The Emergence of Bilingual Phonological Co-Activation During Lexical Access among Korean L2 Learners of English

2020 ◽  
Vol 95 ◽  
pp. 357-380
Author(s):  
Yeonji Baik ◽  
Kichun Nam
Keyword(s):  
Lexical Access ◽  
Co Activation ◽  
L2 Learners

Lexical accessing for ambiguous words among advanced Chinese L2 learners

2017 ◽  
Vol 52 (3) ◽  
pp. 209-231
Author(s):  
Helen H. Shen
Keyword(s):  
Lexical Access ◽  
Analysis Method ◽  
Contextual Cues ◽  
Factors Associated ◽  
Word Analysis ◽  
Ambiguous Words ◽  
The Us ◽  
L2 Learners ◽  
Meaning Frequency ◽  
Polysemous Words

Abstract This study investigated factors associated with and strategies used by advanced Chinese L2 learners in accessing the meanings of commonly used polysemous words (lexically ambiguous words) in sentential reading. The participants included 26 learners of Chinese from a Midwest university in the US. The results showed that word frequency, meaning frequency of polysemous words, and learners’ knowledge of polysemous words affected successful lexical access in sentential contexts. Learners mainly used five types of strategies to solve lexical ambiguity problems, of which three were more frequently used: contextual cues, the intra-word analysis method, and the dominant meaning cue. Contextual cues were the most frequently used strategy.

Is second language lexical access prosodically constrained? Processing of word stress by French Canadian second language learners of English

2008 ◽  
Vol 29 (4) ◽  
pp. 553-584 ◽  
Author(s):  
ANNIE TREMBLAY
Keyword(s):  
Second Language ◽  
Lexical Access ◽  
Lexical Processing ◽  
Native Speakers ◽  
Word Identification ◽  
Canadian French ◽  
Primary Stress ◽  
Word Stress ◽  
L2 Learners ◽  
Stress Placement

ABSTRACTThe objectives of this study are (a) to determine if native speakers of Canadian French at different English proficiencies can use primary stress for recognizing English words and (b) to specify how the second language (L2) learners' (surface-level) knowledge of L2 stress placement influences their use of primary stress in L2 word recognition. Two experiments were conducted: a cross-modal word-identification task investigating (a) and a vocabulary production task investigating (b). The results show that several L2 learners can use primary stress for recognizing English words, but only the L2 learners with targetlike knowledge of stress placement can do so. The results also indicate that knowing where primary stress falls in English words is not sufficient for L2 learners to be able to use stress for L2 lexical access. This suggests that the problem that L2 word stress poses for many native speakers of (Canadian) French is at the level of lexical processing.

Lexical access in L2

2015 ◽  
Vol 10 (2) ◽  
pp. 247-270 ◽  
Author(s):  
Svetlana V. Cook ◽  
Kira Gor
Keyword(s):  
Lexical Access ◽  
Interstimulus Interval ◽  
Priming Effect ◽  
Decision Task ◽  
Phonological Priming ◽  
Lexical Competition ◽  
Advanced Learners ◽  
Lexical Representations ◽  
L2 Learners ◽  
Whole Word

Previous research on phonological priming in a Lexical Decision Task (LDT) has demonstrated that second language (L2) learners do not show inhibition typical for native (L1) speakers that results from lexical competition, but rather a reversed effect – facilitation (Gor, Cook, & Jackson, 2010). The present study investigates the source of the reversed priming effect and addresses two possible causes: a deficit in lexical representations and a processing constraint. Twenty-three advanced learners of Russian participated in two experiments. The monolingual Russian LDT task with priming addressed the processing constraint by manipulating the interstimulus interval (ISI, 350 ms and 500 ms). The translation task evaluated the robustness of lexical representations at both the phonolexical level (whole-word phonological representation) and the level of form-to-meaning mapping, thereby addressing the lexical deficit. L2 learners did not benefit from an increased ISI, indicating lack of support for the processing constraint. However, the study, found evidence for the representational deficit: when L2 familiarity with the words is controlled and L2 representations are robust, L2 learners demonstrate native-like processing accompanied by inhibition; however, when the words have fragmented (or fuzzy) representations, L2 lexical access is unfaithful and is accompanied by reduced lexical competition leading to facilitation effects.

scholarly journals Relating Lexical Access and Second Language Speaking Performance

