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A Comparative Study of Korean-English Bilingual Children's Receptive Vocabulary According to Scoring Me
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한국어-영어 이중언어 사용 집단 간 채점 방식에 따른 수용어휘력검사 수행 비교

논문 기본 정보

Type
Academic journal
Author
Dongsun Yim (이화여자대학교) Haeun Chung (이화여자대학교) Jiyun Han Soo Jung Baek (이화여자대학교) Naeun Lim (이화여자대학교)
Journal
Korean Speech- Language & Hearing Association(KSHA) Journal of speech-language & hearing disorders Vol.31 No.2 KCI Accredited Journals
Published
2022.4
Pages
99 - 106 (8page)
DOI
10.15724/jslhd.2022.31.2.099

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A Comparative Study of Korean-English Bilingual Children's Receptive Vocabulary According to Scoring Me
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Research history (5)

2022

A Comparative Study of Korean-English Bilingual Children’s Receptive Vocabulary According to Scoring Me
Dongsun Yim ,  Haeun Chung ,  Jiyun Han and others 2 Journal of speech-language & hearing disorders 2022.04 Academic journal

2021

Developing Korean-English Vocabulary Test: Application of Conceptual Scoring
Dongsun Yim ,  Haeun Chung ,  Soo Jung Baek and others 4 한국언어치료학회 학술발표대회 논문집 2021.11 Proceeding

2016

Executive Function in Korean - English Bilingual Children with and without Vocabulary Delay
Dongsun Yim ,  조연주 ,  Jiyun Han and others 1 Communication Sciences and Disorders 2016.01 Academic journal
Receptive Vocabulary Assessment in Korean-English Bilingual Children: Cross-linguistic Investigations
Dongsun Yim ,  윤사라 ,  이지연 Communication Sciences and Disorders 2016.01 Academic journal

2015

Executive Functions in Korean-English Bilingual Children with Language Impairment
임동선 ,  조연주 ,  한지윤 and others 1 한국언어치료학회 학술발표대회 논문집 2015.12 Proceeding
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Abstract· Keywords

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Purpose : The purpose of this study was to develop a conceptual scoring-based vocabulary test for Korean- and English-speaking bilinguals and to examine factors that affect the receptive vocabulary skills of Korean-English bilingual children.
Methods : A total of 93 typically-developing bilingual children aged 3~10 participated in this study, including 37 simultaneous bilingual children and 56 sequential bilingual children. All children spoke Korean as their mother tongue and English as their L2. Participants completed the Peabody Picture Vocabulary Test (fourth edition) and Receptive and Expressive Vocabulary Test twice, both in the standard administration in the testing language and in translated versions. A validation process of translated items was completed before testing.
Results : A two-way ANOVA was used to compare language-specific and conceptual scores for simultaneous and sequential bilingual children. The results showed the conceptual score was significantly higher than the English language-specific score and the Korean language-specific score. Also, no difference was observed between simultaneous and sequential bilinguals in receptive vocabulary scores.
Conclusions : The results suggest that conceptual scoring can provide a more complete picture of a bilingual child’s word knowledge than single-language scoring. Also, no significant difference in performances between simultaneous and sequential bilinguals suggests that vocabulary knowledge of simultaneous and sequential bilinguals does not differ. In addition, the results suggest that word frequency and the phonological similarity between two languages should be taken into account in the adaptation process of translating words.
#Vocabulary assessment #bilingual children #conceptual score #language-specific score #어휘 평가 #이중언어 아동 #합산 점수 #단일어 점수

Contents

Ⅰ. 서론
Ⅱ. 연구 방법
Ⅲ. 연구 결과
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