The Organisation of the Bilingual Lexicon.

Autor/in	Woutersen, Mirjam
Titel	The Organisation of the Bilingual Lexicon.
Quelle	(1996), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Auditory Stimuli; Bilingualism; Comparative Analysis; Contrastive Linguistics; Dutch; English; Error Patterns; Foreign Countries; Instructional Effectiveness; Language Patterns; Language Processing; Language Research; Learning Processes; Linguistic Theory; Second Language Learning; Uncommonly Taught Languages; Visual Stimuli; Vocabulary; Vocabulary Development; Word Recognition + Suchen Sie Ihr Suchwort? Auditive Stimulation; Bilingualismus; Linguistics; Kontrastive Linguistik; Niederländisch; English language; Englisch; Fehlertyp; Ausland; Unterrichtserfolg; Sprachmodell; Sprachstruktur; Sprachverarbeitung; Sprachforschung; Learning process; Lernprozess; Linguistische Theorie; Zweitsprachenerwerb; Minderheitensprache; Wortschatz; Wortschatzarbeit; Worterkennung
Abstract	A study investigated the processes used by bilinguals for organizing vocabulary by presenting subjects with bilingual word recognition tasks in two modalities (aural and visual) and using a repetition paradigm. Subjects were asked to decide whether a word presented to them was a nonsense word or a real word. Two separate experiments are described. In the first, paired words, both cognates and non-cognates, were presented aurally to subjects in both English and Dutch; some distractors were used to minimize guessing. Intralingual (same-language) repetition was used to prime subjects, and its effects were also measured. Results show a significant intralingual priming effect for each language and between languages, for both cognates and non-cognates. In the second experiment, the same material was presented visually to a similar subject group. Results indicate similar effects. Comparison of the two experiments' results suggest a model for bilingual vocabulary processing, based on a monolingual model, distinguishing three levels of vocabulary learning: word form; lemma; and lexical representation. Actions at each level are described, and interactions occurring with increasing language proficiency are examined. Experimental data analyses are appended. Contains 13 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC