Lexical Ion and Translation Effect: Experimental Study on Turkish Second Language Learners (original) (raw)
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LEXICAL SELECTION AND TRANSLATION EFFECT EXPERIMENTAL STUDY ON TURKISH SECOND LANGUAGE LEARNERS.pdf
SOCIAL SCIENCES STUDIES JOURNAL, 2018
In this study, three experimental research using picture-word task have been reported to analyse and examine lexical selection and translation effect in Turkish second language learners of English. These languages (English, German and French) have been chosen according to their foreign language courses which they have taken in undergraduate level. The first participant group named objects in their L2 (English) depending on the equivalents or distractors of the objects (English equivalent, English distractor, Turkish equivalent, Turkish distractor), the second group named them in their L2 (English) and this time German equivalents and distractors are added to the picture-word task list, and the third group named them in L2 (English) again and this time French equivalents and distractors are added to the task list. The first group has been used as a control group to examine whether the third languages affect the lexical selection in a second language or vice versa. The findings of the study have been analysed. According to the findings, when second language learners of English named the objects in English when they were given with their L1 equivalents and distractors, they had more difficulties in naming them when they were given with English equivalents and distractors. Similarly, second language learners of English and German or English and French named the objects in L2 with a similar response time limit to the first group. However, their response time in naming objects in English is faster than the first group. Besides, their response time in naming objects in English with French or German equivalents and distractors is faster than their response time in naming objects with Turkish equivalents or distractors. The effects of third languages of learners appear to affect their lexical selection in a positive way and the facilitation effect is higher than the learners who use one second language only. Thus, there is a positive correlation between the languages to be used and reaching a higher and faster lexical selection in a new language. Key Words: Lexical selection, translation effect, second language learning, inhibitory control model
The effect of first and second language on the third language: An observational study
International Journal of Social Sciences and Education Research, 2020
In recent years, some studies have been conducted on the transfer of the first and second language to the third language in order to investigate cross-linguistic influence. This study aims to analyse the causes of cross-linguistic effects by examining the transfer of L1 and L2 during the L3 acquisition. A total of 7 individuals who learn Italian as L3 participated in the study. Individuals' attitudes in the classroom, writing examples and classroom conversations were examined, their opinions were taken and the effects of L1 and L2 on L3 were examined. The study results show that the more learned languages are typologically close, the easier it is to learn. It also demonstrates that there is no exact evidence in transfer between languages.
Language Selectivity in Lexical Access: An Experimental Study on Bilinguals
In this study, the locus of language selection in bilingual lexical access is investigated based on some basic factors such as first languages, second language proficiency, age of acquisition and multilingualism. In particular, this study explores competition between bilinguals’ languages and proposes two language selection models; Inhibitory Control Model (Green, 1998) and Concept Selection Model (La Heij, 2005). In experiment 1, the participants were asked to perform a word translation task from their second language (L2) to first language (L1). Each target was accompanied by a distracter item in the form of a picture or a word which was related/unrelated to the target word semantically. As a result, all participants translated target words faster when they are accompanied with semantically related/unrelated word distracters than picture distracters. On the other hand, they translated target words faster when they are accompanied with unrelated word distracters than related word distracters. Finally, they translated target words faster when they are accompanied with related picture distracters than unrelated picture distracters. In experiment 2, participants were asked to perform a switching task with the numbers in their first language and second language according to the background color of the digits. Finally, the language switching cost was larger when switching from L2 to L1 than vice versa. The results have shown that while the factors such as L1 andage of acquisition do not affect the locus of language selection during lexical access, proficiency in L2 and multilingualism factors affect the locus of language selection.
In the current world of communication, it is a commonplace to learn at least a foreign language as a naturel result of globalization of the world. In addition to that, it is not seen enough to know only one foreign language in some parts of world in which there exists great number of foreign people speaking different languages. With the aim of examining cross-linguistic interference, many studies have been conducted on second language learning. However, little attention has been called to third language learning although third language has recently started to increase its prominence in language learning area. In other words, third language learning has not gotten what it deserves. The present study aimed to explore whether the previously acquired language, second language, influences the later acquired language, third language; how it influences and at what aspects it influences. For this purpose, the researcher made use of the questionnaire consisting of 25 five point likert scale items as a quantitative data gathering method. Thirty participants were conveniently chosen from students who have been studying the third language at least two years (the junior or the senior whose levels were A1 or A2) and English language and literature in Karadeniz Technical University. With regard to the results, it can be said that students made use of their second language on the learning of third language particularly in terms of lexis, phonetics or phonology, morphology and syntax.
