Why Learning Foreign Words Is Hard: Evidence of Shallower Encoding for Non-Native than Native Sounding Words

Autor/inn/en	Marecka, Marta; McDonald, Alison; Madden, Gillian; Fosker, Tim
Titel	Why Learning Foreign Words Is Hard: Evidence of Shallower Encoding for Non-Native than Native Sounding Words
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 5, S.1913-1926 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marecka, Marta) ORCID (Fosker, Tim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1835806
Schlagwörter	Pictorial Stimuli; Task Analysis; Phonology; Second Language Learning; Second Language Instruction; Semantics; Associative Learning; Word Frequency; Native Language; Linguistic Theory; Pronunciation; Learning Processes; Diagnostic Tests; Brain Hemisphere Functions; Accuracy; Models; English; Language Processing; Intelligence Tests; Language Proficiency; Auditory Stimuli; Computational Linguistics; Foreign Countries; United Kingdom; Wechsler Abbreviated Scale of Intelligence + Suchen Sie Ihr Suchwort? Fantasieanregung; Aufgabenanalyse; Fonologie; Zweitsprachenerwerb; Fremdsprachenunterricht; Semantik; Word analysis; Frequency; Wortanalyse; Häufigkeit; Linguistische Theorie; Aussprache; Learning process; Lernprozess; Diagnostic test; Diagnostischer Test; Analogiemodell; English language; Englisch; Sprachverarbeitung; Intelligence test; Intelligenztest; Language skill; Language skills; Sprachkompetenz; Auditive Stimulation; Linguistics; Computerlinguistik; Ausland; Großbritannien
Abstract	Research suggests that second language words are learned faster when they are similar in phonological structure or accent to the words of an individual's first language. Many major theories suggest this happens because of differences in frequency of exposure and context between first and second language words. Here, we examine the independent contribution of accent and phonological structure on the speed of word learning and on the depth of semantic encoding while controlling for frequency of exposure and context. Fifteen participants learned novel words associated with abstract shapes in a paired associates task. The words systematically varied in their accent and phonological structure. Learning speed was measured for each word and the depth of semantic encoding was measured via a novel manipulation of the N300 ERP component in a Picture Recognition Task of the learned items. Both non-native structure and accent slowed word learning and differences in the N300 effect indicated that semantic encoding was shallower for words with a non-native than native phonological structure, despite almost ceiling levels of accuracy. These results are consistent with a model of second language learning that proposes both accent and phonological structure influence how fast and deep new language vocabulary is learnt. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01