Mapping the mental lexicon of EFL learnersA network approach

  1. Agustín Llach, Maria Pilar 1
  1. 1 Universidad de La Rioja
    info

    Universidad de La Rioja

    Logroño, España

    ROR https://ror.org/0553yr311

Revista:
Revista de lingüística y lenguas aplicadas

ISSN: 1886-2438

Año de publicación: 2023

Número: 18

Páginas: 1-17

Tipo: Artículo

DOI: 10.4995/RLYLA.2023.18769 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Revista de lingüística y lenguas aplicadas

Repositorio institucional: lock_openAcceso abierto Editor

Proyectos relacionados

Competencia estratégica en estudios léxicos y competencia léxico semántica: estrategias de interacción, mediación y producción.

2023/00005/001

Resumen

The present paper explores the lexical profiles of monolingual and bilingual learners acquiring English as a second and third language, respectively. Those profiles allow to get insights into learners’ lexical access and lexical organization in the new language. To shed more light in this issue, a lexical fluency task was used to gather data. Results showed lack of significant differences in all the measures taken, but some very interesting differences appear when graph theory metrics are applied. Thus, educational bilinguals show higher levels of lexical organization and stronger connections among the nodes. This can be indicative of a mental lexicon which is better organized, more compact, and more stable. Additionally, educational bilinguals’ networks display highest clustering coefficient and shortest path length. In semantic terms, this means that educational bilinguals can navigate their lexicon more efficiently and in a way that better resembles native lexical search. These findings open up new avenues for insightful studies concerning lexicon organization in different types of learners, with bilingualism being a relevant modulating factor. 