2008
This study focuses on the differences between SLA and TLA, namely the effect of bilingualism and that of the L2 on the acquisition of an L3. The findings are based on the assessment of the English lexical competence of Hungarian monolingual, Hungarian-Romanian bilingual and Romanian monolingual students, all of whom are learners of English as an L2 or an L3. It has been found that the Hungarian-Romanian bilingual group has performed better than the Hungarian monolingual group, and the Romanian monolingual group has achieved the highest scores. The study also focuses on the performance of the three groups concerning cognate versus non-cognate target words, in which respect evidence of the cognate facilitating effect and that of the finite effort effect has been found. The results of this study confirm that bilingualism has a positive effect on L3 acquisition but in addition to this, the attributes of the previously learnt languages have an important role as well.
Second language lexical processing: influence of teaching method and word characteristics
2004
Diana Pastoriza Espasandin, M.A. Department ofLinguistics,June 2004 University of Kansas Word learning was investigated in two experiments: a word translation experiment and a picture naming experiment. Two groups of bilinguals, differing in second language proficiency, were taught 40 Spanish words using one of these two tasks. One group of participants translated a set of words from L1 (English) to L2 (Spanish) Another group of participants named pictures. For each task, the training involved two presentations of the same 40 Spanish words, coupled either with the translation in English or with a picture. In both experiments subjects heard each Spanish words repeated 3 times in each presentation. Subjects' task was to name the Spanish word either given an English word prompt (word translation) or a picture prompt (picture naming). The stimulus materials were manipulated on word frequency and cognate status. The results show that cognate and high frequency words were easier to le...
The development of lexical fluency in a second language
Second Language Research, 2002
A goal of second language (L2) learning is to enable learners to understand and speak L2 words without mediation through the first language (L1). However, psycholinguistic research suggests that lexical candidates are routinely activated in L1 when words in L2 are processed. In this article we describe two experiments that examined the acquisition of L2 lexical fluency. In Experiment 1, two groups of native English speakers, one more and one less fluent in French as their L2, performed word naming and translation tasks. Learners were slower and more error prone to name and to translate words into L2 than more fluent bilinguals. However, there was also an asymmetry in translation performance such that forward translation was slower than backward translation. Learners were also slower than fluent bilinguals to name words in English, the L1 of both groups. In Experiment 2, we compared the performance of native English speakers at early stages of learning French or Spanish to the performance of fluent bilinguals on the same tasks. The goal was to determine whether the apparent cost to L1 reading was a consequence of L2 learning or a reflection of differences in cognitive abilities between learners and bilinguals. Experiment 2 replicated the main features of Experiment 1 and showed that bilinguals scored higher than learners on a measure of L1 reading span, but that this difference did not account for the apparent cost to L1 naming. We consider the implications of these results for models of the developing lexicon.
2022
The present study sheds light on cross-linguistic influence in third language learning, and it aims to explore the role of the previously acquired languages in third language acquisition and test the Cumulative Enhancement Model (Flynn et al, 2004) and Typological Similarity Model (Rothman, 2011). The CE Model supports the facilitation role of the previously acquired languages (L1 and L2) during the learning process of a third language (L3). The participants of this study are 35 middle school students who have Arabic as a first language, French as a second language, and they are learning English as a third language. A multiple-choice translation task that aims to test the participants' knowledge of the non-native language they learn, in addition to a text in L3 in which they have to translate into their L1 and L2. The findings showed that participants transfer from the more typologically similar language (i.e. French) due to the typological similarity, which gives evidence for the Typological Similarity Model in which learners use the languages that is typologically similar to L3 at early stages of L3 acquisition.