scholarly journals Comparing the cognate effect in spoken and written second language word production

2021 ◽  
pp. 1-15
Author(s):  
Merel Muylle ◽  
Eva Van Assche ◽  
Robert J. Hartsuiker
Keyword(s):  
Second Language ◽  
Error Analysis ◽  
Word Production ◽  
Facilitation Effect ◽  
And Control ◽  
Lexical Processes

Abstract Cognates – words that share form and meaning between languages – are processed faster than control words. However, is this facilitation effect merely lexical in nature or does it cascade to phonological/orthographic (i.e., sub-lexical) processes? This study compared cognate effects in spoken and typewritten production, which share lexical, but not sub-lexical processes. Dutch–English bilinguals produced English names for pictures representing Dutch–English cognates and control words in either the spoken or typewritten modality. Onset latencies were shorter and accuracy was higher for cognates vs. control words and this effect was similar in both modalities. Compared to controls, total latencies in the written modality were similar for cognates with much cross-linguistic overlap, but longer for ones with less overlap. Additionally, error analysis showed that cognates were more affected by L1 interference than controls. These results suggest two different cognate effects: one at the lexical and one at the sub-lexical level.

scholarly journals Error Analysis of Students Essays: A Case of First Year Students of the University of Health and Allied Sciences

2017 ◽  
Vol 6 (4) ◽  
pp. 54
Author(s):  
Benjamin Amoakohene
Keyword(s):  
Second Language ◽  
Error Analysis ◽  
Language Learning ◽  
Academic Writing ◽  
First Year ◽  
First Year Students ◽  
Communicative Skills ◽  
Daunting Task ◽  
Integral Role ◽  
The University

Writing is considered as a daunting task in second language learning. It is argued by most scholars that this challenge is not only limited to second language speakers of English but even to those who speak English as their first language. Thus, the ability to communicate effectively in English by both native and non-native speakers requires intensive and specialized instruction. Due to the integral role that writing plays in students’ academic life, academic literacy has garnered considerable attention in several English-medium universities in which Ghanaian universities are no exception. It is therefore surprising that prominence is not given to Academic Writing and Communicative Skills at the University of Health and Allied Sciences (UHAS). In this paper, I argue for much time and space to be given to Academic Writing and Communicative Skills, a programme that seeks to train students to acquire the needed skills and competence in English for their academic and professional development. This argument is based on the findings that came out after I explored the errors in a corpus of 50 essays written by first year students of  UHAS. The findings revealed that after going through the Communicative Skills programme for two semesters, students still have serious challenges of writing error-free texts. Out of the 50 scripts that were analyzed, 1,050 errors were detected. The study further revealed that 584 (55.6%) of these errors were related to grammatical errors, 442 (42.1%) were mechanical errors and 24 (2.3%) of the errors detected were linked to the poor structuring of  sentences. Based on these findings, recommendations and implications which are significant to educators, policy makers and curriculum developers are provided. This study has implications for pedagogy and further research in error analysis. 

scholarly journals Comparing the cognate effect in spoken and written second language word production

2019 ◽  
Author(s):  
Merel Muylle ◽  
Eva Van Assche ◽  
Robert Hartsuiker
Keyword(s):  
Second Language ◽  
Picture Naming ◽  
Language Production ◽  
Naming Task ◽  
Written Language ◽  
Word Production ◽  
Error Pattern ◽  
Underlying Processes

Cognates – words that share form and meaning between languages – are processed faster than control words. However, it is unclear whether this effect is merely lexical (i.e., central) in nature, or whether it cascades to phonological/orthographic (i.e., peripheral) processes. This study compared the cognate effect in spoken and typewritten production, which share central, but not peripheral processes. We inquired whether this effect is present in typewriting, and if so, whether its magnitude is similar to spoken production. Dutch-English bilinguals performed either a spoken or written picture naming task in English; picture names were either Dutch-English cognates or control words. Cognates were named faster than controls and there was no cognate-by-modality interaction. Additionally, there was a similar error pattern in both modalities. These results suggest that common underlying processes are responsible for the cognate effect in spoken and written language production, and thus a central locus of the cognate effect.

