COMPARING THE L1 AND L2 MENTAL LEXICON

Brent Wolter

188 citations0/0 files storedStudies in Second Language Acquisition

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

Abstract

This paper explores the possibility that, contrary to the findings of past studies, the L1 and L2 mental lexicon may in fact be structurally similar, with depth of individual word knowledge determining a given word's degree of integration into the mental lexicon. The paper begins by reviewing the body of evidence relevant to the research question, and then presents the design and results of an investigation comparing nonnative and native speaker patterns of responses in light of depth of word knowledge scores. In discussing the results of the study, a tentative model for the process by which words are integrated into the mental lexicon is proposed, and the long-standing belief that a shift from predominantly syntagmatic to predominantly paradigmatic responses is indicative of lexical development is challenged.

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References

1994Teaching and learning vocabulary 1996Assessing Second Language Vocabulary Knowledge: Depth Versus Breadth 1970Norms of Word Association 1984Speech Errors as Linguistic Evidence 1910A STUDY OF ASSOCIATION IN INSANITY 1960WORD ASSOCIATION AND THE ACQUISITION OF GRAMMAR 1966Word associations of young children

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2002Depth and breadth of vocabulary in two languages: Which vocabulary skills transfer?2005RELATIONSHIP BETWEEN LEXICAL COMPETENCE AND LANGUAGE PROFICIENCY: Variable Sensitivity 2011Predicting the proficiency level of language learners using lexical indices 2008The assessment of deep word knowledge in young first and second language learners 2009Measuring L2 Lexical Growth Using Hypernymic Relationships 2006Lexical Network Structures and L2 Vocabulary Acquisition: The Role of L1 Lexical/Conceptual Knowledge 2003Data Collection in SLA Research

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