students remain ineffective in using available language proficiency skills for effective reading comprehension.

ABSTRACT THE RELATIONSHIP BETWEEN LANGUAGE AND READING IN BILINGUAL ENGLISH-ARABIC CHILDREN by Lama K. Farran This dissertation examined the relationship between language and reading in bilingual English-Arabic children. The dissertation followed a two chapter Review and Research Format. Chapter One presents a review of research that examined the relationship between oral language and reading development in bilingual English-Arabic children. Chapter Two describes the study that examined this same relationship. Participants were 83 third-, fourth-, and fifth-grade children who attended a charter school in a large school district in the Southeastern portion of the US. The school taught Arabic as a second language daily in the primary and elementary grades. This cross-sectional quantitative study used norm-referenced assessments and experimental measures. Data were analyzed using simultaneous and hierarchical regression to identify language predictors of reading. Analysis of covariance was used to examine whether the language groups differed in their Arabic reading comprehension scores, while controlling for age. Results indicated that phonological awareness in Arabic was related to phonological awareness in English. However, morphological awareness in Arabic was not related to morphological awareness in English. Results also revealed that phonological awareness predicted word reading, pseudoword decoding, and complex word reading fluency within Arabic and English; morphological awareness predicted complex word reading fluency in Arabic but not in English; and vocabulary predicted reading comprehension within Arabic and English. Further analyses indicated that children with high vocabulary differed from children with low vocabulary in their reading comprehension scores and that this difference was driven by children’s ability to read unvowelized words. Consistent with the extended version of the Triangle Model of Reading (Bishop & Snowling, 2004), the results suggest a division of labor among various language components in the process of word reading and reading comprehension. Implications for research, instruction, and early intervention with bilingual English-Arabic children are discussed.

Interest in Portuguese has steadily increased over the last decade in universities across both North and South America (Carvalho 2002, 2011), principally among Spanish speakers. Generally speaking, Portuguese for Spanish-speakers courses have been designed around the theory that Spanish-speaking students will benefit from cross-linguistic influence (CLI, or transfer) due to the typological similarity that exists between Portuguese and Spanish (see Júdice, 2000). Related to this, the Typological Primacy Model, or TPM (Rothman, 2011), states that CLI in L3 acquisition principally comes from the language that is perceived to be typologically similar to the target language (psycho-typology, see Kellerman, 1983), resulting in both positive and negative transfer. Although there is a high degree of typological similarity between Spanish and Portuguese, it is unknown whether or not this linguistic proximity is equally salient to all learners and whether or not learners view this linguistic proximity as an advantage or a disadvantage when learning Portuguese. Furthermore, some studies have suggested that the context in which one's Spanish is acquired may play a role in the different types of CLI evident among different Spanish-speaking learners of Portuguese (e.g., Carvalho & da Silva, 2006; Johnson, 2004; Koike & Gualda, 2008). Consequently, Carvalho (2002, 2011) has called for more empirical evidence to shed light on the nature of CLI between Spanish and Portuguese. This dissertation, consisting of three main studies, seeks to answer this call by examining the effects of language background on L3 Portuguese acquisition among three groups of Spanish-speaking bilinguals: L1 Spanish (L1S) bilinguals, L2 Spanish (L2S) bilinguals, and heritage speakers of Spanish (HS bilinguals). Results from both quantitative and qualitative analyses of questionnaire data from the first study suggest that although all participants view Spanish as the principal source of CLI in L3 Portuguese acquisition, L2S bilinguals and HS bilinguals perceive the role of Spanish as significantly more facilitative when learning Portuguese than do L1S bilinguals. The second and third studies used a sentence completion task and a preference/grammaticality judgment task (see Ayoun, 2000) to measure bilingual students' knowledge of mood distinctions in Spanish in obligatory and non-obligatory contexts, respectively, and how they transfer that knowledge to Portuguese. Results indicate that the L2S group scored significantly lower on both measures of mood distinctions in obligatory contexts in Spanish, but transferred over more of their knowledge to Portuguese than either the L1S or HS groups. Similarly, results suggest that L2S bilinguals do not understand the variable nature of mood distinctions in non-obligatory environments, but show almost identical strategies of mood selection in both Spanish and Portuguese. In contrast, L1S and HS bilinguals display knowledge of the variable nature of mood distinctions in Spanish in these contexts but show marked differences in mood selection between the Spanish and Portuguese tasks. The results of these studies contribute to L3 acquisition literature by emphasizing the complexity involved in determining the role of the background languages in CLI and by highlighting the importance of the context of acquisition in CLI. In addition, the results provide more empirical evidence regarding the differences between how different groups of Spanish-speaking bilinguals transfer their knowledge when acquiring L3 Portuguese.

