Lexical Priming

Abstract

Lexical priming is the name given to a linguistic theory developed by Michael Hoey (in particular in Hoey, 2003, 2004a, 2005), which seeks to relate corpus‐linguistic concepts such as collocation and colligation to the experimental findings of psycholinguists interested in the retardation and acceleration of word association.

Leveraging Professional Wordlists for Productive Vocabulary Knowledge

“…Previous studies found that word forms and lemmas display different collocational patterns in corpora (Hoey, 2005;Tognini-Bonelli, 2001). Although investigating collocational patterns of individual word forms is interesting for linguistic purposes, as the aims of the present study were primarily pedagogical, examining lemmas was found to be more appropriate as this provides an adequate level of detail to language learners (Nation, 2016).…”

Knowledge of Nativelike Selections in a L2

“…As a further explanation for why knowledge of NLS does not fully develop in the majority of late learners, we can consider Hoey's (2005) work on lexical priming. He argues that when a word is learned in a L2, initially at least, it will activate the related collocational and syntagmatic relationships of its L1 counterpart, and these are not likely to be nativelike to the L2.…”

“…Studies focusing on learners' written production of NLSs (most often operationalized as collocations) have found that learners systematically deviate from native norms through over-or underuse (e.g., Granger, 1998 ;Nesselhauf, 2005 ) and are particularly susceptible to cross-linguistic infl uence (e.g., Laufer & Waldman, 2011 ). Hoey ( 2005 ) notes that L2 learners in a classroom are not in an environment rich enough for them to be able to build nativelike networks of L2 word associations, and, so, what he terms L1 primings are likely to be activated, unhelpfully, by L2 words.…”

“…Children's typical overgeneralizations of grammatical morphemes and word meanings (e.g., how did you unsqueezed it, I beed a good typewriter, let's get brooming, these fl owers are sneezing me ; Stilwell-Peccei, 2006 ) are evidence for how they have perceived regularities in the language they encounter before they have had enough experience to mark the restrictions of their use. Knowledge rooted thus in experience results in the child acquiring not just the meaning of a word, its pronunciation, its grammatical role, and its morphology but also a detailed and networked memory of its commonly associated grammatical and semantic structures, or what Cook ( 1997 ) has described as the accretion of its individual idiosyncrasies (see Hoey, 2005 , for a similar argument). It is this accretion of knowledge about how words are conventionally sequenced that explains synchronic and diachronic dialect variation across communities and why native speakers today could, and yet do not, produce grammatical but nonnativelike selections such as She kicked the ball strongly .…”

Linguo-Didactic Potential of the Modern English-Language Small Prose (B1-C1 Levels)

“…Экстенсивное чтение является залогом обучения языку и положительно влияет на уровень понимания прочитанного, владения лексикой, орфографических навыков, общих культурных знаний [8; 14-15; 18]. В овладении иностранным языком существенно важно количество вводимой информации (input), и расширенное чтение больших объемов текста признаётся одним из эффективных способов изучения новой лексики и закрепления пройденной [7]; здесь также имеет место так называемый лексический прайминг [10], в процессе которого обучающийся сталкивается с лексическими единицами в различных контекстах и получает о них дополнительные сведениязначения и коннотации, коллокации и коллигации, стиль и регистр и др. Более того, экстенсивное чтение имеет шанс трансформироваться в так называемое чтение для удовольствия (reading for pleasure), вызывающее положительные эмоции и выступающее в роли позитивного подкрепления изучения иностранного языка [9].…”