Stroop-Like Serial Position Effects in Color Naming of Words and Nonwords

2006 ◽  
Vol 53 (2) ◽  
pp. 105-110 ◽  
Author(s):  
Harvey H. C. Marmurek ◽  
Caroline Proctor ◽  
Andrea Javor
Keyword(s):  
Color Naming ◽  
Control Word ◽  
Initial Letter ◽  
Facilitation Effect ◽  
Position Effects ◽  
Serial Position Effects ◽  
Color Response ◽  
Initial Onset ◽  
Lexical Processes ◽  
Naming Latencies

Color-naming latencies to noncolor words and nonwords were faster when the onset or final phoneme of the displays corresponded to the onset or final phoneme of the color response. For example, for displays printed in red, the word rack and nonword rask, which share the initial onset phoneme with the response, led to faster naming than did the control word chap and nonword chup. Conversely, when the onset or final phoneme of the displays matched the onset or final phoneme of a conflicting color response (e.g., rack printed in blue), latencies were longer than to control items. Facilitation effects were stronger than interference effects, and the onset phoneme facilitation effect was augmented by coloring only the initial letter in the display. It is hypothesized that nonlexical processes that govern the translation of print to speech may be a source of facilitation in Stroop-like tasks, whereas lexical processes are more likely to contribute to interference.

The effects of suggestopedic elements on qualitative and quantitative measures of language production

1994 ◽  
Vol 17 (2) ◽  
pp. 1-21 ◽  
Author(s):  
Uschi Felix ◽  
Michael Lawson
Keyword(s):  
Language Production ◽  
Language Skills ◽  
Word Production ◽  
Retention Rates ◽  
Writing Quality ◽  
Treatment Conditions ◽  
Grammar Rules ◽  
Central Interest ◽  
And Control

Abstract This was a 10-week time-series investigation of a class of 12 students with the same teacher carrying out the teaching for both the experimental and control condition and the same students exposed to both treatment conditions. The question of central interest in this study was whether Suggestopedia affects more sophisticated language skills than recall, and both quantitative and qualitative measures were included to address the criticism that Suggestopedia affects memory skills alone. Year 10 students’ recall, comprehension, word production, fluency, accuracy, writing quality, transfer skills of grammatical items, and understanding of grammar rules were tested once a week. Long-term retention rates for recall were also checked at the end of each four-week period. The findings suggested that Suggestopedia does in fact have the potential to positively affect sophisticated language skills such as transfer of structures and creative writing. Compared with performance during the control Phase, results showed that during the experimental Phase students performed equally as well on tests of comprehension, accuracy and understanding of rules, and significantly better on tests of recall, word production, fluency, writing quality and transfer of grammatical items.

Phonological and grammatical class cohorts in word production

2019 ◽  
Vol 14 (1) ◽  
pp. 68-97
Author(s):  
Pauline Pellet Cheneval ◽  
Marina Laganaro
Keyword(s):  
Naming Task ◽  
Word Production ◽  
Lexical Selection ◽  
Cohort Size ◽  
Grammatical Category ◽  
Facilitation Effect ◽  
Grammatical Class ◽  
Word Onset ◽  
Lexical Hypothesis ◽  
Healthy Participants

Abstract The lexical or sub-lexical loci of facilitation of word production by phonological cueing/priming are debated. We investigate whether phonological cues facilitate word production at the level of lexical selection by manipulating the size of the cohort of word onsets matching the cue. In the framework of lexical facilitation, a phonological cue corresponding to a small number of words should be more effective than a cue corresponding to a larger cohort. However, a lexical locus can clearly be inferred only if the facilitation effect in picture naming is modulated by a specific grammatical lexical cohort and not by the overall word onset cohort. Twenty-seven healthy participants performed an object/noun (Exp1) and an action/verb (Exp2) naming task with cues corresponding to large/small noun/verb onset cohorts. Results revealed that facilitation was modulated by the lexical onset cohort size of the cue in the target grammatical category. These results favour the lexical hypothesis and further suggest a categorical organization of the lexicon.

Sign in / Sign up

Export Citation Format

Share Document