The multilingual lexicon

2007 ◽  
pp. 250-266 ◽  
Author(s):  
Ton Dijkstra
Keyword(s):  
Foreign Language ◽  
Language Processing ◽  
Cognitive Neuroscience ◽  
Word Processing ◽  
Processing System ◽  
Educational Systems ◽  
Visual Modality ◽  
Auditory Modality ◽  
The World ◽  
Listening And Speaking

Although precise numbers are lacking, in the world at large there may be more multilinguals than monolinguals when we define “multilingualism” as the regular use of two or more languages. This prominence of multilingualism in the world has its consequences, of course, for educational systems (for example, with respect to foreign language teaching), but also for psycholinguistic research, because the language processing system might be differently organised in monolinguals and bilinguals. This article discusses structural, process, and context/control issues with respect to the multilingual lexicon, addressing the following questions: How are words stored in the mental lexicon of multilinguals? How does a multilingual retrieve words in reading, listening, and speaking? What is the effect of context and cognitive control on multilingual processing? What models have been proposed to account for the available data? What can cognitive neuroscience contribute to bilingualism? The article also looks at the process of multilingual word recognition, focusing on visual modality, auditory modality, models of bilingual word processing, multilingual word production, and contributions of cognitive neuroscience.

scholarly journals Inhibitory and facilitatory effects of phonological and orthographic similarity on L2 word recognition across modalities in bilinguals

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Candice Frances ◽  
Eugenia Navarra-Barindelli ◽  
Clara D. Martin
Keyword(s):  
Lexical Decision ◽  
Language Processing ◽  
Theoretical Implication ◽  
Phonological Similarity ◽  
Target Language ◽  
Visual Modality ◽  
Decision Task ◽  
Auditory Modality ◽  
Orthographic Similarity ◽  
Special Category

AbstractLanguage perception studies on bilinguals often show that words that share form and meaning across languages (cognates) are easier to process than words that share only meaning. This facilitatory phenomenon is known as the cognate effect. Most previous studies have shown this effect visually, whereas the auditory modality as well as the interplay between type of similarity and modality remain largely unexplored. In this study, highly proficient late Spanish–English bilinguals carried out a lexical decision task in their second language, both visually and auditorily. Words had high or low phonological and orthographic similarity, fully crossed. We also included orthographically identical words (perfect cognates). Our results suggest that similarity in the same modality (i.e., orthographic similarity in the visual modality and phonological similarity in the auditory modality) leads to improved signal detection, whereas similarity across modalities hinders it. We provide support for the idea that perfect cognates are a special category within cognates. Results suggest a need for a conceptual and practical separation between types of similarity in cognate studies. The theoretical implication is that the representations of items are active in both modalities of the non-target language during language processing, which needs to be incorporated to our current processing models.

Using Lean Method in English Language Classes

2020 ◽  
pp. 131-144
Author(s):  
Araigul Kozhakhmetova ◽  
Lyazzat Beisenbayeva
Keyword(s):  
Foreign Language ◽  
Management System ◽  
English Language ◽  
Foreign Language Teaching ◽  
Educational Systems ◽  
Clear Understanding ◽  
Educational Organizations ◽  
Language Classes ◽  
The World ◽  
Teachers And Students

New approaches, methods, and tools are necessary for the implementation of the modern management system in educational organizations. The main purpose of this chapter is to determine using the lean method in foreign language teaching. The lean method is new in educational systems, but it is used in different spheres of industries all over the world. This chapter shows the history, its implementation, experiments, and how it can be used and developed further. Lean in education will create a clear understanding of its importance on lean process and increase the motivations of administrations, teachers, and students.

scholarly journals Inhibitory and Facilitatory Effects of Phonological and Orthographic Similarity on Bilingual Word Recognition

2020 ◽  
Author(s):  
Candice Frances ◽  
Eugenia Navarra-Barindelli ◽  
Clara Martin
Keyword(s):  
Lexical Decision ◽  
Language Processing ◽  
Theoretical Implication ◽  
Phonological Similarity ◽  
Target Language ◽  
Visual Modality ◽  
Decision Task ◽  
Auditory Modality ◽  
Orthographic Similarity ◽  
Special Category

Abstract Language perception studies on bilinguals often show that words that share form and meaning across languages (cognates) are easier to process than words that share only meaning. This facilitatory phenomenon is known as the cognate effect. Most previous studies have shown this effect visually, whereas the auditory modality as well as the interplay between type of similarity and modality remain largely unexplored. In this study, highly proficient late Spanish-English bilinguals carried out a lexical decision task in their second language, both visually and auditorily. Words had high or low phonological and orthographic similarity, fully crossed. We also included orthographically identical words (perfect cognates). Our results suggest that similarity in the same modality (i.e., orthographic similarity in the visual modality and phonological similarity in the auditory modality) leads to improved signal detection, whereas similarity across modalities hinders it. We provide support for the idea that perfect cognates are a special category within cognates. Results suggest a need for a conceptual and practical separation between types of similarity in cognate studies. The theoretical implication is that the representations of items are active in both modalities of the non-target language during language processing, which needs to be incorporated to our current processing models.