This thesis investigates learners’ reading practices and especially the processing of cross-linguistic similarities at the lexical level. The aim is to determine how learners proceed in order to understand text in French (L3). Data were collected using various reading comprehension tasks in combination with the think-aloud method. Reading comprehension was mainly assessed through a translation task while the reading practices were observed in think-aloud protocols. According to a reading comprehension score, 20 learners were divided into high level and low level groups. The majority of participants were Swedish learners who are also proficient in English L2. Another group of 10 Swedish learners and 10 French native speakers participated in a cross-linguistic word association task. Reading practices were defined as including skills, strategies and readers’ reactions to the text, the tasks and their own capacities. A typology of twelve reading practices was established including three categories based on intralingual and interlingual similarities. Results from the translation task and the think-aloud protocols show that interlingual processing is more important when learners have difficulties in understanding text content. The more learners in the low level groups relied on intralingual and especially interlingual similarities the less they understood the text content. The high level groups on the other hand used reading practices such as reformulation or translation procedures. The think-aloud protocols also show that learners believe that they compare words in the French text (L3) with English similar words (L2) although their interlingual processing during translation actually confirms the dominance of Swedish (L1). Moreover, results from a cross-linguistic word association task suggest that French Swedish/English cognates and false friends activate this type of words more often than French control words. Cross-linguistic stimuli actually triggered patterns of potential interlingual similarities, for example sacrifice (stimulus) – religion (response), even more than words that are similar to the stimulus diplomate – diplom ‘diploma’.

La présente recherche doctorale traite des constructions causatives dans une perspective développementale et contrastive. Elle poursuit un double objectif. D'une part, démontrer que la complexité morphosyntaxique des mécanismes causatifs joue un rôle important dans le processus de leur acquisition par les enfants. D'autre part, prendre en considération plusieurs habiletés langagières (production, compréhension, imitation) pour explorer pleinement les divers niveaux de maitrise des constructions causatives. Les deux langues que nous étudions – le français et le bulgare – n'utilisent pas les mêmes mécanismes pour encoder la notion de causativité. Le français privilégie le prédicat complexe faire + Vinf, mais accepte également quelques causatifs lexicaux (nourrir X). Le bulgare fait appel à trois procédés : lexical (xranja X – nourrir X), morphologique (le préfixe ‘raz-' : razsmivam X – faire rire X) et périphrastique (karam X da V présent – inciter X à ce que V présent). Un total de 113 francophones (71 enfants et 42 adultes) et de 96 bulgarophones (56 enfants et 40 adultes) participent à cette étude contrastive ; tous sont des locuteurs natifs monolingues. Les enfants sont répartis en trois tranches d'âge (3-4 ans, 4-5 ans et 5-6 ans) et ils participent à trois tâches expérimentales (production, compréhension, imitation). Les adultes sont enregistrés uniquement en tâche de production. Notre recherche aboutit à quelques résultats intéressants. Premièrement, entre 3 et 6 ans, la conceptualisation de la causativité ne pose pas de problèmes particuliers aux enfants francophones et bulgarophones ; ils comprennent les mécanismes causatifs de leur langue. Deuxièmement, l'ordre d'acquisition des formes causatives est étroitement lié à leur degré de complexité morphosyntaxique. Dans les deux langues étudiées, les causatifs lexicaux sont complètement maitrisés par les enfants. En revanche, malgré son caractère compact et sa simplicité formelle, le causatif morphologique du bulgare semble apparaitre tardivement. La présence d'erreurs par surgénéralisation chez les enfants âgés de 5 à 6 ans révèle que l'acquisition de ce mécanisme causatif n'est