Cognitive Processes in Second Language Learners and Bilinguals: The Development of Lexical and Conceptual Representations

Kroll, Judith F.; Sunderman, Gretchen

doi:10.1002/9780470756492.ch5

Cited by 79 publications

(63 citation statements)

References 55 publications

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“…Proficient bilinguals do not use translation equivalents from the L1 to work with L2 words (Kroll et al 2010). Kroll and Sunderman (2003) believe that proficiency is the key factor, which can lead to concept mediation in the second language and that this factor also ensures that the L2 links to concepts become more similar as in L1 (Schwartz & Kroll 2006). Eilola et al (2007) pointed out that, based on the Revised Hierarchical Model, the L1 should produce a bigger emotional Stroop effect than the L2 due to stronger links with the conceptual system, faster activation of meaning and also less interference in the L2 in late bilinguals.…”

Section: Discussionmentioning

confidence: 99%

Emotional activation measured using the emotional Stroop task in early Hungarian-Serbian bilinguals from Serbia

Grabovac¹,

Pléh²

2014

Acta Linguistica Hungarica

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The primary goal of this research was to examine the processing of emotionally valenced and neutral words in the context of bilingualism. The objective was to find out, using an experimental measure of automatic emotional activation, if there were differences in response time in the first and the second language, Hungarian and Serbian respectively. The sample consisted of early Hungarian-Serbian bilinguals, assimilated into the Serbian majority culture.The emotional Stroop task is an experimental paradigm, which has been adapted to measure bilingual population in the past few years. The emotional Stroop interference could be counted from response time latencies, which is usually an effect showing longer responses to negative vs. neutral information.Hungarian and Serbian negatively, positively and neutrally valenced words were used in the research. Our hypothesis was that there would be a similar emotional activation in the first and the second language and that negative words would be processed the longest.The result of the research was a significant main effect of word type, where the negative information captured the attention for a longer period of time than the neutral one. A similar pattern of word processing showed in both languages, there were no significant differences between Hungarian and Serbian reaction times and the interaction between word type and language was not significant. The results suggested that early Hungarian-Serbian bilinguals were equally effective and fast in monitoring emotional information in both of their languages, giving emphasis through more elaborative processing to the threatening stimuli.

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Section: Discussionmentioning

confidence: 99%

Emotional activation measured using the emotional Stroop task in early Hungarian-Serbian bilinguals from Serbia

Grabovac¹,

Pléh²

2014

Acta Linguistica Hungarica

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“…This ensured that the participants remained in an English language mode throughout the experiment. Importantly, sound perception and word recognition studies have shown that when L2 learners (especially very advanced ones) are tested entirely in their L2, they have much less interference from their L1 than when they are tested in both languages (Escudero & Boersma, 2002;Kroll & Sunderman, 2003;Marian & Spivey, 2003). Therefore, we believe that the subjects treated the words they learned as English novel words and that they therefore would employ a similar learning mechanism to the present word-learning task as they usually employ in any L2 word-learning situation.…”

Section: Methodsmentioning

confidence: 99%

Novel second-language words and asymmetric lexical access

Escudero

Hayes‐Harb

Mitterer

2008

Journal of Phonetics

197

272

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The lexical and phonetic mapping of auditorily confusable L2 nonwords was examined by teaching L2 learners novel words and by later examining their word recognition using an eye-tracking paradigm. During word learning, two groups of highly proficient Dutch learners of English learned 20 English nonwords, of which 10 contained the English contrast /e/-ae/ (a confusable contrast for native Dutch speakers). One group of subjects learned the words by matching their auditory forms to pictured meanings, while a second group additionally saw the spelled forms of the words. We found that the group who received only auditory forms confused words containing /ae/ and /e/ symmetrically, i.e., both /ae/ and /e/ auditory tokens triggered looks to pictures containing both /ae/ and /e/. In contrast, the group who also had access to spelled forms showed the same asymmetric word recognition pattern found by previous studies, i.e., they only looked at pictures of words containing /e/ when presented with /e/ target tokens, but looked at pictures of words containing both /ae/ and /e/ when presented with /ae/ target tokens. The results demonstrate that L2 learners can form lexical contrasts for auditorily confusable novel L2 words. However, and most importantly, this study suggests that explicit information over the contrastive nature of two new sounds may be needed to build separate lexical representations for similar-sounding L2 words. r

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“…Both linguistic and psycholinguistic accounts of L2 lexical acquisition assume that early lexical learning involves the mapping of new L2 forms onto an old or L1-based meaning representation, often via translation and positive transfer through the reliance on similarities of forms in L1 and L2 (e.g., Jiang, 2000). Models of bilingual lexical processing suggest that L1 word forms are directly linked to meaning at the conceptual level, but that L2 meaning is accessed via L1 word forms (e.g., the Revised Hierarchical Model; Kroll & Stewart, 1994;Kroll & Sunderman, 2003). Surprisingly few studies have examined in any detail how L2 meanings develop from such an initial translation stage towards more L2-based meaning through the reorganisation of meaning representations (for an exception, see Schmitt, 1998).…”

Section: The Development Of Meaning In L2mentioning

confidence: 99%

“…In addition to the frequent single general placement verb, put, English also has a set of optional and lowfrequency more specific verbs, the caused posture verbs set and lay, cognates with the obligatory Dutch caused posture verbs. Therefore, although English L2 speakers face a transition from a highly frequent general single-term category to more specific multiple terms, the cognate low-frequency verbs in the L1 may facilitate the acquisition of the meaning of the L2 verbs, since similarity of form and meaning should be conducive to positive transfer even for verbs (Kroll & Sunderman, 2003;Odlin, 2003;Van Hell & De Groot, 1998).…”

Section: The Current Studymentioning

confidence: 99%

Reconstructing verb meaning in a second language

Gullberg

2009

ARCL

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Cognitive Processes in Second Language Learners and Bilinguals: The Development of Lexical and Conceptual Representations

Cited by 79 publications

References 55 publications

Emotional activation measured using the emotional Stroop task in early Hungarian-Serbian bilinguals from Serbia

Emotional activation measured using the emotional Stroop task in early Hungarian-Serbian bilinguals from Serbia

Novel second-language words and asymmetric lexical access

Reconstructing verb meaning in a second language

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