Emotional analysis of bilingual lexical acquisition for Chinese preschoolers

Bilingual lexical acquisition is a common event for young learners all over the world. Previous studies have primarily focused on lexical acquisition from a linguistic or cognitive perspective, neglecting the emotional aspect and its impact on process of lexical acquisition. This study aims to explore emotional features and influences on L2 lexical acquisition in bilingual children. Data were collected from 46 Chinese learners, aged 3 to 4, attending three preschools emphasizing the English education. The study employed Bivariate DeFries- Fulker (DF) extremes analysis to gather information from the Vocabulary Learning Questionnaire (VLQ), Infant-Toddler Social and Emotional Assessment (ITSPA), and Depression Anxiety Stress Scales (DASS). The findings indicate that emotional analysis can reveal correlations between lexical acquisition and emotional features. Moreover, subtle differences were observed in the reciprocal interactions between bilingual lexical acquisition. Additionally, the Bivariate DF extremes analyses demonstrated a significant correlation (r=.71) between L1 lexical acquisition and emotion, while the correlation between bilingual lexical acquisition was significant (r=.79). These results further reinforce the significance of emotional impact on supporting bilingual cognition and learning.