초록/요약

Purpose: The purpose of this study was to investigate whether toddlers in bilingual and monolingual environments showed differing caregivers’ L1 usage patterns in various communicative situations, as well as differences in L1 development. The present study also examined the correlation between the language scores of toddlers in differing language environments. Methods: Thirty-two toddlers in a bilingual environment (BE), 35 toddlers in a monolingual environment (ME), and their caregivers participated in this study. Data was collected using thee separate tools: a standardized vocabulary and grammar development test (K M-B CDI), a parental language usage and environment questionnaire (PLEQ), and a language ability questionnaire (KBPR) measuring developmental milestones, behavioral patterns, and family history. To compare the patterns of parent language use and toddlers’ language development level of each group, independent sample t-test was conducted. In order to examine the correlation between the language abilities of each group, correlation analysis was conducted. Results: ME toddlers were shown to have significantly higher caregivers’ L1 usage in all of the measured communicative situations compared to their BE counterparts. Meanwhile, no statistically significant difference was found in the language scores of the two groups. Also, the language scores among toddlers in both monolingual and bilingual environments were all found to be significantly correlated. Conclusions: In accordance to previous findings in the language development literature, no significant differences were found among the L1 development of ME and BE toddlers. Findings suggest that toddlers in differing language environments show similar patterns of early L1 development.