An Investigation into the L2 Mental Lexicon of Chinese English Learners by Means of Word Association

2011 ◽  
Vol 34 (1) ◽  
Author(s):  
Li Hui
Keyword(s):  
English Learners ◽  
Word Association ◽  
Mental Lexicon ◽  
Chinese English Learners

L1 Role in Bilinguals’ Mental Lexicon: A Comparative Study between Chinese-English and Alphabetic Bilinguals

2016 ◽  
Vol 6 (8) ◽  
pp. 1584
Author(s):  
Li Li
Keyword(s):  
Language Processing ◽  
English Learners ◽  
Sensory Input ◽  
Empirical Studies ◽  
First Language ◽  
Mental Lexicon ◽  
Second Language Processing ◽  
Translation Equivalent ◽  
Automatic Activation ◽  
Chinese English Learners

This study is to compare L1 (first language) roles between Chinese-English and alphabetic bilinguals’ mental lexicons through reviewing empirical studies. L1 lexicon plays an important role in L2 (second language) processing in two aspects for alphabetic bilinguals, automatic activation of similar L1 to sensory input of L2, and that of L1 translation equivalent. While for Chinese English learners, L1 lexicon basically influences L2 by equivalent activation only, and the effect may persist throughout their lives, which is dramatically different from the developmental pattern of alphabetic bilinguals. The differences may come from different typological distance between the two languages, different composition of L2 mental lexicon, and their unique English acquisition experience in China.

L1 mediation in Chinese English learners’ mental lexicon: Evidence from word association tests

2022 ◽  
pp. 136216882110660
Author(s):  
Li Xiang ◽  
Hyunjeong Nam
Keyword(s):  
Learning Environments ◽  
English Learners ◽  
Word Association ◽  
Related Factors ◽  
Word Associations ◽  
Association Tests ◽  
Test Formats ◽  
Significant Difference ◽  
Integrative Motivation ◽  
Chinese English Learners

The study aimed to explore the evidence of first language (L1) mediation in second language (L2) word associations and the L2 learner-related factors affecting the extent of L1 mediation with the following approaches. First, different from previous research, word association tests (WATs) embraced both receptive and productive word associations in the study. Second, different from word-related variables such as cognates vs. non-cognates in previous research, the study examined learner-related factors. Third, it examined whether the methodological difference (receptive vs. productive test formats) may affect the extent of L1 mediation in L2 access. A total of 108 Chinese English learners varying in proficiency, learning experiences, input and motivation participated in WATs using 24 stimulus words. The results suggested, (1) from the findings of descriptive statistics and ANOVAs, the evidence of L1 mediation was found in all three L2 proficiency groups with different extent of higher L1 mediation in lower proficiency groups. (2) From the findings of Pearson product-moment correlation coefficients, significant correlations were found with L1-promoting learning environments, L2 input, integrative motivation and the learners’ awareness of L1 activation. (3) The findings of the paired-samples t-tests confirmed a significant difference between the two test formats. Based on the findings, the study suggested the promotion of L2-rich learning environments, integrative motivation, and receptive and productive word associations in the L2 network.

Instruction of Nominalization by Applying Enabling of POA

2020 ◽  
Vol 43 (3) ◽  
pp. 342-358
Author(s):  
Hao Chen
Keyword(s):  
Academic Writing ◽  
English Learners ◽  
Academic English ◽  
English Writing ◽  
Writing Course ◽  
Learning Journals ◽  
English Majors ◽  
Chinese English Learners ◽  
Oriented Approach

AbstractIt is noticeable that the academic papers written by Chinese English learners are lacking in academic features largely due to their poor ability to use nominalization. Therefore, the instruction of nominalization in an academic English writing course is badly needed. The author conducted one-semester-long instruction of nominalization to 90 non-English majors under the guidance of the production-oriented approach (POA). This research demonstrated how to apply POA, specifically, the enabling procedure to the teaching of nominalization. By triangulating the data of students’ interviews, learning journals and written output, and the data of 4 teachers’ class observations and interviews, this study found that the accurate application of the three criteria of effective enabling contributed to the improvement of the quantity and quality of nominalization in academic writing.

scholarly journals Networks in the mind – what communities reveal about the structure of the lexicon

2021 ◽  
Vol 7 (1) ◽  
pp. 181-199
Author(s):  
László Kovács ◽  
András Bóta ◽  
László Hajdu ◽  
Miklós Krész
Keyword(s):  
Word Association ◽  
Mental Lexicon ◽  
Association Network ◽  
Community Structures ◽  
Associative Structure ◽  
The Mind ◽  
Agglutinative Language

