| 講演抄録／キーワード |
| 講演名 |
2017-07-23 11:40
A Psycholinguistic Analysis of Activation and Selection in Multilingual Lexemic Transfer in the Foreign Language Classroom
○Robert Price（WKU） |
| 抄録 |
（和） |
In the Fall of 2016, a study was designed to examine the processes which multilingual language learners undertake when using visualization to acquire vocabulary terms in additional languages. Using visualization as a mnemonic device shows that multilingual learners have the ability to pull from lexical inventories of multiple languages to acquire vocabulary words in a target language; sometimes applying lexemes from multiple languages to a single target vocabulary item. This study, aside from displaying a viable technique for multilingual language learners to acquire vocabulary, has implications on two current theories in psycholinguistics which warrant further discussion and exploration.
This analysis is conducted on an empirical study of how multiple lexical inventories allow students to combine languages, e.g. - Mandarin Chinese and English with mental associations via visualization for effective vocabulary acquisition. Participants in this study consist of multilingual Chinese university students, who use knowledge of multiple previously acquired languages, primarily English, Mandarin and other Chinese dialects to construct images based on mental associations for a list of six lexical items in a previously unstudied language, Indonesian. The selection of Indonesian as the target language demonstrates how multilingual learners can apply this mnemonic technique to any target language, including those from unrelated language families.
With regard to psycholinguistics, the study first has implications on the activation and selection processes of lexemic transfer which occur in multilingual language learners, learning an additional language. The activation selection model, (Gorfein, 2001) was originally proposed to explain how language meaning is determined in an ambiguous word or phrase. Applied to this study, the activation-selection model could be used to describe how meaning tied to a previously learned lexeme is transferred to establish new meaning to a target vocabulary item. As Gorfein described, once a certain amount of attributes related to a particular meaning are activated, that meaning will be selected. This explanation can be used to describe which of the many possible lexemes which exist in the students? linguistic inventories was selected to create meaning for a target word during the study.
The study also has implications on the "Language- Nonspecific Selection Hypothesis? (Herman 2000, Herman et al. 1998) as it demonstrates an example of the selection of existing lemma nodes from multilingual learners' previously acquired languages. One step of the study which involves participants using previously acquired language to make connections in the target language may display an example of the activation of nodes corresponding to selected as well as non-selected nodes as participants are required to list all words that are thought of while processing a target vocabulary item.
Finally, a recommendation is made in regard to current trends in foreign language immersion teaching which emphasize the use of the target language in the classroom as the sole medium of instruction. The practice of an instructor to completely restrict the use of students? linguistic previously acquired linguistic resources in favor of target-language only classroom environments is limiting to the multilingual language learner. The study aims to show that multilingual lexical inventories allow students to combine multiple languages to create strong, mental associations for effective vocabulary acquisition.
Acknowledgement: While researching the psycholinguistic implications of this study, Jinting Cai?s ?A Psycholinguistic Account of L1 Lexical Transfer in L2 Production? (2015) was invaluable as it served as a thorough review of relevant literature on lexemic transfer and provided inspiration for this study?s psycholinguistic angle of analysis. |
| （英） |
In the Fall of 2016, a study was designed to examine the processes which multilingual language learners undertake when using visualization to acquire vocabulary terms in additional languages. Using visualization as a mnemonic device shows that multilingual learners have the ability to pull from lexical inventories of multiple languages to acquire vocabulary words in a target language; sometimes applying lexemes from multiple languages to a single target vocabulary item. This study, aside from displaying a viable technique for multilingual language learners to acquire vocabulary, has implications on two current theories in psycholinguistics which warrant further discussion and exploration.
This analysis is conducted on an empirical study of how multiple lexical inventories allow students to combine languages, e.g. - Mandarin Chinese and English with mental associations via visualization for effective vocabulary acquisition. Participants in this study consist of multilingual Chinese university students, who use knowledge of multiple previously acquired languages, primarily English, Mandarin and other Chinese dialects to construct images based on mental associations for a list of six lexical items in a previously unstudied language, Indonesian. The selection of Indonesian as the target language demonstrates how multilingual learners can apply this mnemonic technique to any target language, including those from unrelated language families.
