Form Prominence in the L2 Lexicon: Further Evidence from Word Association

Autor/inn/en	Jiang, Nan; Zhang, Jianqin
Titel	Form Prominence in the L2 Lexicon: Further Evidence from Word Association
Quelle	In: Second Language Research, 37 (2021) 1, S.69-90 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658319827053
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Native Language; Language Processing; Associative Learning; Psycholinguistics; Classification; Semantics; Learning Experience; Word Frequency; Familiarity; Task Analysis; Evidence; Grammar; Undergraduate Students; Foreign Countries; Language Tests; Morphology (Languages); Comparative Analysis; China (Shanghai) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachverarbeitung; Psycholinguistik; Classification system; Klassifikation; Klassifikationssystem; Semantik; Lernerfahrung; Word analysis; Frequency; Wortanalyse; Häufigkeit; Aufgabenanalyse; Evidenz; Grammatik; Ausland; Language test; Sprachtest; Morphology; Morphologie
Abstract	Two lines of evidence emerged in the past suggesting that lexical form seemed to play a more important role in the organization of the second language (L2) mental lexicon than in that of the first language (L1) lexicon. They were masked orthographic priming in L2 word recognition and an elevated proportion of form-related responses in L2 word association. However, findings from previous word association studies were inconsistent regarding (1) how often L2 speakers produced form-related responses (flood-blood) and (2) whether L2 speakers were more likely than L1 speakers to provide such responses. Attributing this inconsistency to two methodological causes, the classification of form-related responses and the selection of stimuli, the present study adopted an improved approach by quantifying the definition of form-related responses and by selecting stimuli that had both strong semantic associates and orthographically similar words as potential responses. The latter improvement helped remove the bias for producing either meaning-based or form-based responses. A group of 30 English native speakers and two groups of 65 non-native speakers were tested on the same set of stimuli of 74 English words. Three findings were obtained: (1) non-native speakers produced significantly more form-related responses than native speakers, (2) the two non-native speaker group who differed in L2 experiences showed comparable results, and (3) the participants' familiarity with the stimuli and the lexical frequency of the stimuli negatively correlated with the proportion of form-related responses among non-native speakers. These results provided more compelling evidence for form prominence in the L2 lexicon. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01