Lexical Network Structures and L2 Vocabulary Acquisition: The Role of L1 Lexical/Conceptual Knowledge

Brent Wolter

126 citations0/0 files storedApplied Linguistics

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Second Language Acquisition and Learning EFL/ESL Teaching and Learning Reading and Literacy Development

Abstract

This paper presents a theoretical account for how learners might draw upon L1 lexical and conceptual knowledge when making assumptions about connections between words in the L2 lexicon. It is suggested that L1 lexical knowledge can be both a help and a hindrance when forming L2 connections, particularly in respect to collocations. Furthermore, some of the commonly-held assumptions about the significance of paradigmatic and syntagmatic connections for L2 lexical development are challenged in light of the theoretical proposals presented in the paper.

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1968Educational Psychology: A Cognitive View 2001Breadth and depth of vocabulary in relation to L1/L2 acquisition and frequency of input 1960WORD ASSOCIATION AND THE ACQUISITION OF GRAMMAR 1966Word associations of young children 2001COMPARING THE L1 AND L2 MENTAL LEXICON

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2009Understanding Depth of Vocabulary Online With Bilingual and Monolingual Children 2009Researching Collocations in Another Language 2014From Writing Dictionaries to Weaving Lexical Networks 2015Factors Affecting Grammatical and Lexical Complexity of Long‐Term L2 Speakers’ Oral Proficiency 2020First and second language vocabulary affect early second language reading comprehension development 2020Academic achievement and sense of belonging among non-native-speaking immigrant students: The role of linguistic distance 2012The ‘promise’ of three methods of word association analysis to L2 lexical research 2009Collocational Differences Between L1 and L2: Implications for EFL Learners and Teachers

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