Recently, the population of children who are bilingual upon birth or from an early age is increasing. Accordingly, researches on the interaction between language development in children and their being bilingual are receiving attention. However, despi...
Recently, the population of children who are bilingual upon birth or from an early age is increasing. Accordingly, researches on the interaction between language development in children and their being bilingual are receiving attention. However, despite the great number of bilingual children with diverse language backgrounds in Korea, the researches on bilingual children in Korea tend to focus mainly on Korean-English bilingual children. Therefore, this research introduced the group of Korean-French bilingual children, and compared the Korean phonological awareness ability and the Korean word decoding ability among the following three groups: the Korean-English bilingual, the Korean-French bilingual, and the Korean monolingual children.
The subject groups were considered as follows. The bilingual children were chosen among the children in the ages between 8 and 11, who have lived in the English-speaking/French-speaking countries respectively for at least 5 years or more. And the Korean monolingual children meet the same age requirement. To compare the phonological awareness ability and the word decoding ability of these three groups, the phonological awareness tests and the word decoding tests from the Korean Language-based Reading Assessment (KOLRA, Bae SY, et al., 2015) were used.
The major results of this research are as follows. The group of Korean-French bilingual children who speak French which has the linguistic characteristics of prominent syllable unit, scored higher on the Korean syllable unit task than on the Korean phonemic unit task. On the other hand, the group of Korean-English bilingual children who speak English which has the linguistic characteristics of prominent phonemic unit, scored higher on the Korean phonemic unit task than on the Korean syllable unit task. These results demonstrate that the characteristics of the bilingual language used by the children had positive effects on the Korean phonological awareness and the Korean word decoding.
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