Simultaneous and sequential language acquisition in Nigerian children  

Oleh:

Nwokah, Eva

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: First Language (Full Text) vol. 5 no. 13 (Feb. 1984), page 57-73.
Fulltext: First Language 1984 5. 57-73.pdf (806.62KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/FIL/5 Non-tandon: tidak ada Tandon: 1

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Isi artikel

This paper looks at the acquisition of a localized variety of English - ’Educated Nigerian English’ - in three groups of 3-year-old children before and after one nursery school year. The groups consisted of those acquiring English first (L1), those acquiring English and Igbo simultaneously (Lla + L1b) and those acquiring English (L2) after Igbo. An analysis of the errors in English revealed that while all groups showed developmental errors, those acquiring two languages simultaneously showed significantly more unique errors. There were no clear instances of unacceptable interference errors from Igbo. It is argued that this supports Dulay & Burt’s ’identity’ hypothesis.

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