pas achevée. La construction périphrastique karam X da V présent, quant à elle, peut être considérée comme maitrisée, puisqu'entre 4 et 5 ans, les habiletés des enfants bulgares à la produire sont déjà très proches de l'usage adulte. Enfin, le prédicat complexe faire + Vinf est en voie de stabilisation ; les enfants français doivent faire quelques ajustements au niveau de l'intégrité de la séquence faire + Vinf et de l'usage de l'argument causataire (sa fonction syntaxique et sa présence dans les énoncés). Troisièmement, le rappel de la structure des mécanismes causatifs en tâche d'imitation améliore les performances productives des enfants. En conclusion, par la prise en compte de trois habiletés langagières, cette étude apporte un éclairage dans la recherche sur les constructions causatives. Dans l'esprit du Modèle de compétition et des approches basées sur l'usage, notre travail valide également la pertinence de trois principaux facteurs déterminant l'ordre d'acquisition des unités linguistiques : 1/ fréquence dans l'input (ou disponibilité) ; 2/ fiabilité (ou spécialisation dans l'expression d'une fonction communicative) ; 3/ complexité (formelle et conceptuelle). / The present study investigates the causative constructions from a developmental and cross-linguistic perspective. On the one hand, it aims to show the important role of the morphosyntactic complexity of causative mechanisms during language acquisition. On the other hand, it aims to examine different language skills (production, comprehension, imitation) in order to explore various levels of mastery of the causative constructions in two languages, French and Bulgarian. The two languages under investigation, French and Bulgarian, do not use the same mechanisms to express causativity. French uses the faire + Vinf complex predicate and some lexical causatives (nourrir X – feed X). In Bulgarian, the causativity is expressed using three mechanisms: lexical (xranja X – feed X), morphological (prefix ‘raz-': razsmivam X - make X laugh) and periphrastic construction (karam X da V pres – make that X + V pres). A total of 113 L1 French speakers (71 children and 42 adults) and 96 L1 Bulgarian speakers (56 children and 40 adults) took part in this cross-linguistic study. The children were divided into three age groups: 3-4, 4-5 and 5-6 years of age; they all participated in three experimental tasks (production, comprehension and imitation). The adults took part in one experimental task (production). Our cross-linguistic study provided some interesting results. Firstly, the conceptualization of causativity is equally understood in both languages, each child group globally understands the causative mechanisms available in their own language. Secondly, the order of acquisition of the causative mechanisms is tightly linked to its degree of morphosyntactic complexity. In both languages, lexical causatives are already mastered by all the children groups. Surprisingly enough, in Bulgarian, the morphological causative appears to be a late language development, as children as old as 5 to 6 years produce overgeneralizations of this mechanism, that means it is not yet mastered. In the Bulgarian data, we found that the periphrastic construction is acquired between the ages of 4 to 5 years; the children of this age group already show an adult-like ability in producing this analytical causative mechanism. In the French data, we found that the production of the faire + Vinf complex predicate begins to stabilize; however, children have to adjust both the integrity of the faire + Vinf structure and the usage of the causee argument (its syntactic function and its presence in the utterance). Thirdly, in instances when the structure of causative mechanisms is present during the imitation task, the children's production is improved. In conclusion, by including various language skills (production, comprehension and imitation), this study brings a new perspective in investigating the causative constructions. Our research is also consistent with both the Competition model and the usage-based approaches; it validates the relevance of three major factors determining the order of acquisition of the linguistic structures: 1/ input frequency (or ‘cue availability'); 2/ cue reliability; 3/ formal and semantic complexity (or ‘cue cost').

