Lexical representations can rapidly be updated in the early stages of second-language word learning

2021 ◽  
Vol 88 ◽  
pp. 101080
Author(s):  
Miquel Llompart ◽  
Eva Reinisch
Keyword(s):  
Second Language ◽  
Word Learning ◽  
Lexical Representations ◽  
Early Stages

scholarly journals An incremental model of second language speech production mechanisms: Developmental evidence from object ellipsis in second language Chinese speech production

2019 ◽  
Vol 24 (4) ◽  
pp. 783-810
Author(s):  
Boping Yuan ◽  
Lulu Zhang
Keyword(s):  
Second Language ◽  
Speech Production ◽  
Native Speakers ◽  
Recall Task ◽  
Early Stages ◽  
L2 Chinese ◽  
L1 Influence ◽  
Korean Speakers ◽  
Production Mechanisms ◽  
L2 Speech Production

Aims: This study investigates object ellipsis in English and Korean speakers’ second language (L2) Chinese speech production and the effects of first language (L1) influence in L2 Chinese speech production. Design: 59 English speakers and 64 Korean speakers at various Chinese proficiency levels, as well as 16 native speakers of Chinese, participated in the study. In addition to an acceptability judgement test, an utterance-recall task was employed in the study to prime participants for relevant structures. Findings: There are early stages where derivations, such as move, deletion, etc., are not implemented in L2 speech production, although at later stages L2 speech production mechanisms can converge with that of native speakers. No evidence of L1 influence is found, and L2 learners are found to behave differently in the utterance-recall task and the sentence acceptability judgement task. Originality: The study includes data from L2 Chinese learners from beginner to advanced levels and provides a comprehensive picture of structural priming effects on the development of L2 speech production. Implications: There is a discontinuity in the development of L2 speech production mechanisms, and the development of the mechanisms is incremental in nature. Mechanisms for L2 language comprehension are different from those for L2 speech production, at least as far as L2 at the early stages is concerned.

Word knowledge, learning and acquisition in a second language: Proposed replications of Elgort (2011) and Qiao and Forster (2017)

2019 ◽  
pp. 1-11
Author(s):  
Irina Elgort
Keyword(s):  
Second Language ◽  
Word Learning ◽  
Teaching And Learning ◽  
Word Knowledge ◽  
L2 Word Learning ◽  
Alternative Approaches ◽  
To Come ◽  
Prime Lexicality Effect ◽  
The Mind ◽  
L2 Vocabulary

AbstractWhat does it mean to learn a word? How can we tell when a sequence of letters or sounds becomes a word in the mind of the learner? While many second language (L2) vocabulary teaching and learning studies continue to use traditional vocabulary tests to measure learning (such as multiple choice, translation, gap-fill), these measures tend to come short when researchers want to address theoretical questions about the nature of L2 word knowledge. In the present paper, I argue for conceptualising word learning as lexicalisation, which necessitates the use of alternative approaches to measuring learning. I then propose approximate and conceptual replications of two theoretically motivated L2 word learning studies, Elgort (2011) and Qiao and Forster (2017), that used the Prime Lexicality Effect as a measure of lexicalisation of deliberately learned L2 words.

scholarly journals Neural changes underlying successful second language word learning: An fMRI study

2015 ◽  
Vol 33 ◽  
pp. 29-49 ◽  
Author(s):  
Jing Yang ◽  
Kathleen Marie Gates ◽  
Peter Molenaar ◽  
Ping Li
Keyword(s):  
Second Language ◽  
Word Learning ◽  
Fmri Study

Author response for "A toy or a friend? Children's anthropomorphic beliefs about robots and how these relate to second‐language word learning"

2020 ◽  
Author(s):  
Rianne Berghe ◽  
Mirjam Haas ◽  
Ora Oudgenoeg‐Paz ◽  
Emiel Krahmer ◽  
Josje Verhagen ◽  
...  
Keyword(s):  
Second Language ◽  
Word Learning ◽  
Author Response

Author response for "A toy or a friend? Children's anthropomorphic beliefs about robots and how these relate to second‐language word learning"

2020 ◽  
Author(s):  
Rianne Berghe ◽  
Mirjam Haas ◽  
Ora Oudgenoeg‐Paz ◽  
Emiel Krahmer ◽  
Josje Verhagen ◽  
...  
Keyword(s):  
Second Language ◽  
Word Learning ◽  
Author Response

Language experience and preschoolers' foreign word learning

2016 ◽  
Vol 20 (3) ◽  
pp. 642-648 ◽  
Author(s):  
JENNIFER MENJIVAR ◽  
NAMEERA AKHTAR
Keyword(s):  
Second Language ◽  
Old English ◽  
Word Learning ◽  
Task Demands ◽  
English Speakers ◽  
Language Experience ◽  
Foreign Word ◽  
Novel Objects

Four-year-old English speakers (N = 48) who were monolingual, bilingual, or regularly exposed to a second language were taught what they were told were foreign labels for familiar and novel objects. When task demands were low, there was no difference in word learning among the three groups. However, when task demands were higher, bilinguals learned more words than monolingual children, and exposed children's performance fell between the two. These findings indicate that the bilingual word learning advantage seen in adults may begin as early as the preschool years.

scholarly journals Can writing a new word detract from learning it? More negative effects of forced output during vocabulary learning

2006 ◽  
Vol 22 (4) ◽  
pp. 487-497 ◽  
Author(s):  
Joe Barcroft
Keyword(s):  
Second Language ◽  
Word Learning ◽  
Vocabulary Learning ◽  
The Other ◽  
Negative Effects ◽  
Processing Resources ◽  
English Speaking ◽  
Word Writing ◽  
Target Words

This study examined effects of word writing on second language vocabulary learning. In two experiments, English-speaking learners of Spanish attempted to learn 24 Spanish nouns while viewing word–picture pairs. The participants copied 12 target words and wrote nothing for the other 12 target words being studied. Productive vocabulary learning on immediate and delayed (2 days later) measures was higher in the no-writing condition. These findings suggest that this type of forced output without access to meaning can detract from word learning by exhausting processing resources needed to encode novel lexical forms.

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