Sentence Processing in Chinese-Amercan Bilinguals

Aaronson D. and Ferres S.

Presented by: Charmaine de Castro


The main topic of the study is how bilinguals process phrases in conditions of framework and function. The main question in this article was to figure out how Chinese-American bilinguals would compare to monolingual English loudspeakers when they read phrases and diagnose how they process them in different ways. This article analyzed the theory that the composition and function of a sentence is refined in various ways in bilinguals and monolinguals. The main findings in earlier studies were more wide-ranging and general. History research dealt with dual semantic coding, basic performance decrements credited to restrictions in capacity when any two dialects share attention or storage, and excess a chance to process mental translation(Hatch, 1978; Spolsky & Cooper, 1978). Unlike the previous studies this newspaper targets cognitive sentence digesting instead of only linguistic research. This information also uses written Chinese language because spoken China can vary from one dialect to another. By tests the topics with written Chinese it is more standard. The article has an evaluation Hypothesis that claims that bilinguals process English words based on their past linguistic experience in both dialects. On the other hand the monolinguals process British words based on previous experience with English. The predictions are that British words convey more meaning and structure than Chinese words. The past prediction is that whenever the two groups are shown the same English words the bilinguals should show an increased ratings.


In this research there have been two groupings that participated. The first group of subjects spoke Chinese and British and the second group only spoke English. The China and English bilinguals have British as their prominent language because they may have gone to British grade institutions and high universities. In stand 2 of this newspaper it shows examples of the stimulus sentences that were used in the test. These phrases ranged from nine to nineteen words and also got various syntactic buildings such as clauses phrases. The semantic element of the sentences mainly came from newspaper publishers and magazines that have been not constrained by specific guidelines. The duty for the content is to learn sentences and rate characteristics of a few of the words. They have this by asking the subject matter to rate 3 words in each phrase, which was one content and two function words. The sample sizes for the many lexical categories in the stimuli are also shown in desk 3. The themes was required to rate each phrase that is underlined for it's composition and interpretation in the phrase. The evaluations were also made to be unrestrictive. The topics were also asked to use as a construction for their framework and meaning scores the contributions of words came across in their standard past terms experience. The subjects tasks required these to use metalinguistic, perceptual, and understanding processes.

DISCUSSION (200-400 words)

The results overall found that bilinguals perceive english words more semantically than the monolinguals. In addition they found that monolinguals and bilinguals provided greater so this means to this content words than the functions words. The final connection they uncovered was that this is rankings interacted between dialect qualifications and lexical category. For both groups, the function is greater than content words in the ranking differences. Interpretations of this data supports the dissimilarities in adaption levels for both organizations in the test which is advised by the Comparson Hypothesis. The article argues that Chinese language characters hold less lnguistic information than British words. This means that you will see a lower adaptation level for bilinguals than monolinguals. The issues arrise in these findings are the meaning ratings, structure evaluations, with different part on verbs, and an evaluation of meaning and structure. The conclusions that bilinguals graded more meaning and structure than monolinguals was because Chinese language is a far more context-dependent language. Meaning semantic and syntactic attributions that are in specific British words are in comparison taken by sentential context all together in Chinese. Every one of the differences which were within this experiment can have significance for other linguistic performances also. A good example experiment it could have relevance in is when bilinguals read English phrases. The patters for reading time may appear different due to time spent on function words vs content. Bilinguals would spend less time on individuals and additional time by the end of phrases, phrases, and clauses. It could seem that framework shows more of an importance in Chinese and there is less term dependent.


Aaronson D. , Ferres S. (1986). Sentence handling in Chinese-American bilinguals. Journal of Storage and Vocabulary, 21, 136-158

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