The vocabulary of bilingual children is determined by various linguistic factors that develop depending on the language input and individual factors of these children. To understand vocabulary development and to be able to support these children accordingly, the assessment instruments essentially need to be adapted to this individual process. The current study examined factors influencing productive vocabulary performance by means of explanatory item-response models on a sample of 126 German monolingual and Turkish—German bilingual preschool children aged between 3 and 6 years. We analyzed item features with respect to lexical category, length, frequency, age of acquisition, and complexity in dependence of the language background of the children. Apart from a general delay in the development and some language specific characteristics, the results indicate a parallel shifted acquisition of vocabulary in bilingual children, which is nonetheless shaped by the same factors as in monolinguals.

中文翻译：

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评估德国-土耳其双语学龄前儿童的词汇量


双语儿童的词汇量是由各种语言因素决定的，这些语言因素取决于这些儿童的语言输入和个人因素。为了了解词汇发展并能够相应地支持这些孩子，评估工具本质上需要适应这个个体过程。目前的研究通过解释性项目反应模型对 126 名年龄在 3 至 6 岁之间的德语单语和土耳其-德语双语学龄前儿童进行样本调查，研究了影响高效词汇表现的因素。我们根据孩子的语言背景分析了词汇类别、长度、频率、习得年龄和复杂性等项目特征。除了发展普遍延迟和一些语言特定特征之外，结果表明双语儿童词汇习得的平行转移，尽管如此，其影响因素与单语儿童相同。