本縱貫個案研究探討華語—英語非母語雙語兄妹的語法與詞彙發展。兩人自出生起在臺灣由家長刻意以非母語英語撫養，成長於非移民、華語主導且家庭外缺乏英語母語輸入之環境。研究以使用基礎理論為架構，採混合方法，於一年間結合標準化評量（TEGI、EOWPVT）與敘事任務（《青蛙，你在哪裡？》、《頑皮豹》卡通），追蹤英語過去式與詞彙發展，並與單語常模及雙語基準比較。
結果顯示，手足雖共享輸入環境，發展軌跡仍分歧。哥哥（Joe）於標準化測驗（TEGI）各階段均符合年齡常模，《頑皮豹》卡通敘事任務自第二階段起達單語水準；妹妹（Rumi）則發展延宕，多數指標低於常模，惟逐步進步。標準化測驗中，兩人規則過去式正確率均高於不規則，最常見錯誤為過度規則化；敘事任務中則以動詞原形取代過去式為主，且此優勢較不明顯：高頻不規則動詞反較穩定，規則 -ed 則較易脫落。相對地，兩人英語詞彙量與詞彙多樣性均達到或高於單語基準，顯示非母語輸入下詞彙發展較形態語法更具韌性。
整體而言，研究凸顯輸入頻率、分布與任務需求之重要性，並呈現相同環境下之個別差異。使用基礎機制可解釋主要發展型態，跨語言影響與經驗因素則說明其浮現條件。本研究為非移民情境之非母語雙語習得提供實證依據，並對雙語家庭與臨床工作者具啟示。

This longitudinal case study examines the grammatical and lexical development of two Mandarin–English bilingual children in Taiwan. Their parents are Taiwanese non-native speakers of English who chose to raise them in English from birth. Conducted in a non-immigrant, Mandarin-dominant context where English is neither the societal language nor supported by native-speaker input beyond the home, the study addresses a gap in bilingualism research, which has largely focused on immigrant or heritage-language settings. Guided primarily by a usage-based theoretical framework, the study investigates past tense morphology and vocabulary development over one year using a mixed-methods approach that combines standardized assessments—the Test of Early Grammatical Impairment (TEGI) and the Expressive One-Word Picture Vocabulary Test (EOWPVT)—with language samples elicited through narrative tasks (Frog, Where Are You? and Pink Panther cartoons). Children’s performance was tracked longitudinally and compared with age-matched monolingual norms and published bilingual benchmarks.
The results revealed divergent developmental trajectories between the siblings despite their shared input environment. The brother (Joe, age 6;10–7;10) demonstrated age-appropriate past tense accuracy on TEGI across all phases and reached monolingual-like accuracy in the Pink Panther cartoon recount from the second phase onward. In contrast, the sister (Rumi, age 5;1–6;1) showed persistent delays in past tense morphology, remaining below monolingual norms and mastery thresholds on most measures despite gradual improvement over time. Across both children, regular past tense forms were produced more accurately than irregular forms on the standardized assessment, where overregularization was the most frequent error type; in the narrative tasks, by contrast, bare stem errors predominated. In the narrative tasks, however, this regularity advantage was less clear-cut: high-frequency irregular forms were often produced reliably, whereas the regular -ed inflection was more vulnerable during connected speech. Together, these patterns suggest that past tense use in this study depended on both task demands and form frequency, with rule application in structured tasks not yet fully automatic in connected speech.
In contrast to their morphosyntactic development, both children demonstrated strong and age-appropriate lexical development. Expressive vocabulary size and lexical diversity, measured through EOWPVT scores and moving-average NDW in narrative samples, consistently fell within or above monolingual benchmarks. This dissociation suggests that lexical development may be more resilient than morphosyntax under conditions of non-native input.
Overall, the findings show the importance of input frequency, distribution, and task demands in shaping non-native bilingual development, as well as individual differences within shared environments. Usage-based learning mechanisms explain the main developmental patterns, while additional factors, such as cross-linguistic influence and the children’s experience with each language, help explain when and why these patterns appear.
The study contributes empirical evidence on non-native bilingual acquisition in non-immigrant contexts and offers theoretical and practical implications for bilingual families and clinicians working with children raised on non-native input.

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