Submitted by Aline Batista (alinehb.ufpel@gmail.com) on 2018-07-17T19:12:39Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_Renan_Castro_Ferreira.pdf: 2147576 bytes, checksum: 576e918ce5169b06e2bd38124e8dd6e2 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2018-07-17T21:25:35Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_Renan_Castro_Ferreira.pdf: 2147576 bytes, checksum: 576e918ce5169b06e2bd38124e8dd6e2 (MD5) / Made available in DSpace on 2018-07-17T21:25:42Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_Renan_Castro_Ferreira.pdf: 2147576 bytes, checksum: 576e918ce5169b06e2bd38124e8dd6e2 (MD5) Previous issue date: 2018-02-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / O presente trabalho buscou identificar as similaridades translinguísticas reais entre português e inglês em estruturas do tipo phrasal verbs e investigar a percepção dessas similaridades por aprendizes de inglês como língua estrangeira (LE) que são falantes nativos de português. Realizamos um levantamento em dicionários de verbos e regência com o objetivo de confirmar a presença, na língua portuguesa, de estruturas do tipo phrasal verbs. Depois, com base no referencial teórico de Kellerman (1977) e Ringbom (2007) sobre a importância das similaridades translinguísticas percebidas e/ou presumidas na aprendizagem de língua estrangeira, assim como no estudo de Sjöholm (1995) sobre o efeito delas na aprendizagem de phrasal verbs, utilizamos um teste de múltipla escolha e entrevistas semiestruturadas para examinar as percepções de aprendizes brasileiros de inglês e determinar se as similaridades entre as línguas em questão afetam o modo como eles compreendem e usam os phrasal verbs. O levantamento evidenciou que o português possui phrasal verbs e que muitos deles conservam similaridades de forma e significado com seus equivalentes em inglês. O teste de múltipla escolha mostrou que há uma tendência maior de escolha de phrasal verbs em inglês quando eles possuem equivalentes em português. Nas entrevistas, todos os aprendizes conseguiram identificar os equivalentes portugueses dos phrasal verbs apresentados, apesar de não terem estabelecido essa relação entre as línguas de forma consciente durante o teste. Os resultados indicam que a percepção de similaridades translinguísticas entre português-LM e inglês-LE na questão dos phrasal verbs leva à facilitação da compreensão e do uso dessas estruturas na LE alvo. / This work aimed to identify the real cross-linguistic similarities between Portuguese and English concerning phrasal verbs and investigate the perception of such similarities by learners of English as a foreign language (EFL) who are native speakers of Portuguese. To confirm that Portuguese has structures that can be classified as phrasal verbs, we carried out a survey in verb and verb collocation dictionaries. Then, based on the research by Kellerman (1977) and Ringbom (2007) on the importance of perceived and/or assumed cross-linguistics similarities in foreign language learning, as well as on Sjöholm’s (1995) study on their effect on the learning of phrasal verbs, we used a multiple-choice test and semi-structured interviews to examine the perceptions of Brazilian learners of English and determine whether the similarities between the two languages in question affect the way they comprehend and use phrasal verbs. The searches in Portuguese dictionaries evinced that Portuguese language has phrasal verbs and that many of them have similarities of form and meaning with their English equivalents. The multiple-choice test showed that the learners have a greater tendency to choose phrasal verbs in English when there are equivalents in Portuguese. In the interviews, all of the respondents were able to identify the Portuguese equivalents of the English phrasal verbs presented, in spite of not having consciously found that relationship between the languages during the test. The results indicate that the perception of cross-linguistic similarities between L1 Portuguese and FL English concerning phrasal verbs leads to the facilitation in the comprehension and use of those structures in the target foreign language.

