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Chapter 12. Lexical access in bilinguals and second language learners

  • Gretchen L. Sunderman and Eileen Fancher
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Innovative Research and Practices in Second Language Acquisition and Bilingualism
This chapter is in the book Innovative Research and Practices in Second Language Acquisition and Bilingualism

Abstract

In this chapter, a theoretical account of non-selectivity effects in word recognition with a particular emphasis on the second language (L2) learner is described. Non-selectivity is the idea that lexical items from both languages are activated simultaneously. The focus is on how L2 learners and bilinguals retrieve words in isolation and in a broader contexts (e.g., sentence contexts) that can constrain or facilitate word recognition, thereby leading to selective lexical access. This chapter also addresses how research on L2 word recognition can inform L2 teachers about the underlying mechanisms involved in lexical processing, specifically describing the types of vocabulary errors students make and offering some pedagogical principles that can guide the teaching of L2 vocabulary.

Abstract

In this chapter, a theoretical account of non-selectivity effects in word recognition with a particular emphasis on the second language (L2) learner is described. Non-selectivity is the idea that lexical items from both languages are activated simultaneously. The focus is on how L2 learners and bilinguals retrieve words in isolation and in a broader contexts (e.g., sentence contexts) that can constrain or facilitate word recognition, thereby leading to selective lexical access. This chapter also addresses how research on L2 word recognition can inform L2 teachers about the underlying mechanisms involved in lexical processing, specifically describing the types of vocabulary errors students make and offering some pedagogical principles that can guide the teaching of L2 vocabulary.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments ix
  4. Preface xi
  5. Part I. Linguistic perspectives and implications for L2 pedagogy
  6. Chapter 1. Mental representation and skill in instructed SLA 3
  7. Chapter 2. Input and output in SLA 23
  8. Chapter 3. Interaction and the Noun Phrase Accessibility Hierarchy 43
  9. Chapter 4. Generative approaches and the competing systems hypothesis 63
  10. Chapter 5. Why theory and research are important for the practice of teaching 85
  11. Chapter 6. Input-based incremental vocabulary instruction for the L2 classroom 107
  12. Chapter 7. Experimentalized CALL for adult second language learners 139
  13. Chapter 8. Accounting for variability in L2 data 165
  14. Chapter 9. The development of tense and aspect morphology in child and adult heritage speakers 193
  15. Part II. Cognitive perspectives and implications for L2 pedagogy
  16. Chapter 10. Control and representation in bilingualism 223
  17. Chapter 11. Language selection, control, and conceptual-lexical development in bilinguals and multilinguals 241
  18. Chapter 12. Lexical access in bilinguals and second language learners 267
  19. Chapter 13. Cognitive foundations of crosslinguistic influence 287
  20. Part III. Concluding remarks
  21. Chapter 14. Ideas for the practice of instructed SLA and their rationale 311
  22. About the editor 329
  23. About the contributors 331
  24. Index 333
https://doi.org/10.1075/lllt.38.16sun

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments ix
  4. Preface xi
  5. Part I. Linguistic perspectives and implications for L2 pedagogy
  6. Chapter 1. Mental representation and skill in instructed SLA 3
  7. Chapter 2. Input and output in SLA 23
  8. Chapter 3. Interaction and the Noun Phrase Accessibility Hierarchy 43
  9. Chapter 4. Generative approaches and the competing systems hypothesis 63
  10. Chapter 5. Why theory and research are important for the practice of teaching 85
  11. Chapter 6. Input-based incremental vocabulary instruction for the L2 classroom 107
  12. Chapter 7. Experimentalized CALL for adult second language learners 139
  13. Chapter 8. Accounting for variability in L2 data 165
  14. Chapter 9. The development of tense and aspect morphology in child and adult heritage speakers 193
  15. Part II. Cognitive perspectives and implications for L2 pedagogy
  16. Chapter 10. Control and representation in bilingualism 223
  17. Chapter 11. Language selection, control, and conceptual-lexical development in bilinguals and multilinguals 241
  18. Chapter 12. Lexical access in bilinguals and second language learners 267
  19. Chapter 13. Cognitive foundations of crosslinguistic influence 287
  20. Part III. Concluding remarks
  21. Chapter 14. Ideas for the practice of instructed SLA and their rationale 311
  22. About the editor 329
  23. About the contributors 331
  24. Index 333
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