The present paper investigates whether school-aged French-English bilingual children’s implicit and explicit knowledge of article use is affected by cross-linguistic influence (CLI) during online and offline sentence comprehension. The studies focus on the encoding of plural and mass nouns in specific and generic contexts. We also explore whether individual measures of oral proficiency, language exposure and age play a role in the children’s performance. Forty-three 8-to-10-year-old French-English bilingual children took part in a Self-Paced Reading task, a Grammaticality Judgement task and a Cloze test in their two languages. Overall, CLI was observed across tasks in English and French. These findings suggest that CLI can be bi-directional and tap into school-aged bilinguals’ implicit and explicit representations during sentence comprehension and production. The data also makes a new contribution to our understanding of the relative amount of language exposure, oral proficiency and age on CLI.

中文翻译：

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双语者对特异性和通用性的敏感性：来自隐性和显性知识的证据


本文调查了学龄法语-英语双语儿童对冠词使用的隐性和显性知识是否受到在线和离线句子理解过程中跨语言影响 （CLI） 的影响。这些研究侧重于在特定和通用上下文中复数名词和质量名词的编码。我们还探讨了口语熟练度、语言接触和年龄的个别测量是否对儿童的表现有影响。43 名 8 至 10 岁的法英双语儿童用他们的两种语言参加了自定进度阅读任务、语法判断任务和完形填空测试。总体而言，在英语和法语任务中观察到 CLI。这些发现表明，CLI 可以是双向的，并在句子理解和产生过程中利用学龄双语者的隐含和显式表示。这些数据还为我们理解 CLI 上的语言暴露量、口语熟练度和年龄的相对数量做出了新的贡献。