The knowledge about typical vocabulary development in bilingual children is limited, which is why bilingual children incorrectly might be diagnosed with language impairment. The aim of this study is to investigate the Swedish vocabulary of 4- and 7-year-old bilingual Swedish-Turkish children via the vocabulary test Cross-linguistic Lexical Task (CLT). The assessment has been carried out earlier within the project BiLI-TAS and included 52 children, equally distributed over the two age groups, who both understood and spoke Swedish and Turkish. The test included both production and comprehension of nouns and verbs. The authors of this thesis have analysed the incorrect answers given by the children in the production part of the vocabulary test. The responses were categorised through an elaborated category system to map out the word knowledge of the children in detail. The emphasis of the study was on the qualitative analysis, although a quantitative analysis was also made of all parts of the test. The results of the quantitative analyses showed that the 7-year-old children had a higher result (96,6 points) than the 4-year-old children (67,5 points) on all parts of the test (120 points in total). The difference between the age groups was significant. Both age groups achieved higher results when nouns were tested than when verbs were. This difference was small but significant. One third of the participants got equal or higher results in the verb part than in the noun part of the test. The results of the qualitative analysis showed that the younger children more often than the older children used alternative ways to express themselves than through the Swedish language (they used Turkish or gestures). The older children more often chose to not give any response or to make a circumlocution or invent a new word. Both age groups made more taxonomic errors (e.g. bird instead of the target word owl) than thematic associations (e.g. paint instead of the target word paintbrush), which suggests that the syntagmatic-paradigmatic shift begins earlier than other studies have shown (Holmström, Salameh, Nettelbladt, & Dahlgren Sandberg, 2016; Namei, 2004). However, the 7-year-old children made more taxonomic errors than the 4-year-old children. The conclusion of this study was that a qualitative analysis of the incorrect answers in a vocabulary test may complement a quantitative analysis by giving information about the children’s word knowledge. This may hopefully give important clues when diagnosing language impairment in the future. Kunskapen kring flerspråkiga barns typiska ordförrådsutveckling är begränsad. Detta gör att flerspråkiga barn riskerar att felaktigt diagnosticeras med språkstörning. Syftet med denna studie är att via ordförrådstestet Cross-linguistic Lexical Task (CLT) undersöka det svenska ordförrådet hos flerspråkiga svensk-turkiska 4- och 7-åringar. Testningen har genomförts tidigare inom projektet BiLI-TAS och omfattade 52 barn, jämnt fördelade över de två åldersgrupperna, som både talade och förstod svenska och turkiska. Testet omfattade såväl förståelse som produktion av både substantiv och verb. Författarna till denna uppsats har analyserat de inkorrekta svar som barnen gett i produktionsdelen av ordförrådstestet genom att kategorisera dessa efter ett utarbetat kategorisystem för att mer ingående kartlägga barnens ordkunskap. Fokus i studien låg på denna kvalitativa undersökning av barnens felsvar, men även en kvantitativ analys av testets samtliga delar har genomförts. Resultaten av den kvantitativa analysen visade att 7-åringarna fick högre resultat (96,6 poäng) än 4-åringarna (67,5 poäng) på samtliga deltester (totalt 120 poäng). Skillnaden mellan grupperna var signifikant. Båda ålders-grupperna fick också ett litet men signifikant högre resultat på substantivdelarna än på verbdelarna av testet. En tredjedel av alla deltagare fick dock lika höga eller högre resultat på verbdelen av testet. Resultaten av den kvalitativa analysen visade att de yngre barnen oftare än de äldre använde andra sätt att uttrycka sig på än med svenska ord (de använde turkiska eller gester). De äldre barnen valde oftare att inte ge någon respons eller att göra en omskrivning eller nyordbildning. Båda åldersgrupperna gjorde fler taxonomiskt relaterade fel (t.ex. fågel istället för målordet uggla) än tematiska associationer (t.ex. måla istället för målordet pensel), vilket tyder på att det syntagmatisk-paradigmatiska skiftet inleds tidigare än vad andra studier visat (Holmström, Salameh, Nettelbladt, & Dahlgren Sandberg, 2016; Namei, 2004). Det förekom dock fler taxonomiskt relaterade felsvar hos 7-åringarna jämfört med hos 4-åringarna. Slutsatsen i denna studie var att en kvalitativ analys av felsvaren i ett ordförrådstest kan komplettera en kvantitativ analys genom att ge information kring barnens ordkunskap. Detta kan förhoppningsvis ge ledtrådar vid diagnosticering av språkstörning i framtiden.

This paper is dedicated to the investigation of receptive transfer with a special focus on the comprehension of spoken utterances in nonfamiliar Slavic languages. It investigates the possibility of applying the concept of passive multilingualism to the field of Slavic languages. It is often assumed that closely related languages provide ideal conditions for mutual intelligibility. By means of positive transfer from a previously known language of the group, one can achieve a certain degree of passive knowledge in related languages, even if these have never been learned consciously. In this paper, however, it will be shown that spontaneous intercomprehensibility of spoken utterances within the group of Slavic languages is rather restricted. After a short outline of the peculiarities of receptive and auditive transfer phenomena, as opposed to productive and written transfer, the paper provides empirical evidence for the failure of comprehension at different stages of the perception process. / Series: WU Online Papers in International Business Communication / Series One: Intercultural Communication and Language Learning