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Доступ к лексической информации в ментальном лексиконе изучающих третий язык / Lexical access in the mental lexicon of third language learners (160,00 руб.)

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Первый авторАлюнина О. Г.
Издательствоизд-во СКФУ
Страниц111
ID642412
АннотацияМонография выполнена на английском языке на основе материалов экспериментального исследования студентов, изучающих второй иностранный язык, и посвящена психолингвистическим вопросам когнитивной организации и функционирования ментального лексикона искусственных мультилингвов.
Кому рекомендованоАдресована преподавателям, студентам и аспирантам филологических факультетов, изучающим проблемы языка, речи и многоязычия
ISBN978-5-9296-0895-7
УДК81.232
ББК81.2
Алюнина, О. Г. Доступ к лексической информации в ментальном лексиконе изучающих третий язык / Lexical access in the mental lexicon of third language learners / О. Г. Алюнина .— Ставрополь : изд-во СКФУ, 2017 .— 111 с. — ISBN 978-5-9296-0895-7

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Доступ_к_лексической_информации_в_ментальном_лексиконе_изучающих_третий_язык__Lexical_access_in_the_mental_lexicon_of_third_language_learners.pdf
МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ ФЕДЕРАЦИИ ФЕДЕРАЛЬНОЕ ГОСУДАРСТВЕННОЕ АВТОНОМНОЕ ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ ВЫСШЕГО ОБРАЗОВАНИЯ «СЕВЕРО-КАВКАЗСКИЙ ФЕДЕРАЛЬНЫЙ УНИВЕРСИТЕТ» O. G. Alyunina LEXICAL ACCESS IN THE MENTAL LEXICON OF THIRD LANGUAGE LEARNERS О. Г. Алюнина ДОСТУП К ЛЕКСИЧЕСКОЙ ИНФОРМАЦИИ В МЕНТАЛЬНОМ ЛЕКСИКОНЕ ИЗУЧАЮЩИХ ТРЕТИЙ ЯЗЫК Ставрополь 2017 1
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УДК 81.232 ББК 81.2 А 59 Alyunina O. G. Lexical access in the mental lexicon of third language learners. – Stavropol: Publisher NCFU, 2017. – 111 p. Алюнина О.Г. А 59 Доступ к лексической информации в ментальном лексиконе изучающих третий язык. – Ставрополь: Изд-во СКФУ, 2017. – 111 с. ISBN 978-5-9296-0895-7 Монография выполнена на английском языке на основе материалов экспериментального исследования студентов, изучающих второй иностранный язык, и посвящена психолингвистическим вопросам когнитивной организации и функционирования ментального лексикона искусственных мультилингвов. Адресована преподавателям, студентам и аспирантам филологических факультетов, изучающим проблемы языка, речи и многоязычия. УДК 81.232 ББК 81.2 Рецензенты: д-р филол. наук, профессор С. Н. Бредихин, канд. филол. наук, доцент Е. А. Луговая (ГБОУ ВО «Ставропольский государственный педагогический институт») ISBN 978-5-9296-0895-7 © ФГАОУ ВО «Северо-Кавказский федеральный университет», 2017 2
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ACKNOWLEDGEMENTS First and foremost, I am greatly indebted to my supervisor Heather Marsden, who had a very professional and effective way of coaching me along the road of studying second language acquisition to the completion of my MA dissertation. I would also very much like to thank my other supervisor Professor Dunstan Brown for providing me with numerous prompt and useful suggestions for improving my research project. I am very grateful to Professor Marilyn Vihman for giving me a basis in bilingual language development. I owe a lot to Professor Peter Sells, Tamar Keren-Portnoy, Bernadette Plunkett, Márton Sóskuthy for sharing their linguistic research experience. I give my thanks to all the staff of the Department of Language and linguistic Science at the University of York, which was a very pleasant environment for studies and professional development. My special gratitude goes to the authorities of North Caucasian Federal University for giving me an opportunity to get top-rate postgraduate training at the University of York and assistance in conducting my experiments. I would like to thank also all my NCFU students, who kindly agreed to take part in the experiment, and my family, friends, colleagues and students for their patience, prayers, and other support. 3
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ABSTRACT Research on bilingual word processing suggests that lexical access is nonselective with respect to language, in other words, that word representations of their both languages become active during word recognition. The present study was aimed at testing whether the nonselective access hypothesis holds for trilinguals and three languages and revealing the role the second language proficiency plays in the third language acquisition. Thirty-three Russian university students learning German as a third language who had started learning English (L2) as a foreign language at secondary school were asked to perform a translation recognition task from Russian (L1) into German (L3). The word materials