How age and L2 proficiency affectthe L2 lexicon

Agustin-Llach, M.P.

doi:10.1016/j.system.2021.102697

Cited by 4 publications

(5 citation statements)

References 32 publications

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“…The L2 proficiency has a significant impact on participants' ability to recognize vocabulary, which supports previous research findings (e.g., Zeng et al, 2019;Agustin-Llach, 2022;Teng, 2022) that English proficiency serves as a strong predictor of vocabulary knowledge or word recognition performance.…”

Section: The L2 Proficiency Effect On Wordlist-based Vocabulary Knowl...supporting

confidence: 88%

“…The importance of English proficiency in vocabulary acquisition is well-established in relevant literature, with vocabulary knowledge often seen as a key indicator of overall L2 proficiency ( Alderson, 2005 ; Mitsugi, 2018 ; Zeng et al, 2019 ). Variations in L2 proficiency can significantly influence learners’ vocabulary retention and word recall abilities ( Agustin-Llach, 2022 ). Previous research has shown that learners’ proficiency levels play a crucial role in their vocabulary learning outcomes.…”

Section: Literature Reviewmentioning

confidence: 99%

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The effects of EFL wordlist and proficiency on vocabulary knowledge

Bao,

Peng

2024

Front. Psychol.

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IntroductionThe Gaokao Word List (GWL) in China serves as a guideline for learning L2 vocabulary, but there are few studies verifying its effect on university EFL learners’ vocabulary knowledge.MethodThis study investigated the effects of the GWL and EFL proficiency on 66 Chinese university EFL learners’ vocabulary knowledge by administering word recognition tests.Results and discussionThe results showed that: (1) the GWL had significant effects on participants’ receptive vocabulary knowledge; (2) EFL proficiency had significant effects on participants’ word recognition, without interaction with the GWL. These findings were discussed through the lens of frequency of exposure, accounting for the overwhelming GWL effect on learners’ vocabulary knowledge. We suggest EFL proficiency be taken into consideration when the GWL is revised in the future, to smoothen the transition in vocabulary learning from high school to university, and improve vocabulary learning efficiency.

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Section: The L2 Proficiency Effect On Wordlist-based Vocabulary Knowl...supporting

confidence: 88%

Section: Literature Reviewmentioning

confidence: 99%

The effects of EFL wordlist and proficiency on vocabulary knowledge

Bao,

Peng

2024

Front. Psychol.

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“…By controlling for the potential confounding effect of grade level, we were able to more accurately examine the complex relationships between classroom language contexts and children's pre-post changes in expressive vocabulary during an academic year. However, as bilingual education research suggests, children's vocabulary knowledge in English grows as children age and their L2 English proficiency progresses (e.g., Agustin-Llach, 2022). Future longitudinal research could further investigate how the complex influence of classroom language contexts on children's language development may vary by grade level.…”

Section: Study Limitations and Future Research Directionsmentioning

confidence: 99%

The influence of classroom language contexts on dual language learners’ language development.

Lin¹,

Jing²,

Lu³

et al. 2023

Journal of Educational Psychology

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The purpose of this study was to examine how classroom language contexts characterized by peer language skills and proportions of dual language learners (DLL) influenced English language development for DLL and non-DLL children. Participants were 2,131 children from 135 classrooms across preschool through Grade 3. Children were classified into fluent bilinguals (FBs, 12%), emergent bilinguals (EBs, 13%), and non-DLL (or English monolinguals [EMs], 75%). Over an academic year, FBs experienced similar growth in expressive vocabulary compared to EMs, both of which showed more growth than EBs, suggesting a bilingual advantage. Peer language skills and DLL composition were positively associated with DLLs' and non-DLLs' language development. Although having more EBs in the classroom lowered peer language skills, the overall influence that proportion of EBs had on children's language development remained positive. These findings shed light on the heterogeneity of DLLs and the complex social process of learning underlying linguistically and culturally diverse classrooms. Educational Impact and Implications StatementThe primary interest of this study was examining the extent to which dual language learners (DLL) and their English monolingual (EM) peers develop their English language skills in the early grades (preschool to Grade 3) under classroom language contexts varying in the degree of cultural and linguistic diversity. We assessed 2,679 children's language skills two times during an academic year. Based on teachers' and parents' reports of the primary home language and English language proficiency, about 12% of the children were classified as fluent bilinguals (DLLs who attained fluent English language proficiency), 13% as emergent bilinguals (EBs; DLLs who have not yet attained fluent English language proficiency), and the rest as EMs. Our findings documented differential language development for subgroups of DLLs and indicated the benefits of interacting with fluent and EB peers in the classroom for the language growth of both DLLs and non-DLLs. This study underscores the importance for educators and policymakers to create linguistically and culturally diverse classrooms as schools continue to grow increasingly diverse.

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“…And consequently, it was not indicative of development of the mental lexicon, but such argument is not the popular one. Agustin-Llach focused on the effect of age and proficiency on 196 EFL learner of two different school grades, using a lexical availability task to collect data [17]. During the task, the participants were asked to write as many as words or collocations that came to their mind after presented five prompts.…”

Section: Individual Differencesmentioning

confidence: 99%

Review of Research on EFL Learners Mental Lexicon

Jiang

2023

LNEP

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Research on the second language (L2) mental lexicon has become popular since this century, under the influence of literature on the first language (L1) mental lexicon. Among various L2, English is one of the most commonly learned second languages by non-native speakers all over the world. This paper reviews literature about major findings of English as a foreign language (EFL) learners mental lexicon through the results of word association tests, analyzed from three perspectives: syntagmatic responses, paradigmatic responses and form responses. Also, this paper summarizes some influencing factors of the results from empirical studies. By reading previous research on EFL learners mental lexicon, this paper tries to find out some pedagogical implications to help improve the efficiency of L2 vocabulary teaching. The findings of empirical studies show that EFL learners mental lexicon is quite different from native speakers. Although both groups mental lexicon is mainly associated with semantic responses, the specific links are distinct from each other. EFL learners are more likely to give form-related responses, but whether the proportion of syntagmatic or paradigmatic responses is higher varies in different experiments.

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How age and L2 proficiency affectthe L2 lexicon

Cited by 4 publications

References 32 publications

The effects of EFL wordlist and proficiency on vocabulary knowledge

The effects of EFL wordlist and proficiency on vocabulary knowledge

The influence of classroom language contexts on dual language learners’ language development.

Review of Research on EFL Learners Mental Lexicon

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