€ Ver financiación

Información de financiación

Financiadores

Referencias bibliográficas

  • Ávila Muñoz, A.M. & Sánchez Sáez, J.M. (2011). La posición de los vocablos en el cálculo del índice de disponibilidad léxica. Procesos de reentrada en las listas del léxico disponible de la ciudad de Málaga [online]. Estudios de Lingüística de la Universidad de Alicante, 25, 45-74. https://doi.org/10.14198/ELUA2011.25.02
  • Balke-Aurell, G., & Linblad, T. (1982). Immigrant children and their languages. Department of Education Research, University of Gothenburg.
  • Bardel, C., & C. Lindqvist. (2007). The role of proficiency and psychotypology in lexical crosslinguistic influence. A study of a multilingual learner of Italian L3. Proceedings of the 6th International Conference of the Italian Association of Applied Linguistics, Napels.
  • Beckage, N.M., & Colunga, E. (2015). Language networks as models of cognition: Understanding cognition through language. Towards a theoretical framework for analyzing complex linguistic networks (pp. 3-28). https://doi.org/10.1007/978-3-662-47238-5_1
  • Berthele, R., & Udry, I. (2019). Multilingual boost vs. Cognitive abilities: Testing two theories of multilingual language learning in a primary school context. International Journal of Multilingualism, 19(1), 142-161. https://doi.org/10.1080/14790718.2019.1632315
  • Borge-Holthoefer, J., & Arenas, A. (2010) Semantic networks: Structure and dynamics. Entropy, 12, 1264-1302. https://doi.org/10.3390/e12051264
  • Borodkin, K., Kennet, Y.N., Faust, M., & Mashal, N. (2016). When pumpkin is closer to onion than to squash. The structure of the second language lexicon. Cognition, 156, 60-70. https://doi.org/10.1016/j.cognition.2016.07.014
  • Bruck, M., & Genesee, F. (1995). Phonological awareness in young second language learners. Journal of Child Language, 22(2), 307-324. https://doi.org/10.1017/S0305000900009806
  • Callealta Barroso, F.J., & Gallego Gallego, D. (2016). Medidas de disponibilidad léxica: comparabilidad y normalización. Boletín de filología, 51(1), 39-92. https://doi.org/10.4067/S0718-93032016000100002
  • Celaya, M.L. (2006). "Lexical transfer and L2 proficiency: A longitudinal analysis of EFL written production". In A.S. Alcaraz, C.P. Soto, and M.C.G. Zunido. (Eds.). Paper presented at AEDEAN Conference, Jaén. CD format.
  • Cenoz, J. (2013). The influence of bilingualism on third language acquisition: Focus on multilingualism. Language Teaching, 46, 71-86. https://doi.org/10.1017/S0261444811000218
  • Collins A.M., & Loftus E.F. (1975). A spreading activation theory of semantic processing. Psychological Review, 82, 407-428. https://doi.org/10.1037/0033-295X.82.6.407
  • De Angelis, G. (2005). Multilingualism and non-native lexical transfer: an identification problem. International Journal of Multilingualism, 2(1), 1-25. https://doi.org/10.1080/17501220508668374
  • Echeverría, M.S., Urzúa, P., & Figueroa, I. (2006). Dispogen. Programa computacional para el análisis de la disponibilidad léxica, Concepción, Chile: Universidad de Concepción (Software).
  • Echeverría, M., Vargas, R., Urzua, P., & Ferreira R. (2008). DispoGrafo: una nueva herramienta computacional para el análisis de relaciones semánticas en el léxico disponible. RLA: Revista de lingüística teórica y aplicada, 46(1), 81-91. https://doi.org/10.4067/S0718-48832008000100005
  • Echeverría, M., & Ferreira, R. (2010). Redes semánticas en el léxico disponible de inglés L1 e inglés LE. Onomázein, 21, 133-53. https://doi.org/10.7764/onomazein.21.05
  • Elsner, D. (2007). Hörverstehen im Englischunterricht der Grundschule: Ein Leistungsvergleich zwischen Kindern mit Deutsch als Muttersprache und Deutsch als Zweitsprache (BV022231034). Peter Lang.
  • Gabrys-Barker, D. (2005). Aspects of multilingual storage, processing and retrieval. Katowice: University of Silesia Press.
  • García-Mayo, M.P. (2012). Cognitive approaches to L3 acquisition. International Journal of English Studies, 12, 129-146. https://doi.org/10.6018/ijes.12.1.140421
  • Gollan, T., Montoya, R., & G. Werner. (2002). Semantic and letter fluency in Spanish-English bilinguals. Neuropsychology, 16, 562-576. https://doi.org/10.1037/0894-4105.16.4.562
  • Gollan, T.H., Montoya, R.I., Fennema-Notestine, C., & S.K. Morris (2005). Bilingualism affects picture naming but not picture classification. Memory & Cognition, 33, 1220-1234. https://doi.org/10.3758/BF03193224
  • Goñi, J. et al. (2010) Switcher-random-walks: a cognitive-inspired mechanism for network exploration. International Journal of Bifurcarte Chaos, 20, 913-922. https://doi.org/10.1142/S0218127410026204
  • Halimi, F. (2016). The architecture of the mental lexicon and the selection of lexical nodes. Contemporary Educational Researches Journal, 6(4), 189-196. https://doi.org/10.18844/cerj.v6i4.591
