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Semantic representation of L2 lexico...

Matikainen, Tiina Johanna.

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Semantic representation of L2 lexicon in Japanese university students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Semantic representation of L2 lexicon in Japanese university students./
Author:	Matikainen, Tiina Johanna.
Description:	152 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .
Contained By:	Dissertation Abstracts International72-08A.
Subject:	Language, Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3457908
ISBN:	9781124690391

Semantic representation of L2 lexicon in Japanese university students.
Matikainen, Tiina Johanna.

Semantic representation of L2 lexicon in Japanese university students. - 152 p.

Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .

Thesis (Ed.D.)--Temple University, 2011.

In a series of studies using semantic relatedness judgment response times, Jiang (2000, 2002, 2004a) has claimed that L2 lexical entries fossilize with their equivalent L1 content or something very close to it. In another study using a more productive test of lexical knowledge (Jiang 2004b), however, the evidence for this conclusion was less clear. The present study is a partial replication of Jiang (2004b) with Japanese learners of English. The aims of the study are to investigate the influence of the first language (L1) on second language (L2) lexical knowledge, to investigate whether lexical knowledge displays frequency-related, emergent properties, and to investigate the influence of the L1 on the acquisition of L2 word pairs that have a common L1 equivalent.

ISBN: 9781124690391Subjects--Topical Terms:

1018079
Language, Linguistics.

Semantic representation of L2 lexicon in Japanese university students.
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020 $a 9781124690391
035 $a (UMI)AAI3457908
035 $a AAI3457908
040 $a UMI $c UMI
100 1 $a Matikainen, Tiina Johanna. $3 1681515
245 1 0 $a Semantic representation of L2 lexicon in Japanese university students.
300 $a 152 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .
500 $a Adviser: David Beglar.
502 $a Thesis (Ed.D.)--Temple University, 2011.
520 $a In a series of studies using semantic relatedness judgment response times, Jiang (2000, 2002, 2004a) has claimed that L2 lexical entries fossilize with their equivalent L1 content or something very close to it. In another study using a more productive test of lexical knowledge (Jiang 2004b), however, the evidence for this conclusion was less clear. The present study is a partial replication of Jiang (2004b) with Japanese learners of English. The aims of the study are to investigate the influence of the first language (L1) on second language (L2) lexical knowledge, to investigate whether lexical knowledge displays frequency-related, emergent properties, and to investigate the influence of the L1 on the acquisition of L2 word pairs that have a common L1 equivalent.
520 $a Data from a sentence completion task was completed by 244 participants, who were shown sentence contexts in which they chose between L2 word pairs sharing a common equivalent in the students' first language, Japanese. The data were analyzed using the statistical analyses available in the programming environment R to quantify the participants' ability to discriminate between synonymous and non-synonymous use of these L2 word pairs.
520 $a The results showed a strong bias against synonymy for all word pairs; the participants tended to make a distinction between the two synonymous items by assigning each word a distinct meaning. With the non-synonymous items, lemma frequency was closely related to the participants' success in choosing the correct word in the word pair. In addition, lemma frequency and the degree of similarity between the words in the word pair were closely related to the participants' overall knowledge of the non-synonymous meanings of the vocabulary items.
520 $a The results suggest that the participants had a stronger preference for non-synonymous options than for the synonymous option. This suggests that the learners might have adopted a one-word, one-meaning learning strategy (Willis, 1998). The reasonably strong relationship between several of the usage-based statistics and the item measures from R suggest that with exposure learners are better able to use words in ways that are similar to native speakers of English, to differentiate between appropriate and inappropriate contexts and to recognize the boundary separating semantic overlap and semantic uniqueness. Lexical similarity appears to play a secondary role, in combination with frequency, in learners' ability to differentiate between appropriate and inappropriate contexts when using L2 word pairs that have a single translation in the L1.
590 $a School code: 0225.
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Education, Foreign Language. $3 1064562
690 $a 0290
690 $a 0444
710 2 $a Temple University. $b CITE/Language Arts. $3 1024010
773 0 $t Dissertation Abstracts International $g 72-08A.
790 1 0 $a Beglar, David, $e advisor
790 $a 0225
791 $a Ed.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3457908