Activation of Lemmas in the Multilingual Mental Lexicon and Transfer in Third Language Learning

Wei, Longxing

doi:10.1007/978-0-306-48367-7_5

Cited by 20 publications

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“…Thus, we call such an incompletely acquired lexicon IL lexicon. When learners' knowledge of the TL lexical items is partial or incomplete or when their TL lexical items are not sufficient enough to express their intended meanings, they may turn to similar or equivalent lexemes in their L1 at a certain point in IL production (Dewaele 1998;Wei 2003). If we assume that a preverbal message is not language-specific, then we are forced to assume that a different lexicalization pattern available to the speaker has to be enforced at a certain point in IL production (cf.…”

Section: L1 Lexical-conceptual Structure In Il Constructionmentioning

confidence: 99%

The Composite Nature of Interlanguage as a Developing System

Wei

2009

RiL

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The Composite Nature of Interlanguage as a Developing System This paper explores the nature of interlanguage (IL) as a developing system with a focus on the abstract lexical structure underlying IL construction. The developing system of IL is assumed to be ‘composite’ in that in second language acquisition (SLA) several linguistic systems are in contact, each of which may contribute different amounts to the developing system. The lexical structure is assumed to be ‘abstract’ in that the mental lexicon contains abstract elements called ‘lemmas’, which contain information about individual lexemes, and lemmas in the bilingual mental lexicon are language-specific and are in contact in IL production. Based on the research findings, it concludes that language transfer in IL production should be understood as lemma transfer of the learner's first language (L1) lexical structure at three abstract levels: lexical-conceptual structure, predicate-argument structure, and morphological realization patterns, and IL construction is driven by an incompletely acquired abstract lexical structure of a target language (TL) item.

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Section: L1 Lexical-conceptual Structure In Il Constructionmentioning

confidence: 99%

The Composite Nature of Interlanguage as a Developing System

Wei

2009

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“…On the other hand Cenoz (2001) and Wei (2003) argue that there is a tendency to use a language which is typologically closer as a source of transfer on a third language. This paper is focused on Hungarian/Serbian bilingual pupils who are currently acquiring English as a foreign language in Grammar schools in Serbia.…”

Section: Introductionmentioning

confidence: 99%

Third language vocabulary acquisition: The influence of Serbian and Hungarian as native languages on the English language

Cvekic

2016

CNP

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This paper examines the influence of bilingualism on the use of vocabulary learning strategies during the acquisition of a third language. More precisely, it debates whether having a knowledge of two languages is beneficial for the awareness and frequency of strategy use. In this analysis, the use of learning strategies of pupils bilingual in Hungarian and Serbian language is compared to their monolingual peers of Serbian language while acquiring English as a third language. Since third language acquisition (TLA) is a relatively new and unexplored area, little research has been done on this specific topic.This particular study is situated in Serbia and used a 5-point Likert scale questionnaire as a way of collecting data consisting of two parts. The first part was based on three questionnaires on vocabulary strategies proposed by Gu and Johnson (1996), and Schmitt

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“…Throughout the decades when Contrastive Analysis dominated CLI research, the idea that native language has an influence on the acquisition of a foreign language was widely accepted (e.g. Csapó 1980, Odlin 1989, Wei 2003. Wei (2003:58) concludes that starting with the 1940s and 1950s for decades to come language transfer was considered a major factor affecting foreign language acquisition.…”

Section: Transfer Versus CLImentioning

confidence: 99%

“…In more recent SLA research, however, three lines of criticism of the Contrastive Analysis Hypothesis (Wei 2003, Odlin 1989) have been worded. The first objection raised is that it is doubtful whether contrastive analysis is able to make accurate predictions regarding errors or transfer.…”

Section: Transfer Versus CLImentioning

confidence: 99%

“…Citing Dewaele (1998), Wei (2003) claims that if the knowledge of an L3 speaker is incomplete or there is an insufficient amount of vocabulary available, the intended meaning may be expressed by turning to '"equivalent" or "similar" lexemes in his/her interlanguage at a certain point in third language production' (Dewaele 1998, cited in Wei 2003). Jessner's (1999Jessner's ( , 2003 subjects were Italian-German bilinguals learning L3 English.…”

Section: Examples Of Spontaneous L2 Influence On L3mentioning

confidence: 99%

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The role of second language English in the process of learning third language German

Balla¹

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The role of second language English in the process of learning third language German And last but not least, I am deeply indebted both to the subjects who took part in the research for their cooperation and to their German teachers without whose dedication this study would have been impossible. PhD Dissertation T. Balla Ágnes AbstractThe field of third language acquisition (TLA) has become a rapidly developing branch of the study of second language acquisition in the past two decades. The aim of the present dissertation is to contribute to the international research by involving subjects with a Hungarian mother tongue. To that end, the present longitudinal study was designed to investigate the learning processes of L1 Hungarian subjects learning L2English and L3 German. The participants were 53 secondary school learners in two indicates that the comparative instruction had a positive influence on the subjects' L3 learning. As regards the differences between the treatment groups, it is concluded that the less experienced L3 learners were influenced by the comparative instruction to a greater extent than their more experienced counterparts. A further finding of the research is that the effect of instruction seems to be more emphatic on less successful language learners. The results of the present dissertation suggest that L1 Hungarian language learners' L3 learning processes can both be accelerated and facilitated if the learners are instructed with a cross-linguistic approach to the languages they learn.

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Activation of Lemmas in the Multilingual Mental Lexicon and Transfer in Third Language Learning

Cited by 20 publications

References 0 publications

The Composite Nature of Interlanguage as a Developing System

The Composite Nature of Interlanguage as a Developing System

Third language vocabulary acquisition: The influence of Serbian and Hungarian as native languages on the English language

The role of second language English in the process of learning third language German

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