The effects of language typology on L2 lexical availability and spelling accuracy

Martínez-Adrián, María; Puerto, Francisco Gallardo del

doi:10.6018/ijes/2017/2/256411

Cited by 6 publications

(2 citation statements)

References 36 publications

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“…Research on EFL learners' available lexicon has recently spread with different age groups: primary education Ojeda Alba, 2009a, 2009b;Jiménez Catalán and Dewaele, 2017) primary and secondary education (Agustin Llach and Fernández Fontecha, 2014;Jiménez Catalán and Fitzpatrick, 2014), secondary education (Fernández Orío and Jiménez Catalán, 2015;Jiménez Catalán and Agustín Llach, 2017), pre-university level (12th grade) (Agustín Canga Alonso, 2017;Jiménez Catalán and Fernández Fontecha, 2018), and adult speakers (Gallardo del Puerto and Martínez Adrián, 2014;Martínez Adrián and Gallardo del Puerto, 2017). However, little attention has been paid to gender differences in lexical retrieval since, to our knowledge, only three studies have addressed this variable.…”

Section: Gender Differences In Efl Studies On Lexical Availabilitymentioning

confidence: 99%

The representation of culture in EFL learners’ available lexicon

Alonso¹

2021

Onomázein

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This study explores the words that 265 pre-university (12th grade) English as a foreign language learners produce in response to the prompt ‘Food and drink’. Specifically, it aims to (i) ascertain the number of cultural words this sample of learners retrieved overall and in their first responses to the abovementioned word stimulus; (ii) classify the culture these terms represent, i.e., source, target and international, and (iii) account for sex-based differences in cultural word elicitation. Our findings evince that the number of cultural tokens corresponded to one fourth of the total number of the words students retrieved in response to the aforementioned prompt. These tokens mostly belonged to international culture. As for sex-based differences, our data revealed that males obtained higher mean values and retrieved a higher rate of cultural types in their first responses than females did. However, differences between male and female learners in regard with cultural word elicitation were not statistically significant.

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Section: Gender Differences In Efl Studies On Lexical Availabilitymentioning

confidence: 99%

The representation of culture in EFL learners’ available lexicon

Alonso¹

2021

Onomázein

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“…As the source of generalizations is the ambient (spoken and written) language, native language learners need to pay attention to the special typological features of the language being learned (Cysouw, 2005), such as a rich morphology (Ravid, 2012(Ravid, , 2019b, and the properties of the notational system being learned (Ravid and Tolchinsky, 2002;Sampson, 2016;Martinez-Adrian and Gallardo-Del-Puerto, 2017).…”

Section: Usage-based Learningmentioning

confidence: 99%

Morpho-Orthographic Complexity in Affix Spelling in Hebrew: A Novel Psycholinguistic Outlook Across the School Years

2020

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The current study examined the factors underlying native Hebrew speakers' ability to learn homophonous affix spelling. It takes a novel view in investigating the effect of morpho-orthographic complexity of affix representation on the development of affix spelling across the school years. The role of five morpho-orthographic principles in homophonous affix letter spelling was studied: (i) morpho-orthographic transparency; (ii) affix letter prevalence; (iii) morpho-phonological competition; (iv) overtness of the phonological-orthographic link; and (v) phono-morpho-orthographic consistency. Taken together, these five principles of affix spelling constitute complexity metrics that pinpoint the loci of spelling challenge in homophonous Hebrew affixes. Study participants were 83 monolingual Hebrew-speaking students in four grade levels -2nd, 4th, 7th, and 10th grades. The research instrument was a spelling task of 244 words containing affix letters in 57 morphological categories. The affixes appearing in the target words represented 56 different affix categories, covering all non-root morphological roles, both inflectional and derivational. While correct spelling increased across grade levels, a hierarchy emerged in interaction with grade level regarding these criteria: Younger spellers were mostly assisted by morpho-orthographic sites, morphological category frequency, and phonological transparency -while spelling in higher grade levels was more affected by morpho-orthographic prevalence. Thus, knowledge of how morphological roles are deployed in the orthography emerges as the most significant factor that affects learning to spell affix letters in Hebrew.

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