Caressa Janssen|Eliane Segers|James M. McQueen|Ludo Verhoeven
Lexical Specificity Training Effects in Second Language Learners
Radboud University Nijmegen|Radboud University Nijmegen|Radboud University Nijmegen|Max Planck Institute for Psycholinguistics|Radboud University Nijmegen
children start formal education second language may experience slower vocabulary growth language subsequently experience disadvantages literacy acquisition current study asked whether lexical specificity training stimulate bilingual childrens phonological awareness considered precursor literacy therefore dutch monolingual turkishdutch bilingual children taught new dutch words minimal acousticphonetic differences result training monolingual bilingual children improved phoneme blending seen early aspect phonological awareness training bilingual children caught monolingual children words phonological overlap first language turkish second language dutch concluded learning minimal pair words fosters phoneme awareness first second language preliterate children second language learners phonological overlap two languages positively affects training outcomes likely due linguistic transfer