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Second language lexical processing: influence of teaching method and word characteristics
Pastoriza Espasandín, Diana
Pastoriza Espasandín, Diana
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Abstract
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 learn (fewer errors and
shorter response times). Proficiency and task hardly affected error rates. Overall, picture naming
showed better recall for beginner learners whereas word translation showed better recall for
learners with a good proficiency level. This suggests that conceptual memory appeared to operate
as much in the translation task as in the picture naming task.
Description
Thesis (M.A.)--University of Kansas, Linguistics, 2004.
Date
2004
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University of Kansas