Dataset Information

Testing for Nonselective Bilingual Lexical Access Using L1 Attrited Bilinguals.

ABSTRACT: Research in the past few decades generally supported a nonselective view of bilingual lexical access, where a bilingual's two languages are both active during monolingual processing. However, recent work by Costa et al. (2017) brought this into question by reinterpreting evidence for nonselectivity in a selective manner. We manipulated the factor of first language (L1) attrition in an event-related potential (ERP) experiment to disentangle Costa and colleagues' selective processing proposal versus the traditional nonselective processing view of bilingual lexical access. Spanish-English bilinguals demonstrated an N400 effect of L1 attrition during implicit L1 processing in a second language (L2) semantic judgment task, indicating the contribution of variable L1 lexical access during L2 processing. These results are incompatible with Costa and colleagues' selective model, adding to the literature supporting a nonselective view of bilingual lexical access.

SUBMITTER: Pu H

PROVIDER: S-EPMC6628369 | biostudies-literature | 2019 Jun

REPOSITORIES: biostudies-literature

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Publications

Testing for Nonselective Bilingual Lexical Access Using L1 Attrited Bilinguals.

Pu He H Medina Yazmin E YE Holcomb Phillip J PJ Midgley Katherine J KJ

Brain sciences 20190601 6

Research in the past few decades generally supported a nonselective view of bilingual lexical access, where a bilingual's two languages are both active during monolingual processing. However, recent work by Costa et al. (2017) brought this into question by reinterpreting evidence for nonselectivity in a selective manner. We manipulated the factor of first language (L1) attrition in an event-related potential (ERP) experiment to disentangle Costa and colleagues' selective processing proposal vers ...[more]

PMID: 31159405

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Project description:When bilingual speakers use two languages in the same utterance, this is called code-switching. Previous research indicates that bilinguals' likelihood to code-switch is enhanced when the utterance to be produced (1) contains a word with a similar form across languages (lexical triggering) and (2) is preceded by a code-switched utterance, for example from a dialogue partner (interactive alignment/priming of code-switching). Both factors have mostly been tested on corpus data and have not yet been studied in combination. In two experiments, we therefore investigated the combined effects of interactive alignment and lexical triggering on code-switching. In Experiment 1, Dutch-English bilinguals described pictures to each other in a dialogue game where a confederate's code-switching was manipulated. The participants were free to use either Dutch, English, or a combination of Dutch and English in describing the pictures, so they could voluntarily code-switch or not. The pictures contained a cognate [e.g., roos (rose)], a false friend [e.g., rok (skirt, false friend with rock)], or a control word [e.g., jas (coat)]. Participants code-switched more often when the confederate had just code-switched (indicating interactive alignment). They also code-switched more often when cognates were involved, but only when the confederate had just code-switched. This indicates that lexical triggering is driven by interactive alignment. False friends did not enhance the likelihood of code-switching. Experiment 2 used a similar dialogue game with participants from the same population but focused specifically on how to account for interactive alignment of code-switching. Rather than aligning on their dialogue partner's pragmatic act of code-switching, bilinguals aligned on the language activation from the utterance produced by their dialogue partner. All in all, the results show how co-activation of languages at multiple levels of processing together influence bilinguals' tendency to code-switch. The findings call for a perspective on bilingual language production in which cross-speaker and cross-language processes are combined.

Project description:Introduction: Research in recent years has explored the vocabulary size (lexical breadth) of bilingual children, but less is known about the richness of bilingual word knowledge (lexical depth), and about how knowledge of words in the two languages interact. This study explores how bilingual narrative intervention with vocabulary instruction in each language may modulate crosslinguistic influence (CLI) between the languages of bilingual kindergarten children, focusing on CLI of lexical knowledge, and which factors modulate performance. Methods: Forty-one typically developing English-Hebrew bilingual children (M = 64.63 months) participated. A bilingual adaptation of Story Champs narrative intervention program (Spencer and Petersen, 2012) was used to deliver vocabulary instruction in separate blocks of home language (HL) and school language (SL) sessions. Different intervention words were targeted in each language, but the children were tested on all target words in both languages. Lexical knowledge was assessed with a definition task four times throughout the study: prior to intervention, after each intervention block, and 4-6 weeks later. Learner characteristics (chronological age, age of onset of bilingualism and length of exposure) and proficiency in each language (standardized tests, familiarity with the vocabulary introduced in the intervention at baseline) were examined as possible modulators of performance. Results: Children showed growth in lexical breadth and depth in their HL/English after HL intervention and in lexical breadth in the SL/Hebrew following SL intervention, with CLI for semantic depth observed via a qualitative analysis, but not quantitatively. Better HL/English performance was correlated with later AoB (and shorter SL exposure) and higher HL language proficiency scores. Children with higher HL/English proficiency responded better to the SL/Hebrew intervention, gaining more than those with lower English proficiency. Children with SL/Hebrew vocabulary dominance at the outset of the study also gained more from the HL/English intervention. No correlations were found between learner characteristics and SL performance. Discussion: The current study indicates that bilingual narrative intervention with vocabulary instruction may be efficacious for improving the lexical breadth and depth of bilingual kindergarten children. It suggests that CLI may enhance bilingual children's language learning success, and points to the importance of strengthening both languages of bilingual children.

Dataset Information

Testing for Nonselective Bilingual Lexical Access Using L1 Attrited Bilinguals.

Publications

Testing for Nonselective Bilingual Lexical Access Using L1 Attrited Bilinguals.

Similar Datasets

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