  • Hammarberg, B. 2001. "Roles of L1 and L2 in L3 production and acquisition". In J. Cenoz, B. Hufeisen and U. Jessner. (Eds.). Cross-Linguistic Influence in Third Language Acquisition: Psycholinguistic Perspectives. Clevedon: Multilingual Matters, 21-41. https://doi.org/10.21832/9781853595509-003
  • Henríquez Guarín, María Clara; Mahecha Mahecha, Viviana; Mateus Ferro, Geral (2016). Análisis de los mecanismos cognitivos del léxico disponible del Cuerpo humano a través de grafos». Lingüística y Literatura, 69, 229-51. https://doi.org/10.17533/udea.lyl.n69a10
  • Hernández Muñoz, N. (2014). Categorías en el léxico bilingüe: perspectivas desde el priming semántico interlenguas y la disponibilidad léxica. RAEL: revista electrónica de lingüística aplicada,13(1): 19-38.
  • Hernández Muñoz, N. & López García, M. (2014). Análisis de las relaciones semánticas a través de una tarea de libre asociación en español con mapas auto-organizados. RLA, Revista de Lingüística Teórica y Aplicada, 52(2), 189-212. https://doi.org/10.4067/S0718-48832014000200009
  • Hernández Muñoz, N. & C. Tomé Cornejo (2017). Léxico disponible en primera y segunda lengua: bases cognitivas. Palabras, Vocabulario, Léxico: La lexicología aplicada a la didáctica y a la diacronía / coord. por Florencio del Barrio de la Rosa: 99-122. Ca'Foscari Edizione.
  • Hirosh, Z. & Degani, T. (2017). Direct and indirect effects of multilingualism on novel language learning: An integrative review. Psychonomic Bulletin & Review 25(3), 892-916. https://doi.org/10.3758/s13423-017-1315-7
  • Jessner, U. (2008). Teaching third languaes: Findings, trends and challenges. Language Teaching, 41(1), 15-56. https://doi.org/10.1017/S0261444807004739
  • Jiménez Catalán, R.M. (Ed.). (2014). Lexical Availability in English and Spanish as a Second Language. New York: Springer. https://doi.org/10.1007/978-94-007-7158-1
  • Jiménez Catalán, R.M. (2017). Estudios de disponibilidad léxica en español y en inglés: revisión de sus fundamentos empíricos y metodológicos. Revista Nebrija de Lingüística Aplicada, 22, 16-31.
  • Jiménez Catalán, R.M. & Ojeda Alba, J. (2009). Disponibilidad léxica en inglés como lengua extranjera en dos tipos de instrucción. Lenguaje y Textos, 30: 166-176.
  • Kellerman, E. (1983). Now you see it. now you don't. In S. Gass and L. Selinker (Eds.). Language Transfer in Language Learning. Rowley: Newbury House, 47-57.
  • Keshavarz M.H., Astaneh H. (2004). The impact of bilinguality on the learning of English vocabulary as a foreign language (L3). International Journal of Bilingual Education and Bilingualism, 7, 295-302. https://doi.org/10.1080/13670050408667814
  • Klein, E.C. (1995). Second versus third language acquisition: is there a difference? Language Learning, 45(3), 419-465. https://doi.org/10.1111/j.1467-1770.1995.tb00448.x
  • Lirola, M. (2018). La importancia de introducir la competencia intercultural en la educación superior: Propuesta de actividades prácticas. Revista electrónica educar, 22(1), 1-12. https://doi.org/10.15359/ree.22-1.3
  • Meara, P.M. 1996. The dimensions of lexical competence. In: G Brown, K Malmkjaer and J. Williams (Eds.). Competence and Performance in Language Learning. Cambridge: Cambridge University Press.
  • Meara, P., & Miralpeix, I. (2021). Bayesian Vocabulary Tests. Vigo International Applied Linguistics, 18, 177-204. https://doi.org/10.35869/vial.v0i18.3370
  • Michael, E.B., & Gollan, T.H. (2005). Being and becoming bilingual: Individual differences and consequences for language production. In J. F. Kroll & A. M. B. de Groot (Eds.), Handbook of bilingualism: Psycholinguistic approaches (pp. 389-407). New York: Oxford University Press.
  • Miralpeix, I. & Meara, P.M. 2014. The written word. In J. Milton & T. Fitzpatrick (Eds.). Dimensions of vocabulary knowledge. Palgrave: Macmillan.
  • Molnar, T. (2008). Second language versus third language vocabulary acquisition: A comparison of the English lexical competence of monolingual and bilingual students. Toronto Working Papers in Linguistics (TWPL), 33, 1-16.
  • Morais, A.S., Olsson, H., and Schooler, L.J. (2013). Mapping the structure of semantic memory. Cognitive Science, 37(1), 125-145. https://doi.org/10.1111/cogs.12013
  • Otwinowska, A. (2016). Cognate Vocabulary in Language Acquisition and Use. Bristol: Multilingual Matters. https://doi.org/10.21832/9781783094394
  • Palapanidi, K. (2019). Manifestaciones de "clusters" y "switches" en el léxico disponible de aprendices griegos de ELE en diferentes niveles lingüísticos. MarcoEle. 28.
  • Patra, A. Bose, A., and Marinis, T. (2020). Performance difference in verbal fluency in bilingual and monolingual speakers. Bilingualism: Language and Cognition, 23(1), 204-218. https://doi.org/10.1017/S1366728918001098
