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Starman or Sterrenman: An acquisitional perspective on the social meaning of English in Flanders
International Journal of Bilingualism ( IF 1.721 ) Pub Date : 2020-10-04 , DOI: 10.1177/1367006920960816
Eline Zenner 1 , Laura Rosseel 2 , Dirk Speelman 1
Affiliation  

Objective:

This paper reports on an experiment conducted with 174 Flemish children in three age groups, namely first, third and fifth year of primary school, aiming to assess the social meaning children associate with English-sourced lexemes in Belgian Dutch.

Method:

The children were presented with 2 versions of a cartoon hero developed specifically for this study: Sterrenman, who only uses Dutch words, and Starman, who uses English alternatives for 17 content words in the cartoon’s script. Relying on extensive pretesting, we adapted standard designs and instrumentation from social psychology (the matched guise technique) and language acquisition research to gauge the children’s appreciation of the two heroes, their understanding of the English and Dutch vocabulary used in the script, and their level of language awareness.

Findings:

The key findings are: rather than an incremental increase in favorable social meaning for English from the first to the third age group under scrutiny, we see a decline of the prestige of Dutch in the oldest age group; the children’s level of language awareness, receptive vocabulary knowledge and age seem associated with their overall appreciation of Sterrenman and Starman; working with children from various age groups inevitably entails methodological risks.

Originality:

This is a first and hence exploratory study on the acquisition of the social meaning of English lexemes by EL2 children and their ensuing progressing bilingualism.

Implications:

Overall, the study helps us contribute to both the recent socio-pragmatic turn in anglicism research and to the upcoming field of developmental sociolinguistics, revealing the transition points in children’s acquisition of the social meaning of contact-induced variation and change.



中文翻译:

Starman或Sterrenman:弗兰德斯英语社会意义的习得视角

目的:

本文报告了一项针对174名佛兰德儿童的实验,这些儿童来自三个年龄段,即小学一年级,三年级和五年级,目的是评估比利时英语儿童与英语源词素相关的社会意义。

方法:

向孩子们展示了专门为这项研究开发的2个卡通英雄版本:Sterrenman(仅使用荷兰语单词)和Starman(在英语脚本中使用英文替代词表示17个内容丰富的单词)。依靠广泛的预测试,我们采用了来自社会心理学(匹配的伪装技术)和语言习得研究的标准设计和工具,以评估孩子们对这两位英雄的欣赏程度,他们对剧本所使用的英语和荷兰语词汇的理解以及他们的水平语言意识。

发现:

主要发现是:在经过仔细审查的第一到第三年龄组中,对英语的有利社会意义没有增加,而在最老年龄组中,荷兰人的声望有所下降。儿童的语言意识,接受词汇知识和年龄水平似乎与他们对斯特伦曼和斯塔曼的整体欣赏程度有关;与各个年龄段的儿童一起工作不可避免地会带来方法上的风险。

独创性:

这是关于EL2儿童对英语口语的社会意义的理解及其随后的双语发展的首次探索性研究。

含义:

总的来说,这项研究帮助我们促进了盎格鲁主义研究的最新社会实用主义转变,并为即将到来的发展性社会语言学领域做出了贡献,揭示了儿童获得接触引起的变异和变化的社会意义的转变点。

更新日期:2020-10-04
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