Current views of vocabulary learning imply that second language (L2) words initially inherit the meaning of their first language (L1) translation equivalents. We describe a series of experiments that test this idea by examining semantic priming from newly learned words. The aspects of meaning that these words automatically activate were probed by manipulating the nature of the prime-target relationship. Although there were clear semantic priming effects, not all types of semantic relationship supported priming. The effects of variations in study conditions lead us to suggest an episodic view of word learning in which newly learned words do not simply inherit L1 meanings, but rather are associated with the aspects of meaning that were active at the time they were learned. We discuss the implications for teaching vocabulary, especially through the use of translation equivalents.
2021. Nudging w edukacji ekonomicznej. e-mentor 91:4 ► pp. 25 ff.
BORDAG, DENISA & MARIA ROGAHN
2019. The role of literariness in second language incidental vocabulary acquisition. Applied Psycholinguistics 40:2 ► pp. 399 ff.
Kühne, Katharina & Claudia Gianelli
2019. Is Embodied Cognition Bilingual? Current Evidence and Perspectives of the Embodied Cognition Approach to Bilingual Language Processing. Frontiers in Psychology 10
Carrol, Gareth, Kathy Conklin & Henrik Gyllstad
2016. FOUND IN TRANSLATION. Studies in Second Language Acquisition 38:3 ► pp. 403 ff.
BORDAG, DENISA, AMIT KIRSCHENBAUM, ERWIN TSCHIRNER & ANDREAS OPITZ
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 18:3 ► pp. 372 ff.
This list is based on CrossRef data as of 26 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.