  • Portocarrero, J.S., Burright, R.G. & P.J. Donovick (2007). Vocabulary and verbal fluency of bilingual and monolingual college students. Archives of Clinical Neuropsychology, 22, 415-422. https://doi.org/10.1016/j.acn.2007.01.015
  • Ringbom, H. (1987). The Role of the First Language in Foreign Language Learning. Clevedon: Multilingual Matters.
  • Rosselli, M., Ardila, A., Araujo, K., Weekes, V.A., Caracciolo, V., Padilla, M., & F. Ostrosky-Solis (2000). Verbal fluency and repetition skills in healthy older Spanish-English bilinguals. Applied Neuropsychology, 7, 17-24. https://doi.org/10.1207/S15324826AN0701_3
  • Rutgers, D., & Evans, M. (2015): Bilingual education and L3 learning: metalinguistic advantage or not? International Journal of Bilingual Education and Bilingualism, 20(7), https://doi.org/10.1080/13670050.2015.1103698
  • Salcedo, P., & del Valle, M. (2016)., Disponibilidad Léxica Matemática en Estudiantes de Enseñanza Media de Concepción, Chile, Atenas, (online), 1(21), 1-16.
  • Sanders, M., & Meijers, G. (1995). English as L3 in the elementary school. ITL Review of Applied Linguistics, 107, 59-78. https://doi.org/10.1075/itl.107-108.04san
  • Sandoval, T.C., Gollan, T.H., Ferreira, V.S., & D.P. Salmon (2010). What causes the bilingual disadvantage in verbal fluency? The dual-task analogy. Bilingualism: Language & Cognition, 13, 231-252. https://doi.org/10.1017/S1366728909990514
  • Sanz, C. (2000). Bilingual education enhances third language acquisition: Evidence from Catalonia. Applied Psycholinguistics, 21, 23-44. https://doi.org/10.1017/S0142716400001028
  • Sanz, C. (2012). Multilingualism and Metalinguistic Awareness. In Chapelle, C.A. (Ed.) The Encyclopedia of Applied Linguistics (pp.3933-3942), Oxford, UK: Wiley-Blackwell. https://doi.org/10.1002/9781405198431.wbeal0802
  • Schmitt, N. (2004). Formulaic Sequences: Acquisition, Processing and Use. John Benjamins. https://doi.org/10.1075/lllt.9
  • Siemund, P., & Lorenz, E. (2020). The acquisition of English as an additional language by multilingual heritage speakers', in: Matthias Meyer and Ulrich Hoinkes (eds.) Der Einfluss der Migration auf Sprach- und Kulturräume - The Impact of Migration on Linguistic and Cultural Areas.
  • Singleton, D. (2012). Multilingual lexical operations: keeping it all together... and apart in, editor(s) Cabrelli Amaro, J. Flynn, S. Rothman, J., Third language acquisition in adulthood, Amsterdam, John Benjamins, 2012, pp. 95-113. https://doi.org/10.1075/sibil.46.08sin
  • Solé, R., Corominas-Murtra, B., Valverde, S. and Steels, L. (2010). Language Networks: their structure, function and evolution. Complexity, 15(6), 20-26. https://doi.org/10.1002/cplx.20305
  • Steyvers, M., & Tenenbaum, J.B. (2005) The large-scale structure of semantic networks: statistical analyses and a model of semantic growth. Cognitive Science, 29, 41-78 16. https://doi.org/10.1207/s15516709cog2901_3
  • Szabo, C. (2016). Exploring the Mental Lexicon of the Multilingual: Vocabulary Size, Cognate Recognition and Lexical Access in the L1, L2 and L3. Eurasian Journal of Applied Linguistics, 2(2) 1-25. https://doi.org/10.32601/ejal.461007
  • Sullivan, M.D., Poarch, G.J., & Bialystok, E. (2018). Why is Lexical Retrieval Slower for Bilinguals? Evidence from Picture Naming. Biling (Camb Engl), 21(3), 479-488. https://doi.org/10.1017/S1366728917000694
  • Tanabe, M. (2016). Measuring second language vocabulary knowledge using a temporal method. Reading in a Foreign Language, 28(1), 1.
  • Tomé Cornejo, C. (2015). Léxico disponible. Procesamiento y aplicación a la enseñanza de ELE. Salamanca: Universidad de Salamanca, unpublished Doctoral Dissertation.
  • Valenzuela, M., Pérez, V., Bustos,C., & Salcedo, P. (2018). Cambios en el concepto de aprendizaje de estudiantes de pedagogía: análisis de disponibilidad lexical y grafos. Estudios Filológicos, 143-173. https://doi.org/10.4067/S0071-17132018000100143
  • Vitevich, M. (2008). What Can Graph Theory Tell Us About Word Learning and Lexical Retrieval? Journal of Speech, Language, and Hearing Research, 51, 408-422. https://doi.org/10.1044/1092-4388(2008/030)
  • Wilks C., & Meara, P. (2002). Untangling word webs: Graph theory and the notion of density in second language word association networks. Second Language Research, 18(4), 303-324. https://doi.org/10.1191/0267658302sr203oa
  • Williams, S., & Hammarberg, B. (1998). Language switches in L3 production: implications for a polyglot speaking model. Applied Linguistics, 19(3), 295-333. https://doi.org/10.1093/applin/19.3.295
  • Wray, A. (2002). Formulaic Language and the Lexicon. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511519772
Fuente de los datos: Dialnet