Hostname: page-component-7dd5485656-jtdwj Total loading time: 0 Render date: 2025-10-31T04:34:28.375Z Has data issue: false hasContentIssue false
  • English
  • Français

SEMANTIC REPRESENTATION OF NEWLY LEARNED L2 WORDS AND THEIR INTEGRATION IN THE L2 LEXICON

Published online by Cambridge University Press:  15 March 2016

Denisa Bordag ,
Amit Kirschenbaum ,
Maria Rogahn ,
Andreas Opitz  and
Erwin Tschirner
Denisa Bordag*
Affiliation:
University of Leipzig
Amit Kirschenbaum
Affiliation:
University of Leipzig
Maria Rogahn
Affiliation:
University of Leipzig
Andreas Opitz
Affiliation:
University of Leipzig
Erwin Tschirner
Affiliation:
University of Leipzig
*
*Correspondence concerning this article should be addressed to Denisa Bordag, Herder-Institute, University of Leipzig, Beethovenstr. 15, 04177 Leipzig, Germany. Contact: denisav@uni-leipzig.de
Get access Rights & Permissions [Opens in a new window]

Abstract

The present semantic priming study explores the integration of newly learnt L2 German words into the L2 semantic network of German advanced learners. It provides additional evidence in support of earlier findings reporting semantic inhibition effects for emergent representations. An inhibitory mechanism is proposed that temporarily decreases the resting levels of the representations with which the new representation is linked and thus enables its selection despite its low resting level.

Information

Type
Research Report
Information
Studies in Second Language Acquisition , Volume 39 , Issue 1 , March 2017 , pp. 197 - 212
Check for updates
Copyright
Copyright © Cambridge University Press 2016 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

Footnotes

This research was supported by a grant BO 3615/2-1 from the German Research Council (DFG) awarded to Denisa Bordag.
We thank Thomas Pechmann for his helpful comments and Tabea Verma and Marcel Fuchs for running the experiments.

