A Theoretical Account of Lexical Communication Strategies

Poulisse, Nanda

doi:10.1075/sibil.6.09pou

Cited by 77 publications

(107 citation statements)

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“…The need to communicate collides with lack of lexical knowledge in the L2 and in order to overcome this problem, learners decide to resort to their L1 inserting L1 words in the L2 discourse (Note 2) (Ecke, 2001, cf. also Dewaele, 1998González Álvarez, 2004;Poulisse, 1993;Rababah, 2002). These mechanisms have been frequently known as communication or compensatory strategies.…”

Section: Review Of the Literature: Lexical Transfermentioning

confidence: 99%

An Overview of Variables Affecting Lexical Transfer in Writing: A Review Study

Llach¹

2010

IJL

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The present papers intends to be a review study of lexical transfer. This overview does not claim to be exhaustive, but a review of some of the main variables influencing the process of cross-linguistic influence in lexis. The factors addressed in the present paper are i) L2 proficiency, ii) L1 background, iii) gender, iv) motivation, and v) learning context. In general terms, as learners' L2 proficiency increases the influence of the L1 decreases. Learners whose L1 is typologically related to the TL tend to resort more frequently to their L1 for lexical transfer purposes, but learners from different linguistic backgrounds seem to undergo the same lexical transfer processes. Studies investigating the interaction between gender and lexical transfer and between more and less motivated learners seem to reveal lack of differences. Finally, there exist quantitative and qualitative differences in L1 lexical transfer of CLIL and non-CLIL learners in their written compositions.

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Section: Review Of the Literature: Lexical Transfermentioning

confidence: 99%

An Overview of Variables Affecting Lexical Transfer in Writing: A Review Study

Llach¹

2010

IJL

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“…Levelt (1989) assumed that in the case of lexical errors an incorrectly activated lexical entry is retrieved and then articulated. The results of speech error studies indicated that errors as a result of faulty L2 lexical access are very common (Poulisse, 1993), but they also often occur in L1 (Dell and Reich, 1981;Fromkin, 1973;Stemberger, 1985). In Levelt's theory (1989) content and functional words as well as collocations and idioms are considered lexical entries.…”

Section: Speech Errors and Self-monitoringmentioning

confidence: 99%

Speech Errors in English as Foreign Language: A Case Study of Engineering Students in Croatia

Kovač¹

2011

ELLS

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The study reported in this paper investigates the frequency and distribution of speech errors, as well as the influence of the task type on their rate. The participants of the study were 101 engineering students in Croatia. A recorded speech sample in the English language (L2) lasting for approximately ten hours was transcribed, whereby more than three and a half thousand speech errors were recorded. Morphological errors were dominant due to a significantly frequent omission of articles. The distribution of different subcategories of lexical errors pointed to a relatively low frequency of unintended L1 switches, indicating that the participants were able to separate the two languages during lexical access.Statistical testings of the influence of the task type on speech errors displayed that the retelling of a chronological order of events resulted in a significantly higher rate of syntactic errors if compared to other tasks. Due to limited attentional resources and insufficient knowledge, the speaker cannot process the message within the time constraints. The rate of lexical and phonological errors depended on the frequency of use, that is, less frequently used words were more susceptible to lexical errors than high-frequency words. The retelling of a chronological order of events is a demanding task, for this reason, this task type should be more practiced in foreign language teaching.

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“…Aunque el modelo de Levelt sólo se ha enunciado para dar cuenta de la producción en LM, numerosos trabajos lo han aplicado a la LE y concretamente al estudio de la competencia léxica en LE (Poulisse, 1993;Green, 1993;De Bot y Schreuder, 1993;Sanz Espinar, 1999). En una transposición de dicho modelo a la producción oral en LE, es necesario Estudios de Lingüística Tendencias y líneas de investigación en adquisición de segundas lenguas cuestionarse qué lengua es la que influye en la conceptualización, dado que existe un conocimiento desigual en LM y en LE.…”

Section: Modelo De Análisis De La Competencia Léxico-discursivaunclassified

Procesos y verbos que introducen la referencia espacial en el relato en español y en francés como lenguas maternas y lenguas extranjeras

Espinar¹

2001

ELUA

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El caso concreto de la adquisición que nos ocupa es el uso del léxico verbal en una actividad narrativa llevada a cabo por dos grupos de locutores francófonos que aprenden español (ELE-A y ELE-B) y por otros dos locutores hispanófonos que aprenden francés (FLE-A y FLE-B). Los grupos A han aprendido la lengua principalmente en una situación académica (0-5 semanas sólo en un país extranjero) y los grupos B han realizado estancias de varios meses. Estudiamos el léxico verbal desde un punto de vista psicolingüístico a un doble nivel: conceptualización (predicados semánticos conceptualizados o “procesos”) y lexicalización (verbos utilizados). Hemos analizado un contexto concreto de los relatos, como es la introducción de la referencia espacial, donde pueden verse claramente los distintos comportamientos de cada grupo, tanto en la conceptualización como en la lexicalización, dependiendo de la lengua materna de los aprendices, así como de las características del proceso de adquisición.

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A Theoretical Account of Lexical Communication Strategies

Cited by 77 publications

References 0 publications

An Overview of Variables Affecting Lexical Transfer in Writing: A Review Study

An Overview of Variables Affecting Lexical Transfer in Writing: A Review Study

Speech Errors in English as Foreign Language: A Case Study of Engineering Students in Croatia

Procesos y verbos que introducen la referencia espacial en el relato en español y en francés como lenguas maternas y lenguas extranjeras

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