Comparing length and frequency effects in children across modalities

2018 ◽  
Vol 72 (7) ◽  
pp. 1682-1691
Author(s):  
Jana Hasenäcker ◽  
Luianta Verra ◽  
Sascha Schroeder
Keyword(s):  
Word Recognition ◽  
Lexical Decision ◽  
Reading Ability ◽  
Word Processing ◽  
Beginning Readers ◽  
Visual Modality ◽  
Auditory Modality ◽  
Phonological Decoding ◽  
Relative Contribution ◽  
Length Effects

Although it is well established that beginning readers rely heavily on phonological decoding, the overlap of the phonological pathways used in visual and auditory word recognition is not clear. Especially in transparent languages, phonological reading could use the same pathways as spoken word processing. In the present study, we report a direct comparison of lexical decision performance in the visual and auditory modality in beginning readers of a transparent language. Using lexical decision, we examine how marker effects of length and frequency differ in the two modalities and how these differences are modulated by reading ability. The results show that both frequency and length effects are stronger in the visual modality, and the differences in length effects between modalities are more pronounced for poorer readers than for better readers. This suggests that visual word recognition in beginning readers of a transparent language initially is based on phonological decoding and subsequent matching in the phonological lexicon, especially for poor readers. However, some orthographic processing seems to be involved already. We claim that the relative contribution of the phonological and orthographic route in beginning readers can be measured by the differences in marker effects between auditory and visual lexical decision.

Stylistic and psychological analysis of Rudyard Kipling’s “Just So Stories”

2019 ◽  
Keyword(s):  
Foreign Language ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Emotional State ◽  
Real Life ◽  
Psychological Analysis ◽  
The World ◽  
The Subject ◽  
Poetic Texts ◽  
Listening And Speaking

The subject matter of the present paper is the linguo - stylistic and psychological analysis of Rudyard Kipling’s “Just So Stories” as emotional means to motivate children to study English as a foreign language. “Just So Stories” are tales for children, where the author tells how the world, surrounding the child, was created, why everything in this world is “just so”, answers the questions that children like to ask so much: “what and why and when and how and where and who?” For children, who are not adapted to studying, and who achieve information with the help of games, fairy tales in general and Kipling’s “Just so stories” in particular serve as a ground for not only developing the intellect, sense of humor and imagination of children, but also take away all boundaries in perceiving information in a foreign language and enhance interest towards the origin of familiar and unusual things. The knowledge, contained in tales is inmost and conveys great information about animals, people, the world they live in and the interrelation of everything in life. Fairy tales develop not only the imagination of children but also establish some kind of bridge between the fantasy and the real life. Fairy tale reading attracts children, increases the motivation of learning a foreign language. Tale has an impact on children’s emotional state: it reduces anxiety, fear and confusion and gives food for perception, empathy and communication with favorite heroes, creates a fairy atmosphere full of enthusiasm and joy. The importance of the fact that all "just so stories" end with a poem cannot be underestimated. Firstly, poems and chants are short, emotionally colored and easy to remember. Secondly, poetic texts are great materials for practicing rhythm, intonation of a foreign speech and for improving the pronunciation. And thirdly, multiple repetitions of foreign words and word combinations with the help of poems do not seem artificial. Accordingly, the use of poetry contributes to the development of different language skills, like reading, listening and speaking.

scholarly journals The best educational systems in the world on example of European and Asian countries

2017 ◽  
Vol 8 (3) ◽  
pp. 103-115
Author(s):  
Karolina Wilk
Keyword(s):  
Hong Kong ◽  
Foreign Language ◽  
Education Level ◽  
Educational Systems ◽  
Asian Countries ◽  
New Approach ◽  
Good Education ◽  
Language Knowledge ◽  
The World ◽  
Exchange Programme

Abstract The article describes 5 countries from the world: South Korea, Japan, Singapore, Hong Kong, Finland that have the best and unusual educational systems. Thanks to the new approach to the teaching, students become very well-educated when graduate. The text emphasises the importance of foreign language knowledge. It is very interesting how much different is the approach to students in Asian countries and in Finland but both systems eventually provide very good education level to their students. The another part of the article bases for characteristic of two other EU countries – Romania and Poland. In these countries, the internal educational systems are quite similar to each other and guarantee their students very good education level. Thanks to the attendance in Erasmus exchange programme, Romanian and Polish students can broaden their mind abroad.

scholarly journals EFL Matriculation Exams for Deaf and Hard of Hearing Students: Polish and Israeli Experiences

10.33496/009 ◽  
2019 ◽  
pp. 83-94
Keyword(s):  
Foreign Language ◽  
Hard Of Hearing ◽  
Business Education ◽  
Document Analysis ◽  
Educational Expectations ◽  
Educational Systems ◽  
Language Of Science ◽  
The World ◽  
Specific Support

In recent decades the significance of English as a lingua franca has been systematically growing: it is no longer simply the native language of some nations but is rather the language of science, business, education, and leisure around the world. Not surprisingly, there is a great demand to learn and know this language, which is mirrored by the importance placed on English teaching in national curricula and its presence as a mandatory exam subject in secondary education. While most students can follow such education programs smoothly, the group of D/deaf and hard of hearing learners (D/HoH) meet serious challenges when learning a foreign language without auditory input and require specific support and accommodations to meet the curricula requirements. This paper presents the issue of teaching English as a foreign language to D/HoH students in the context of their matriculation exams in two countries whose educational systems share some historical roots: Poland and Israel. The method used was document analysis in the framework of the cultural contexts of two educational systems. The results show similarities for educational expectations but also differences concerning the type and scope of accommodations for D/HoH students. The analysis leads to pedagogical recommendations for improving the quality of D/HoH students’ education in these two countries.

In Search of a Human Language Processing System

1985 ◽  
Vol 30 (7) ◽  
pp. 529-531
Author(s):  
Patrick Carroll
Keyword(s):  
Language Processing ◽  
Processing System ◽  
Human Language
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