Core Semantic Links or Lexical Associations: Assessing the Nature of Responses in Word Association Tasks

Vivas, Leticia; Manoiloff, Laura; García, Adolfo M.; Lizarralde, Francisco Ángel José; Vivas, Jorge

doi:10.1007/s10936-018-9601-8

Cited by 34 publications

(26 citation statements)

References 46 publications

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“…erupt-volcano), while figurative uses (e.g. erupt-violence), often found in corpora, are uncommon in WA (Thwaites 2019);  Responses to concrete noun cues in WA correspond to a high degree (72.5%) with defining semantic features of their cue (Vivas et al 2018);  Semantic aspects of cue words (e.g. verbs pertaining to weather, bodily processes, or motion) influence proportions of responses of different types (e.g.…”

Section: Mapping Word Association Findings Onto Psychological Constructsmentioning

confidence: 99%

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Word association research and the L2 lexicon

Fitzpatrick

Thwaites

2020

Lang. Teach.

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Since its modern inception in the late nineteenth century, research on word associations has developed into a large and diverse area of study, including work with both applied linguistic and psycholinguistic orientations. However, despite significant recent interest in the use of word association to investigate second language (L2) vocabulary knowledge and testing, there has until now been no systematic attempt to review the wider word association research tradition for the benefit of L2-oriented researchers and practitioners. This paper seeks to address this, drawing together linguistic research from the past 150 years, with a focus on research published since 2000. We evaluate the current state of L2 word association research, before identifying methodological and theoretical themes from a broader range of disciplinary approaches. Emerging from this, new paradigms are identified which have potential to catalyse a new phase of work for second language word association scholars, and which indicate priority foci for future work.

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Section: Mapping Word Association Findings Onto Psychological Constructsmentioning

confidence: 99%

“…erupt-violence ), often found in corpora, are uncommon in WA (Thwaites, 2019). Responses to concrete noun cues in WA correspond to a high degree (72.5%) with defining semantic features of their cue (Vivas, Manoiloff, Garcia, Lizarralde, & Vivas, 2018). Semantic aspects of cue words (e.g.…”

Section: Key Notions For Future Wa Researchmentioning

confidence: 99%

Word association research and the L2 lexicon

Fitzpatrick

Thwaites

2020

Lang. Teach.

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“…Language constraints become one of the obstacles in the representation of structural knowledge. As shown in the questionnaire 56% of the participant confirmed that it was not easy to construct the wording in English language, or in other words, the problem occurs in relating between semantic and lexical associations (Vivas et al, 2019). The construction of this meaning is very significant, especially in English language learners as a foreign language in developing countries (Ingerpuu-Rummel, 2018).…”

Section: Factors Affecting the Structural Knowledgementioning

confidence: 97%

What I know Best: Assessing Indonesian Student’s Structural Knowledge through Student-Generated Topics

Indah,

Rohmah,

Afifuddin

2020

EUROPEAN J ED RES

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Developing Indonesian English as a foreign language (EFL) students' structural knowledge presents a number of complexities especially in the bilingual context. This study aimed to determine how the structural knowledge patterns of Indonesian EFL students is, and it specifically explored various aspects that make structural knowledge representation difficult. The research also aimed to formulate an accommodative assessment model for the development of students' structural knowledge. Using a case study design, this study involved 120 English literature students (N=120) taking the Psycholinguistics class at one of the tertiary institutions in Malang, Indonesia. The research instruments included essay tests and questionnaires. The research findings showed that students in bilingual contexts have certain diversity and patterns in their structural knowledge. Second, students' structural knowledge could be influenced by a number of aspects such as topic mastery and the flow of thought. Furthermore, students' structural knowledge can be accommodated in an adequate evaluation model that measures structural knowledge and critical thinking skills. Further research in the area of content and language assessment will complete the study of the significance of structural knowledge in a bilingual context.

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“…Ця ланка в ланцюгу між двома світами супроводжується культурними уявленнями про предмети і явища культурного світу, властиві певному мовленнєвому колективу загалом та індивідуальному носію мови зокрема (Венжинович, 2006). Семантичні зв'язки через асоціації респондентів констатують представники сучасних наукових досліджень (Vivas, Manoiloff, García, Lizarralde & Vivas, 2019).…”

Section: результати та дискусіїunclassified

Interrelation Between Conceptual and Linguistic Worldviews (Based on the Economic Lexical Item ‘CLIENT’)

Kushmar

2019

Psycholing.

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This article presents a theoretical approach to the concept interpretation “worldview” which expresses human knowledge about environment. The difference between conceptual and linguistic worldviews has been determined. Associative meaning represents the conceptual worldview. Vocabulary definitions reflect the linguistic worldview. To identify main peculiarities in conceptual and linguistic worldviews the lexical item ‘CLIENT’ was selected according to criteria: contextual conditioning, frequency, information, presence in dictionaries and encyclopedias of different areas, expressing relevant concepts nowadays. 915 respondents took part in the experiment. Obtained results (1,600 reactions) have been processed using statistical methods. The application of modeling allowed creating the associative field structure defining core and periphery. Items representing essential features of the concept form the core; secondary features of the subject form the periphery. The core and periphery combine associative meaning of the item. Comparison of lexical and associative meanings has been made according to algorithm: defining main components in the lexeme structure using structural-semantic principle; calculation of core reactions because the lexicon core of the native speaker reflects the actual worldview; establishment total number of core reactions that are connected with vocabulary; determination the level of lexical and associative meanings’ approximation. The economic lexical item ‘CLIENT’ is on the edge of incomplete coincidence according to association and lexical meanings. This fact allows arguing that the conceptual worldview is more dynamic than linguistic. Changes in reality are reflected in core reactions of the associative field only with time being reflected in the lexical meaning.

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Core Semantic Links or Lexical Associations: Assessing the Nature of Responses in Word Association Tasks

Cited by 34 publications

References 46 publications

Word association research and the L2 lexicon

Word association research and the L2 lexicon

What I know Best: Assessing Indonesian Student’s Structural Knowledge through Student-Generated Topics

Interrelation Between Conceptual and Linguistic Worldviews (Based on the Economic Lexical Item ‘CLIENT’)

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