With regard to psycholinguistics, the study first has implications on the activation and selection processes of lexemic transfer which occur in multilingual language learners, learning an additional language. The activation selection model, (Gorfein, 2001) was originally proposed to explain how language meaning is determined in an ambiguous word or phrase. Applied to this study, the activation-selection model could be used to describe how meaning tied to a previously learned lexeme is transferred to establish new meaning to a target vocabulary item. As Gorfein described, once a certain amount of attributes related to a particular meaning are activated, that meaning will be selected. This explanation can be used to describe which of the many possible lexemes which exist in the students? linguistic inventories was selected to create meaning for a target word during the study.
The study also has implications on the "Language- Nonspecific Selection Hypothesis? (Herman 2000, Herman et al. 1998) as it demonstrates an example of the selection of existing lemma nodes from multilingual learners' previously acquired languages. One step of the study which involves participants using previously acquired language to make connections in the target language may display an example of the activation of nodes corresponding to selected as well as non-selected nodes as participants are required to list all words that are thought of while processing a target vocabulary item.
Finally, a recommendation is made in regard to current trends in foreign language immersion teaching which emphasize the use of the target language in the classroom as the sole medium of instruction. The practice of an instructor to completely restrict the use of students? linguistic previously acquired linguistic resources in favor of target-language only classroom environments is limiting to the multilingual language learner. The study aims to show that multilingual lexical inventories allow students to combine multiple languages to create strong, mental associations for effective vocabulary acquisition.
Acknowledgement: While researching the psycholinguistic implications of this study, Jinting Cai?s ?A Psycholinguistic Account of L1 Lexical Transfer in L2 Production? (2015) was invaluable as it served as a thorough review of relevant literature on lexemic transfer and provided inspiration for this study?s psycholinguistic angle of analysis. |
| キーワード |
（和） |
Psycholinguistics / Applied Linguistics / Bilingual Education / Second Language Acquisition / Vocabulary Acquisition / Interference Theory / Lexemic Transfer / |
| （英） |
Psycholinguistics / Applied Linguistics / Bilingual Education / Second Language Acquisition / Vocabulary Acquisition / Interference Theory / Lexemic Transfer / |
| 文献情報 |
信学技報 |
| 資料番号 |
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| 発行日 |
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| ISSN |
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| PDFダウンロード |
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| 研究会情報 |
| 研究会 |
TL |
| 開催期間 |
2017-07-22 - 2017-07-23 |
| 開催地（和） |
国立国語研究所 |
| 開催地（英） |
NINJAL |
| テーマ（和） |
人間の言語処理と学習 |
| テーマ（英） |
Human Language Processing and Learning |
| 講演論文情報の詳細 |
| 申込み研究会 |
TL |
| 会議コード |
2017-07-TL |
| 本文の言語 |
英語 |
| タイトル（和） |
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| サブタイトル（和） |
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| タイトル（英） |
A Psycholinguistic Analysis of Activation and Selection in Multilingual Lexemic Transfer in the Foreign Language Classroom |
| サブタイトル（英） |
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| キーワード(1)（和/英） |
Psycholinguistics / Psycholinguistics |
| キーワード(2)（和/英） |
Applied Linguistics / Applied Linguistics |
| キーワード(3)（和/英） |
Bilingual Education / Bilingual Education |
| キーワード(4)（和/英） |
Second Language Acquisition / Second Language Acquisition |
| キーワード(5)（和/英） |
Vocabulary Acquisition / Vocabulary Acquisition |
| キーワード(6)（和/英） |
Interference Theory / Interference Theory |
| キーワード(7)（和/英） |
Lexemic Transfer / Lexemic Transfer |
| キーワード(8)（和/英） |
/ |
| 第1著者 氏名（和/英/ヨミ） |
Robert Price / Robert Price / |
| 第1著者 所属（和/英） |
Wenzhou Kean University (略称： WKU)
Wenzhou Kean University (略称： WKU) |
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| 講演者 |
第1著者 |
| 発表日時 |
2017-07-23 11:40:00 |
| 発表時間 |
60分 |
| 申込先研究会 |
TL |
| 資料番号 |
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| 巻番号（vol） |
vol.117 |
| 号番号（no） |
no.149 |
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