L2 Verbal Fluency and Cognitive Mechanism in Bilinguals: Evidence from Tibetan–Chinese Bilinguals

Wang, Jiajia; Jijia, Zhang; Cui, Zhanling

doi:10.1007/s10936-020-09730-7

Cited by 3 publications

(2 citation statements)

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“…Verbal fluency is the cognitive capacity to retrieve information from memory (Patterson, 2011) related to verbal ability (Lu and Zhang, 2007). It demonstrates verbal ability (Wang et al, 2021) and is associated with one's capacity to semantically categorise and retrieve concepts (e.g. vocabulary) from one's semantic memory or so-called "mental encyclopedia" (Harley, 2014).…”

Section: Verbal Fluencymentioning

confidence: 99%

“…Previous studies have demonstrated that verbal fluency capacity is associated to language learning and processing (Friesen et al, 2021;Lam and Marquardt, 2021;Luo et al, 2010;Rommers et al, 2015;Wang et al, 2021); however, what is less clear is if, or how, verbal fluency capacity contributes to L2 vocabulary learning in adult Spanish native speakers. Thus, it is necessary to explore the possible influence of verbal fluency capacity in L2 vocabulary learners with adults to provide a deeper account of vocabulary learning in that population.…”

Section: Introduction 11 Learners' Individual Differencesmentioning

confidence: 96%

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Exploring the role of verbal fluency in L2 Vocabulary Learning: Evidence from university students in the United Kingdom

García-Castro

2022

Act. Inv. en Educ.

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Research in second/foreign (L2) vocabulary learning has recently started to take into account the role of learners’ individual differences in working memory, motivation, language aptitude, phonological awareness, amongst others. However, much research up to now has not explored if verbal fluency capacity influences learning L2 English in adult learners. Thus, this study examined the possible influence of verbal fluency in L1 and L2 vocabulary learning in university students (n=58) in York, United Kingdom, from March to May 2018. A quantitative methodology, via a linguistic experiment, was employed to explore whether verbal fluency capacity facilitates L1 and L2 vocabulary learning. The experiment started with a verbal fluency capacity test, followed by a vocabulary training phase, and it finished with offline recognition and recall vocabulary post-tests. Data was processed and analysed using the statistical package R and two general linear models were created and tested with the “glm” package in the R environment. Results of general linear modelling confirmed that L1 learners scored higher than L2 learners in recognition (β =-31.54, SE= 9.38, Z=-3.362, p<0.001) and recall (β = -25.50, SE= 8.69, Z=-2.933, p<0.003) vocabulary post-tests. Additionally, L1 (M=0.53; SD=0.50; vs. M=0.47; SD=0.50) and L2 learners (M=0.39; SD=0.49; vs. M=0.36, SD=0.48) with higher verbal fluency capacity scored higher in recall post-tests (β =0.83, SE=0.33, Z=2.511, p<0.012) than those with lower capacities. It is concluded that verbal fluency capacity may influence vocabulary learning and that this information should be taken into account in vocabulary teaching and learning processes.

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Section: Verbal Fluencymentioning

confidence: 99%

Section: Introduction 11 Learners' Individual Differencesmentioning

confidence: 96%

Exploring the role of verbal fluency in L2 Vocabulary Learning: Evidence from university students in the United Kingdom

García-Castro

2022

Act. Inv. en Educ.

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The potential trade-off between L3 Chinese proficiency and L1 Thai verbal fluency

Intasao

2024

International Journal of Multilingualism

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Bilingual education in China: a qualitative synthesis of research on models and perceptions

Liu

Chong

2023

Applied Linguistics Review

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Bilingual education has become increasingly popular in China, with a subsequent growth in research, particularly research with a qualitative component that examines learners’ and teachers’ experiences and perspectives. These studies have mostly been conducted in individual classroom settings where contexts and learners differ, making findings less transferrable to other educational settings. To address this need, we conducted a qualitative synthesis of research that aims to provide a holistic and rich description of bilingual education in China. Our focus is on the implementation of bilingual education in different educational contexts, learners’ and teachers’ perceptions of bilingual education, and the research instruments used for the evaluation of bilingual education. Following a discipline-specific methodological framework for conducting qualitative research synthesis (Chong, Sin Wang & Luke Plonsky. 2021. A primer on qualitative research synthesis in TESOL. TESOL Quarterly 55(3). 1024–1034), we identified suitable studies using a pre-determined search string within various databases. Search results were screened based on a set of inclusion criteria and relevant information was extracted from the included studies using a piloted data extraction form. The extracted data were synthesised using grounded theory to identify new themes and sub-themes. Our findings point to the need for more fine-grained classifications of bilingual education models, despite the fact that Chinese learners generally show positive attitudes towards bilingual education. The study ends with an analysis of limitations, as well as recommendations for future research and practice.

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L2 Verbal Fluency and Cognitive Mechanism in Bilinguals: Evidence from Tibetan–Chinese Bilinguals

Cited by 3 publications

References 33 publications

Exploring the role of verbal fluency in L2 Vocabulary Learning: Evidence from university students in the United Kingdom

Exploring the role of verbal fluency in L2 Vocabulary Learning: Evidence from university students in the United Kingdom

The potential trade-off between L3 Chinese proficiency and L1 Thai verbal fluency

Bilingual education in China: a qualitative synthesis of research on models and perceptions

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