Previous studies have found that bilingual children’s vocabulary development
benefits more from child-directed speech from native speakers than child-directed speech
from nonnative speakers. The current study compared the native English child-directed
speech of 20 English monolingual mothers, the nonnative English child-directed speech
of 20 Spanish-English bilingual mothers, and the native Spanish child-directed speech of
the same bilingual mothers in terms of three aspects of input previously associated with
children’s language development: data-providing properties, topic contingency, and
speech function. There were significant differences between native English and nonnative
English child-directed speech, and between nonnative English and native Spanish. The
results suggest two sources of influence shaping child-directed speech: quality
differences related to native speaker status and cultural factors primed by the language
being spoken. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection
| Identifer | oai:union.ndltd.org:fau.edu/oai:fau.digital.flvc.org:fau_33492 |
| Contributors | Shanks, Katherine Alexandra Filippi (author), Hoff, Erika (Thesis advisor), Florida Atlantic University (Degree grantor), Charles E. Schmidt College of Science, Department of Psychology |
| Publisher | Florida Atlantic University |
| Source Sets | Florida Atlantic University |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation, Text |
| Format | 50 p., application/pdf |
| Rights | Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder., http://rightsstatements.org/vocab/InC/1.0/ |
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