References

REFERENCES

Altarriba, J., & Canary, T. M. (2004). Affective priming: The automatic activation of arousal. Journal of Multilingual and Multicultural Development, 25, 248–265.CrossRefGoogle Scholar
Bordag, D., Kirschenbaum, A., Tschirner, E., & Opitz, A. (2015). Incidental acquisition of new words during reading in L2: Inference of meaning and its integration in the L2 mental lexicon. Bilingualism: Language and Cognition, 18, 372–390.Google Scholar
Bordag, D., Rogahn, M., Kirschenbaum, A., & Tschirner, E. (in press). Probabilistic phonotactics in vocabulary acquisition during reading in a native language. Newcastle: Cambridge Scholars Publishing.Google Scholar
Bordag, D., Kirschenbaum, A., Opitz, A., Rogahn, M., & Tschirner, E. (2016). Incidental acquisition of grammatical features during reading in L1 and L2. Studies in Second Language Acquisition, FirstView, 1–39. http://doi.org/10.1017/S0272263115000315 Google Scholar
Borovsky, A., Elman, J. L., & Kutas, M. (2012). Once is enough: N400 indexes semantic integration of novel word meanings from a single exposure in context. Language Learning and Development, 8, 278–302.CrossRefGoogle ScholarPubMed
Borovsky, A., Kutas, M., & Elman, J. (2010). Learning to use words: Event-related potentials index single-shot contextual word learning. Cognition, 116, 289–296.CrossRefGoogle ScholarPubMed
Breitenstein, C., Zwitserlood, P., de Vries, M. H., Feldhues, C., Knecht, S., & Dobel, C. (2007). Five days versus a lifetime: Intense associative vocabulary training generates lexically integrated words. Restorative Neurology and Neuroscience, 25, 493–500.Google Scholar
Carr, T. H., & Dagenbach, D. (1990). Semantic priming and repetition priming from masked words: Evidence for a center-surround attentional mechanism in perceptual recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 341–350.Google ScholarPubMed
Clay, F., Bowers, J. S., Davis, C. J., & Hanley, D. A. (2007). Teaching adults new words: The role of practice and consolidation. Journal of Experimental Psychology-Learning Memory and Cognition, 33, 970–976.Google Scholar
Dagenbach, D., Carr, T. H., & Barnhardt, T. M. (1990). Inhibitory semantic priming of lexical decisions due to failure to retrieve weakly activated codes. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 328–340.Google Scholar
Dagenbach, D., Horst, S., & Carr, T. H. (1990). Adding new information to semantic memory: How much learning is enough to produce automatic priming? Journal of Experimental Psychology. Learning, Memory, and Cognition, 16, 581–591.Google Scholar
Davis, M. H., & Gaskell, M. G. (2009). A complementary systems account of word learning: Neural and behavioural evidence. Philosophical Transactions of the Royal Society B: Biological Sciences, 364, 3773–3800.CrossRefGoogle ScholarPubMed
Dudenredaktion. (2011). Duden—Deutsches Universalwörterbuch: Das umfassende Bedeutungswörterbuch der deutschen Gegenwartssprache (7th ed.). Mannheim, Germany: Bibliographisches Institut.Google Scholar
Elgort, I. (2011). Deliberate learning and vocabulary acquisition in a second language. Language Learning, 61, 367–413.CrossRefGoogle Scholar
Favreau, M., & Segalowitz, N. S. (1983). Automatic and controlled processes in the first-and second-language reading of fluent bilinguals. Memory & Cognition, 11, 565–574.Google Scholar
Frenck-Mestre, C., & Prince, P. (1997). Second language autonomy. Journal of Memory and Language, 37, 481–501.Google Scholar
Götz, D., Haensch, G., & Wellmann, H. (1998). Langenscheidts Großwörterbuch, Deutsch als Fremdsprache (1st ed.). Berlin: Langenscheidt KG.Google Scholar
Jiang, N., & Forster, K. I. (2001). Cross-language priming asymmetries in lexical decision and episodic recognition. Journal of Memory and Language, 44, 32–51.Google Scholar
Kotz, S. A., & Elston-Güttler, K. (2004). The role of proficiency on processing categorical and associative information in the L2 as revealed by reaction times and event-related brain potentials. Journal of Neurolinguistics, 17, 215–235.Google Scholar
Kroll, J. F., & Stewart, E. (1994). Category interference in translation and picture naming: Evidence for asymmetric connections between bilingual memory representations. Journal of Memory and Language, 33, 149–174.Google Scholar
McClelland, J. L., McNaughton, B. L., & O’Reilly, R. C. (1995). Why there are complementary learning systems in the hippocampus and neocortex: Insights from the successes and failures of connectionist models of learning and memory. Psychological Review, 102, 419–457.Google Scholar
Mestres-Missé, A., Rodriguez-Fornells, A., & Münte, T. F. (2007). Watching the brain during meaning acquisition. Cerebral Cortex, 17, 1858–1866.Google Scholar
Perfetti, C. A., Landi, N., & Oakhill, J. (2005). The acquisition of reading comprehension skill. In Snowling, M. J. & Hulme, C. (Eds.). The science of reading: A handbook (pp. 227–247). Oxford, UK: Blackwell.CrossRefGoogle Scholar
Psychology Software Tools, Inc. (2012). [E-Prime 2.0]. Retrieved from http://www.pstnet.com Google Scholar
Shtyrov, Y., Nikulin, V. V., & Pulvermüller, F. (2010). Rapid cortical plasticity underlying novel word learning. The Journal of Neuroscience, 30, 16864–16867.Google Scholar
Tamminen, J. (2010). Learning new words: Effects of meaning, memory consolidation, and sleep (Unpublished doctoral dissertation). University of York, York, UK. Retrieved from http://etheses.whiterose.ac.uk/866/ Google Scholar
Tamminen, J., & Gaskell, M. G. (2013). Novel word integration in the mental lexicon: Evidence from unmasked and masked semantic priming. The Quarterly Journal of Experimental Psychology, 66, 1001–1025.Google Scholar
Walley, R. E., & Weiden, T. D. (1973). Lateral inhibition and cognitive masking: A neuropsychological theory of attention. Psychological Review, 80, 284–302.Google Scholar
Witzel, N. O., & Forster, K. I. (2012). How L2 words are stored: The episodic L2 hypothesis. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38, 1608–1621.Google ScholarPubMed