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Articles

Welsh–English bilingual adolescents’ performance on verbal analogy and verbal classification tasks: the role of language exposure and use on vocabulary knowledge

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Pages 715-730 | Received 04 Mar 2021, Accepted 10 May 2023, Published online: 24 Jul 2023

Figures & data

Table 1. Number of participants according to age and home language background.

Figure 1. Performance (%) of Welsh-English adolescents on measures of vocabulary knowledge across bilingual group.

Graph demonstrates the performance of both age groups on measures of Verbal Analogies and Verbal Categorisation in both English and Welsh. In the younger age group, performance across bilingual groups are fairly similar, however, the differences are more apparent in the older age group, with L1 Welsh bilinguals averaging higher on Welsh vocabulary that L2 Welsh bilinguals.
Figure 1. Performance (%) of Welsh-English adolescents on measures of vocabulary knowledge across bilingual group.

Table 2. Number of participants per type of language use measure and per percent use.

Figure 2. Performance (%) of Welsh-English adolescents vocabulary knowledge based on overall use of Welsh.

A line graph demonstrating how performance on Verbal Categorisation and Verbal Analogies differs based on adolescents’ overall use of Welsh. Performance of children who reported more than 80% of use of Welsh outperformed those who used it less than 40%.
Figure 2. Performance (%) of Welsh-English adolescents vocabulary knowledge based on overall use of Welsh.

Figure 3. Performance (%) of Welsh-English adolescents vocabulary knowledge based on use of Welsh with friends.

A line graph demonstrating how performance on Verbal Categorisation and Verbal Analogies differs based on adolescents overall use of Welsh with friends. Performance of children who reported more than 80% of use of Welsh with friends outperformed those who used it less than 40%.
Figure 3. Performance (%) of Welsh-English adolescents vocabulary knowledge based on use of Welsh with friends.