Abstract The mental lexicon stores words and information about words. The lexicon is seen by many researchers as a network, where lexical units are nodes and the different links between the units are connections. Based on the analysis of a word association network, in this article we show that different kinds of associative connections exist in the mental lexicon. Our analysis is based on a word association database from the agglutinative language Hungarian. We use communities – closely knit groups – of the lexicon to provide evidence for the existence and coexistence of different connections. We search for communities in the database using two different algorithms, enabling us to see the overlapping (a word belongs to multiple communities) and non-overlapping (a word belongs to only one community) community structures. Our results show that the network of the lexicon is organized by semantic, phonetic, syntactic and grammatical connections, but encyclopedic knowledge and individual experiences are also shaping the associative structure. We also show that words may be connected not just by one, but more types of connections at the same time.

scholarly journals Status Quo and Prospective of WeChat in Improving Chinese English Learners’ Pronunciation

2017 ◽  
Vol 10 (4) ◽  
pp. 140 ◽  
Author(s):  
Kanghui Wang
Keyword(s):  
New Media ◽  
Mobile Learning ◽  
English Learners ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Handheld Devices ◽  
Self Directed Learning ◽  
Support Functions ◽  
English Pronunciation ◽  
Chinese English Learners

With the ubiquitous usage of wireless, portable, and handheld devices gaining popularity in 21st century, the revolutionary mobile technology introduces digital new media to educational settings, which has changed the way of traditional teaching and learning. WeChat is one of the most popular social networking applications in China featured by its interactivity and real-time communication that has attracted attention of educators to its pedagogical value. This study evaluates the utilization of WeChat in mobile learning and, in particular, its potential for improving English pronunciation among English learners in China. It probes into the perennial problems of Chinese students in English pronunciation acquisition and oral practice, discusses WeChat’s support functions in mobile learning, demonstrates the relevant empirical studies of WeChat in teaching and learning, and analyses the potential value of using WeChat in improving English pronunciation. Examinations in this paper enable one to reflect on the strengths of mobile learning by WeChat and to explore how this social media tool is likely to solve the pronunciation difficulties of Chinese English learners. It is found that applying WeChat to English pronunciation teaching and practicing helps create better self-directed learning environment, enhance learning flexibility and improve oral learning effectiveness. It is hopefully that insights gained from examining how WeChat helps improve English pronunciation learning will shed light on further innovations of teaching designs in this area.

Effect of Music Training on the Production of English Lexical Stress by Chinese English Learners

2020 ◽  
pp. 2050007
Author(s):  
Hui Feng ◽  
Jie Lian ◽  
Yingjie Zhao
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
English Learners ◽  
Training Group ◽  
Positive Influence ◽  
Lexical Stress ◽  
Control Group ◽  
Prosodic Features ◽  
Music Training ◽  
Chinese English Learners

In language acquisition, stress is one of the most prominent prosodic features of English. Previous studies have found that music training has a positive influence on second language acquisition. Under the guidance of the Theory of Multiple Intelligences, this study aims to find whether music training can improve English stress production among Chinese English learners without music background. Major findings are as follows: (1) Music training has a significant influence on the stress production by Chinese English learners. Specifically, after eight weeks of music training, there has been evident improvement in pitch and intensity in the training group in distinguishing stressed and unstressed syllables in disyllabic pseudowords. Besides, the accuracy of the production of unfamiliar words in the training group has increased by 11.5% on average, compared with that of the control group which has little change. In addition, little effect of music training on duration proportion in stressed syllables is found in this experiment. (2) Chinese English learners’ perception of music can be positively transferred to their production of English lexical stress. Such findings provide further proof for the effect of music training on the production of English lexical stress, and propose a method for Chinese English learners to improve their English pronunciation.

Study on Word Association Knowledge and Reading Ability

2011 ◽  
Vol 109 ◽  
pp. 699-702
Author(s):  
Ting Mao
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
Reading Ability ◽  
Word Association ◽  
Pearson Correlation ◽  
First Language ◽  
New Words ◽  
Comprehension Ability ◽  
Vocabulary Word ◽  
Reading Comprehension Ability

Improving reading comprehension ability has always been a big concern for the English learners. It is also one of the most important parameters to measure one’s English level. Research has found that many factors may influence the learners’ reading comprehension ability. In this paper one aspect of vocabulary, word association knowledge, has been proved to facilitate reading comprehension. Through Pearson Correlation and one-eay ANOVA analysis the authors found that word association knowledge had a significant influence on reading comprehension. New words cannot make any sense to the learner until they have been integrated into other knowledge that the learner has already acquired. The vocabulary students have already acquired is something like an associative network which is closely related to their prior experience of first language acquisition and their knowledge of the world. Therefore, both the width and depth of vocabulary should be integrated into English teaching.

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