Speech Identification in Spanish- and English-Learning 2-Year-Olds English- and Spanish-learning 2-year-olds were tested for speech skills in a real speech context. Each child was tested in his/her native language on one native and one nonnative contrast. The nonnative contrast consisted of a real native word paired with a nonsense word containing a nonnative element. The native contrast ... Research Article
Research Article  |   March 01, 1983
Speech Identification in Spanish- and English-Learning 2-Year-Olds
 
Author Affiliations & Notes
  • D. Kimbrough Oller
    Mailman Center for Child Development, University of Miami, Miami, Florida
  • Rebecca E. Eilers
    Mailman Center for Child Development, University of Miami, Miami, Florida
Article Information
Research Articles
Research Article   |   March 01, 1983
Speech Identification in Spanish- and English-Learning 2-Year-Olds
Journal of Speech, Language, and Hearing Research, March 1983, Vol. 26, 50-53. doi:10.1044/jshr.2601.50
History: Received September 15, 1981 , Accepted March 1, 1982
 
Journal of Speech, Language, and Hearing Research, March 1983, Vol. 26, 50-53. doi:10.1044/jshr.2601.50
History: Received September 15, 1981; Accepted March 1, 1982

English- and Spanish-learning 2-year-olds were tested for speech skills in a real speech context. Each child was tested in his/her native language on one native and one nonnative contrast. The nonnative contrast consisted of a real native word paired with a nonsense word containing a nonnative element. The native contrast consisted of a native word paired with a nonsense word containing a minimally paired native element. The results showed that both groups of children found identification of native contrasts much easier than identification of normative contrasts. The results suggest that by age 2, normal children may have achieved an awareness of their native phonologv, an awareness that encourages them to ignore certain distinctions that are not part of their language's contrastive meaning system.

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