Impact of Input Types in Bilingual Children's Real-time Lexical Retrieval in L1 and L2

Kim, Hyunwoo; Jo, Kyuhee

doi:10.30961/lr.2024.60.2.127

Lang. Res. 60(2):127-149

pISSN: 0254-4474, eISSN: 2586-7113

DOI: https://doi.org/10.30961/lr.2024.60.2.127

Article

Impact of Input Types in Bilingual Children's Real-time Lexical Retrieval in L1 and L2

Hyunwoo Kim¹, Kyuhee Jo²^,^†

Author Information & Copyright ▼

¹Yonsei University

²Gyeongin National University of Education

^†Corresponding Author : Assistant Professor Department of English Language Education, Gyeongin National University of Education, 62 Gyesan-ro, Gyeyang-gu, Incheon 21044, Korea, E-mail: kyuhee@ginue.ac.kr

ⓒ Copyright 2024 Language Education Institute, Seoul National University. This is an Open-Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Received: Jul 07, 2024 ; Revised: Aug 04, 2024 ; Accepted: Aug 16, 2024

Published Online: Aug 31, 2024

ABSTRACT

This study examined the relationship between language experience and lexical retrieval ability in 12-year-old bilingual children from immigrant families in Korea. We assessed language usage across five sources (parents, siblings, friends, media, and reading) for both their first language (L1, Russian, or Chinese) and second language (L2, Korean). The children's word retrieval accuracy and speed in L1 and L2 were measured using real-time word-naming tasks. Multiple regression analyses revealed that parental input was the strongest predictor of L1 task performance, with increased L2 input and decreased L1 input from parents leading to reduced word-naming accuracy and longer response times. In contrast, L2 proficiency was the most significant predictor of L2 task performance, whereas individual input types had no significant impact. These findings underscore the crucial role of parental input in the potential decline of L1 lexical abilities while also emphasizing overall L2 proficiency as a key indicator in L2 lexical development.

Keywords: cross-linguistic influence; lexical retrieval; input type; immigrant children; picture-naming

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