Abstract Child-level factors such as input quantity and quality have received little attention by studies of bilingual language acquisition in situations of societal bilingualism. The present study addresses this gap by investigating the acquisition of quantified partitivity in Catalan-Spanish bilingualism. The two languages present different licensing conditions for noun ellipsis in quantified partitive objects: Catalan requires quantitative clitic en whereas Spanish requires only the quantifier. Bilingual participants (N = 338), ages 4–9, were administered two Oral Production Tasks, one for each language. Analyses of participants’ responses showed that a different combination of child-level factors accounted for their performance in each language, revealing dominance effects. Once participants were classified into three groups (Catalan-dominant, Balanced bilingual, and Spanish-dominant) according to their language dominance, between-group differences were found in each language with respect to the acquisition timeline of the respective structure.

中文翻译：

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在加泰罗尼亚语-西班牙语双语中获得量化的参与性

摘要 社会双语环境下的双语习得研究很少关注输入的数量和质量等儿童层面的因素。本研究通过调查加泰罗尼亚语-西班牙语双语制中量化参与性的获得来弥补这一差距。这两种语言为可量化的部分宾语中的名词省略号提供了不同的许可条件：加泰罗尼亚语需要量词 clitic en，而西班牙语只需要量词。4-9 岁的双语参与者 (N = 338) 接受了两项口头生产任务，每种语言一项。对参与者反应的分析表明，儿童水平因素的不同组合解释了他们在每种语言中的表现，揭示了优势效应。一旦参与者被分为三组（加泰罗尼亚语占主导地位，