Rapid L2 Word Learning through High Constraint Sentence Context: An Event-Related Potential Study

Chen, Baoguo; Ma, Tengfei; Liang, Lijuan; Liu, Huanhuan

doi:10.3389/fpsyg.2017.02285

Cited by 9 publications

(6 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although all participants had Kannada as their first language (L1) and English as their second language (L2), the HSE participants in particular exhibited the use of more L2 vocabulary than L1, compared to the LSE counter-parts who predominantly used L1 over L2. This shift in the usage of L2 over L1 in the HSE group, could be attributed to the sequential change in the preferred language, possibly due to favorable contextual demands [40].…”

Section: Discussionmentioning

confidence: 93%

Can the socio-economic status of young children influence their language performance? An Indian study

Dadlani¹,

Karuppali²,

Bhat³

et al. 2018

Journal of Indian Association for Child and Adolescent Mental H

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 93%

Can the socio-economic status of young children influence their language performance? An Indian study

Dadlani¹,

Karuppali²,

Bhat³

et al. 2018

Journal of Indian Association for Child and Adolescent Mental H

View full text Add to dashboard Cite

“…The participants recruited in the current study were adults which may rely on both taxonomic and thematic relations. Third, there has been evidence for the modulation of sentential constraint and L2 proficiency level on L2 word learning ( Pulido, 2003 ; Borovsky et al, 2010 ; Elgort et al, 2015 ; Ma et al, 2015 , 2016 ; Chen et al, 2017 ). Only in highly constraining sentences could the meaning of L2 novel words be derived ( Ma et al, 2015 ), and higher-proficiency L2 learners outperformed than lower-proficiency L2 learners ( Ma et al, 2015 ; Chen et al, 2017 ).…”

Section: Discussionmentioning

confidence: 99%

The influence of conceptual concreteness on the reading acquisition and integration of novel words into semantic memory via thematic relations

et al. 2023

View full text Add to dashboard Cite

Plenty of studies have been conducted to reveal neurocognitive underpinnings of conceptual representation. Compared with that of concrete concepts, the neurocognitive correlates of abstract concepts remain elusive. The current study aimed to investigate the influence of conceptual concreteness on the reading acquisition and integration of novel words into semantic memory. We constructed two-sentence contexts in which two-character pseudowords were embedded as novel words. Participants read the contexts to infer the meaning of novel words which were either concrete or abstract, and then performed a lexical decision task and a cued-recall memory task. In lexical decision task, primed by the learned novel words, their corresponding concepts, thematically related or unrelated words as well as unlearned pseudowords were judged whether they were words or not. In memory task, participants were presented with the novel words and asked to write down their meaning. The contextual reading and memory test can demonstrate the modulation of conceptual concreteness on novel word learning and the lexical decision task can reveal whether concrete and abstract novel words are integrated into semantic memory similarly or not. During contextual reading, abstract novel words presented for the first time elicited a larger N400 than concrete ones. In memory task, the meaning of concrete novel words was recollected better than abstract novel words. These results indicate that abstract novel words are more difficult to acquire during contextual reading, and to retain afterwards. For lexical decision task behavioral and ERPs were graded, with the longest reaction time, the lowest accuracy and the largest N400s for the unrelated words, then the thematically related words and finally the corresponding concepts of the novel words, regardless of conceptual concreteness. The results suggest that both concrete and abstract novel words can be integrated into semantic memory via thematic relations. These findings are discussed in terms of differential representational framework which posits that concrete words connect with each other via semantic similarities, and abstract ones via thematic relations.

show abstract

“…Previous studies have found that L2 contextual word learning is affected by both contextual factors (Elgort & Warren, 2014; Ma et al, 2015; Pulido, 2007; Tekmen & Daloglu, 2006; Vidal, 2011) and lexical factors (e.g. exposure frequency) (Chen et al, 2017; Elgort et al, 2018; Elgort & Warren, 2014; Godfroid et al, 2017; Teng, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…As for the contextual factors, studies mainly focused on the contextual constraint of the text and contextual diversity (Brendan et al, 2016; Eva et al, 2017; Manuel et al, 2013). For example, increasing evidence has confirmed that novel words in a high-constraint context are acquired faster and better than those in a low-constraint context (Borovsky et al, 2012; Chen et al, 2017; Frishkoff et al, 2010; Ma et al, 2015, 2016). High-constraint sentences provide more information than low-constraint sentences, and learners could learn more clues about novel words from high-constraint than from low-constraint sentences (Borovsky et al, 2012; Frishkoff et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

The effects of emotional context and exposure frequency on L2 contextual word learning

Hao

Liang

Wang

et al. 2021

International Journal of Bilingualism

Self Cite

View full text Add to dashboard Cite

Objectives: An experiment was conducted to explore how emotional valence of contexts and exposure frequency of novel words affect second language (L2) contextual word learning. Methodology: Chinese native speakers who learned English in a formal classroom setting were asked to read English paragraphs with different emotional valence (positive, negative or neutral) across five different days. These paragraphs were embedded with pseudowords. During this learning process, form recognition test and meaning recall test were carried out for these pseudowords. Data and analysis: Data were analyzed using mixed-model ANOVA. Accuracy for each task was compared among the three kinds of emotional contexts. Findings/Conclusions: In the form recognition test, the accuracy in the negative context was higher than in the positive and neutral contexts, and the pseudowords were acquired much earlier. In the meaning recall test, the accuracy in the positive and negative contexts was higher than that in the neutral context. Accuracy increased gradually with the increase of exposure frequency of the pseudowords. More importantly, we found that less exposure times were needed for emotional context relative to neutral context in contextual word learning. Originality: This may be the first study to explore the influence of emotional valence and exposure frequency on L2 contextual word learning. Significance/Implications: This study underlined the importance of emotional information in L2 contextual word learning and contributed to the understanding of how emotional information and exposure frequency functions in this learning process.

show abstract

Rapid L2 Word Learning through High Constraint Sentence Context: An Event-Related Potential Study

Cited by 9 publications

References 42 publications

Can the socio-economic status of young children influence their language performance? An Indian study

Can the socio-economic status of young children influence their language performance? An Indian study

The influence of conceptual concreteness on the reading acquisition and integration of novel words into semantic memory via thematic relations

The effects of emotional context and exposure frequency on L2 contextual word learning

Contact Info

Product

Resources

About