Automaticity of Lexical Access and Executive Control in Croatian-German Bilinguals and Second Language Learners

Autor/inn/en	Malivuk, Kristina Vujnovic; Palmovic, Marijan; Zergollern-Miletic, Lovorka
Titel	Automaticity of Lexical Access and Executive Control in Croatian-German Bilinguals and Second Language Learners
Quelle	In: Studies in Second Language Learning and Teaching, 8 (2018) 4, S.755-774 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	German; Serbocroatian; Second Language Learning; Second Language Instruction; Color; Interference (Learning); Reaction Time; High School Students; Executive Function; Bilingualism; Immersion Programs; Animals; Language Processing; Foreign Countries; Computer Assisted Testing; Pictorial Stimuli; Stroop Color Word Test + Suchen Sie Ihr Suchwort? Deutscher; Serbokroatisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Colour; Farbbezeichnung; Farbe; Reaktionsvermögen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bilingualismus; Immersionsprogramm; Animal; Tier; Tiere; Sprachverarbeitung; Ausland; Fantasieanregung
Abstract	The aim of this study was to explore automaticity of lexical access and executive functions of language learners and bilinguals while considering their language automaticity. Three groups of youths aged 14 to 18 were tested: Croatian-German early bilinguals, Croatian high school students who participated in a German immersion programme at school and Croatian high school students of German as a foreign language. The participants were tested on a modified version of the Stroop test (i.e., a Stroop-like test). It presented pictures of an animal or an object with names of an animal or an object written over the picture. The names were written in Croatian or German and were either congruent or incongruent. Lexical access was slower for the bilinguals in both Croatian and German, which suggests that they used more of their cognitive resources because both of their languages were highly active, and more executive control was required to complete the task. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01