This study investigated the role of lexical skills and executive functioning on L1 Dutch and L2 English phonological awareness in children enrolled in bilingual Dutch/English kindergarten in The Netherlands (n = 95) and monolingual Dutch kindergarten (n = 83). Participants had an average age of 5 years and 10 months and completed tasks on phonological awareness, lexical skills (vocabulary and lexical specificity), and executive functioning (sustained visual and auditory attention, behavioural self-regulation, and verbal short-term memory) in the L1 Dutch and the L2 English. Dutch phonological awareness was predicted by self-regulation and verbal short-term memory. English phonological awareness was directly predicted by Dutch phonological awareness and visual sustained attention. The results highlight the importance of executive functioning such as sustained attention, behavioural self-regulation and short-term memory in first and second language learning in kindergarten, and support cross-language transfer effects from L1 to L2 phonological awareness among bilingual learners.

这项研究调查的词汇技能和执行功能的L1荷兰语和英语L2作用于儿童语音意识双语荷兰/英文幼儿园就读于荷兰（ñ  = 95）和多语荷兰幼儿园（ñ = 83）。参与者的平均年龄为5岁零10个月，并完成以下任务：语音意识，词汇技能（词汇和词汇特异性）和执行功能（持续的视觉和听觉注意，行为自我调节以及言语短期记忆）。 L1荷兰人和L2英语。荷兰人的语音意识是通过自我调节和言语短期记忆来预测的。荷兰人的语音意识和视觉持续注意力直接预测了英语的语音意识。结果突出了执行功能的重要性，例如幼儿园第一和第二语言学习中的持续注意力，行为自我调节和短期记忆等，并支持双语学习者从L1到L2语音意识的跨语言转换效果。