Exploring the L2 Acquisition Outcome of Simultaneous Bilinguals and The Influence of Input
DOI:
https://doi.org/10.54097/s7k6vx19Keywords:
Simultaneous bilingualism, Balanced bilingualism, Language learning outcome, Input.Abstract
Simultaneous bilingualism refers to bilingualism where the bilingual is exposed to both languages from birth and learn two languages before the age of three. Such bilinguals become native-like in both languages (called balanced bilingualism), or have a stronger and weaker language (called unbalanced bilingualism). Therefore, this article depicts simultaneous bilinguals’ learning outcome of their weaker language from syntax, phonetics, and vocabulary acquisition, and discusses the influence of input on the acquisition process. Specifically, in their lesser exposed language, simultaneous bilinguals follow monolingual developmental patterns in syntax acquisition, maintain acceptable language-specific distinctions but produce non-nativelike overlaps phonetically, and generally have smaller a receptive and expressive vocabulary than monolinguals. Quantity of input is crucial to the success of simultaneous bilingualism and balanced bilingualism, and heavily influences vocabulary acquisition. This article provides directions for future research in simultaneous bilingualism and the function of input in language acquisition.
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