Bilingualism and Rapid Automatized Naming: effects of language switching on lexical access and reading speed
Bilinguismo e Nomeação Automática Rápida: efeitos da alternância de línguas sobre o acesso lexical e a velocidade de leitura
Esther Simonato; Anne Taffin d’Heursel Baldisseri; Clara Regina Brandão de Avila
Abstract
Purpose: To assess whether bilingualism, on a language switching experiment, is associated with higher or lower accuracy and speed of the rapid automatized naming of objects and investigate the influence of language switching on reading speed. Methods: The performance of 50 Brazilian bilingual children in the Rapid Automatized Naming Task, whose L1 was Brazilian Portuguese and who were exposed to English daily at school, was assessed. Forty-seven monolingual (Brazilian Portuguese) children were grouped according to age. Results: Language switching interfered with the performance of the bilingual children in the Rapid Automatized Naming Task in terms of speed and accuracy. No correlations were found between the performance in the RAN task and Reading Speed. Conclusion: Brazilian bilingual students showed poor performance in the rapid naming task on the switch trial when compared to monolingual students, showing higher rates of mistakes, especially hesitations. Only the performance of bilingual students in the rapid naming task in L2 correlated with L1 reading speed.
Keywords
Resumo
Objetivo: Verificar se o bilinguismo, na condição de alternância de línguas, associa-se à maior ou menor velocidade e precisão na nomeação rápida de objetos e se essa condição se relaciona com a velocidade de leitura de texto. Método: Analisou-se o desempenho de 50 crianças bilíngues sequenciais brasileiras, cuja língua materna era o Português Brasileiro, expostas ao Inglês diariamente no ambiente escolar. O grupo monolíngue, composto por 47 crianças, foi agrupado de acordo com a faixa etária. Foram analisados desempenhos em tarefa de Nomeação Automática Rápida (RAN) e velocidade (palavras lidas por minuto) em prova de leitura oral de texto. Resultados: Os resultados revelaram que a alternância de línguas se associou ao desempenho dos escolares bilíngues na prova de Nomeação Rápida no que diz respeito à velocidade e à precisão. Em condição de alternância de línguas, os escolares bilíngues despenderam mais tempo para nomear e cometeram mais erros. Somente se observou correlação entre o desempenho dos escolares bilíngues na prova de nomeação rápida em L2 e a taxa de leitura em L1. Conclusão: Escolares brasileiros bilíngues apresentaram pior desempenho em tarefa de nomeação rápida na situação de alternância de línguas quando comparados a escolares monolíngues, com maior número de erros, especialmente hesitações.
Palavras-chave
Referências
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Submetido em:
22/07/2019
Aceito em:
14/09/2020
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