Languages ◽  
2020 ◽  
Vol 5 (2) ◽  
pp. 13
Author(s):  
Yu Liu
Keyword(s):  
Second Language ◽  
Speech Production ◽  
Lexical Access ◽  
Language Processing ◽  
Speech Rate ◽  
Lexical Retrieval ◽  
Vocabulary Size ◽  
L2 Learners ◽  
Study Support ◽  
Speaking Performance

Vocabulary plays a key role in speech production, affecting multiple stages of language processing. This pilot study investigates the relationships between second language (L2) learners’ lexical access and their speaking fluency, speaking accuracy, and speaking complexity. Fifteen L2 learners of Chinese participated in the experiment. A task-specific, native-referenced vocabulary test was used to measure learners’ vocabulary size and lexical retrieval speed. Learners’ speaking performance was measured by thirteen variables. The results showed that lexical access was significantly correlated with learners’ speech rate, lexical accuracy, syntactic accuracy, and lexical complexity. Vocabulary size and lexical retrieval speed were significant predictors of speech rate. However, vocabulary size and lexical retrieval speed each affected learners’ speaking performance differently. Learners’ speaking fluency, accuracy, and complexity were all affected by vocabulary size. No significant correlation was found between lexical retrieval speed and syntactic complexity. Findings in this study support the Model of Bilingual Speech Production, revealing the significant role lexical access plays in L2 speech production.

Past tense grammaticality judgment and production in non-native and stressed native English speakers

2010 ◽  
Vol 13 (4) ◽  
pp. 429-448 ◽  
Author(s):  
JANET L. MCDONALD ◽  
CRISTINE C. ROUSSEL
Keyword(s):  
Lexical Access ◽  
Phonological Processing ◽  
Native English Speakers ◽  
Syntactic Processing ◽  
English Speakers ◽  
Past Tense ◽  
Correct Performance ◽  
Grammaticality Judgment ◽  
L2 Learners ◽  
Irregular Verbs

This paper explores whether the poor mastery of morphosyntax exhibited by second language (L2) learners can be tied to difficulties with non-syntactic processing. Specifically, we examine whether problems with English regular and irregular past tense are related to poor L2 phonological ability and lexical access, respectively. In Experiment 1, L2 learners showed poorer past tense mastery than native English speakers in grammaticality judgment and production tasks. L2 phonological ability was positively correlated with correct performance on regular verbs and negatively with unmarked production. L2 lexical access was positively correlated with correct performance on irregular verbs, and negatively with overregularization production. Experiment 2 simulated these difficulties in native English speakers by placing them under phonological processing (noise) or lexical access (deadline) stress. Noise selectively impacted regular verbs in grammaticality judgment but impacted all verb types in production. Deadline pressure impacted irregular verbs while sparing regular verbs across both tasks. Thus, non-syntactic processing difficulties can have specific impacts on morphosyntactic performance in both non-native and native English speakers.

scholarly journals Hands Down: Cognate Effects Persist During Written Word Production

2021 ◽  
Vol 12 ◽  
Author(s):  
Evy Woumans ◽  
Robin Clauws ◽  
Wouter Duyck
Keyword(s):  
Lexical Access ◽  
Interaction Effect ◽  
Word Production ◽  
Auditory Comprehension ◽  
Facilitation Effect ◽  
Written Production ◽  
Co Activation ◽  
Production Research ◽  
Low Constraint ◽  
Written Word

Words that share form and meaning across two or more languages (i.e., cognates) are generally processed faster than control words (non-cognates) by bilinguals speaking these languages. This so-called cognate effect is considered to be a demonstration of language non-selectivity during bilingual lexical access. Still, research up till now has focused mainly on visual and auditory comprehension. For production, research is almost exclusively limited to speech, leaving written production out of the equation. Hence, the goal of the current study was to examine whether bilinguals activate representations from both languages during typewriting. Dutch-English bilinguals completed second-language written sentences with names of displayed pictures. Low-constraint sentences yielded a cognate facilitation effect, whereas high-constraint sentences did not. These findings suggest that co-activation of similar words across languages also occurs during written production, just as in reading and speaking. Also, the interaction effect with sentence constraint shows that grammatical and semantic sentence restrictions may overrule interlingual facilitation effects.

Lexical Access in Bilingual Speech Production: ERP Correlates From Language Switching in Highly Proficient Bilinguals and L2 Learners

2007 ◽  
Author(s):  
Kristof Strijkers ◽  
Albert Costa ◽  
Mikel Santesteban ◽  
Robert Hartsuiker ◽  
Carles Escera
Keyword(s):  
Speech Production ◽  
Lexical Access ◽  
Language Switching ◽  
L2 Learners
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