included Russian-German, English-German, Russian-English-German cognates, and noncognates. The participants were divided into two groups depending on the level of their proficiency in L2 English, which was determined based on academic records and language history questionnaires. As expected, both groups of participants demonstrated faster RTs and higher accuracies for cognates than for noncognates, additionally; Russian-English-German cognates were processed even more quickly than Russian-German and EnglishGerman cognates were. These findings are consistent with the view of language nonselective access implying all languages of a multilingual may affect word activation and recognition. The experiment did not reveal significant differences in RTs and error rates between the two L2 proficiency groups. 4
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INTRODUCTION The third language (L3) acquisition is a relatively young discipline in the field of psycholinguistic research. However, growing studies on the topic evidence differences between second and third language acquisition and postulate peculiar characteristics of a third language learning processes. Scholars claim that second language (L2) acquisition needs to be distinguished from third language acquisition (L3). Herdina and Jessner (2002) argue that multilingualism not only produces a qualitative shift, but it leads to a substantial change of quality in the speaker’s language system(s). Following Grosjean, who postulates that “a bilingual is NOT the sum of two complete or incomplete monolinguals; rather he or she has a unique and specific linguistic configuration” (1992, p. 55), it can be claimed that a multilingual is neither the sum of three or more monolinguals, nor a bilingual with an additional language. Apparently, the presence of two or more prior languages may cause more complex interaction between the multilingual’s languages than pure bilingualism does. In the case of bilingualism, a cross-linguistic influence on a target language can only be due to the one non-target language present, while in trilingualism or multilingualism any of the non-target languages, or more than one of them at the same time, may cause the cross-linguistic influence. The researchers determined the number of factors affecting the acquisition of a third and additional languages. The most crucial of them are the cross-linguistic influence between languages, and the language proficiency in each of the languages involved, the order of acquisition, the learners’ age and the degree of language awareness (Cenoz and Genesee, 1998; Cenoz, 2001; Grosjean, 2001, Jarvis and Pavlenko, 2008; Kellerman, 1995; Szubko-Sitarek, 2012). Studies on L3acquisition and use have also shown that L2 plays a particular role in a trilingual system. Third language learners do not rely on their mother 5
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CONTENTS Introduction ……………………………………………………… 5 1. From Bilingualism to Multilingualism ………………………. 1.1. Introduction …………………………………………………… 1.2. The Problems of the Multilingual World …………………….. 1.3. Terminology and Definitions of Multilingualism …………….. 1.4. Research Fields in the Study of Multilingualism ……………... 1.5. General Characteristics of Multilingual Learners ……………. 1.6. Cross-linguistic Influence in Third Language Acquisition ….. 1.7. Conclusion ……………………………………………………. 2. Mental Lexicon ………………………………………………… 2.1. Introduction …………………………………………………… 2.2. Definition of the Mental Lexicon …………………………….. 2.3. The Structure of the Mental Lexicon and Views on Lexical Storage ………………………………………………………………. 2.4. Models of Lexical Access in the Mental Lexicon …………….. 2.5. Views on Language Processing ………………………………. 2.6. Conclusion ……………………………………………………. 3. Studies of Multilingual Representation and Processing ……. 3.1. Introduction …………………………………………………… 3.2. Models of Multilingual lexical Storage and Access Processing ….. 3.3. Language Activation in Multilinguals ……………………….. 3.4. Stimuli Used in Visual Word Recognition Research …………. 3.5. Cognate Facilitation Effect in Multilingual Lexical Processing …… 3.6. Conclusion …………………………………………………… 4. Experimental Study of the Lexical Access in the Mental Lexicon of Russian Third Language Learners …………………... 4.1. Introduction …………………………………………………… 109 71 71 9 9 9 13 15 21 23 25 26 26 27 30 31 41 47 48 48 49 60 63 68 70
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4.2. Research Questions and Hypotheses …………………………. 4.3. Research Design ……………………………………………… 4.4. Results ………………………………………………………… 4.5. Discussion …………………………………………………….. Conclusion ………………………………………………………… Appendix …………………………………………………………. References ……………………………………………………….. 71 73 79 82 88 91 93 110
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