Lexical production and organisation in L2 EFL and L3 EFL learners: a distributional semantic analysis of verbal fluency

Fontecha, Almudena Fernández; Catalán, Rosa Marı́a Jiménez; Ryan, James Owen

doi:10.1080/14790718.2021.2016770

Cited by 3 publications

(3 citation statements)

References 38 publications

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“…While the former is concerned with the cognitive process of retrieving words from the mental lexicon, the latter refers to the predefined semantic categories used to prompt the generation of words stored in the mental lexicon (Jiménez Catalán, 2023; Hérnandez‐Muñoz et al., 2006). This is assessed using time‐controlled tasks, such as the lexical availability task (LAT), which involve the activation of vocabulary in response to a particular stimulus, measuring the number of words retrieved (Fernández‐Fontecha et al., 2021). Within a CLIL context, such LATs provide a convenient way to explore and assess the most readily available vocabulary used in content classes (Geoghegan & Agustín Llach, 2023).…”

Section: Clil and Lexical Availability Studiesmentioning

confidence: 99%

The effect of CLIL on productive thematic vocabulary

Geoghegan

2023

Int J App Linguistics

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In recent years, content and language integrated learning (CLIL) has become increasingly popular throughout Spain. One suggested benefit of this approach is that it increases students’ exposure to the language and facilitates their acquisition of subject‐specific vocabulary (SSV). However, there is a scarcity of research demonstrating this advantage, particularly in terms of lexical availability (LA). This has led to calls to focus on semantic prompts which are linked to the CLIL subject, to better understand the effect of this linguistic exposure. This study investigates the LA of students taking either science or economics through English. Results indicate that CLIL instruction plays an important role in acquiring SSV, revealing that it can help students improve their token production to the extent that they can effectively bridge the gap between them and students with a higher language level and greater token production in other domains.En los últimos años, el Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) ha crecido a gran escala por toda España. Uno de los supuestos beneficios del enfoque es que aumenta las cantidades de exposición a la lengua meta que reciben los alumnos, facilitando en particular la adquisición del vocabulario relacionado con el contenido. Sin embargo, hay una falta de investigación que demuestra esta ventaja, especialmente dentro del campo de la disponibilidad léxica. Esto ha hecho un llamado para centrarse en los centros de interés que están relacionados con la propia asignatura AICLE, para entender mejor su efecto. Con este fin, este estudio investiga la disponibilidad léxica de alumnos que cursan una asignatura de ciencia o economía en inglés. Los resultados indican que la instrucción AICLE juega un importante papel en la adquisición de vocabulario relacionado con el contenido de la clase, y revelan que la instrucción AICLE puede ayudar a que los alumnos mejoren su disponibilidad léxica hasta efectivamente romper la distancia entre ellos y otros alumnos con un nivel de idioma más alto y que producen más vocabulario en otros ámbitos lingüísticos.

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Section: Clil and Lexical Availability Studiesmentioning

confidence: 99%

The effect of CLIL on productive thematic vocabulary

Geoghegan

2023

Int J App Linguistics

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“…However, there remains a paucity of evidence of its implementation in languages different from the mother tongue. To our knowledge, only Fernández-Fontecha et al (2021) have applied vectorial analysis to other languages. In this case, the same Word2Vec technique used in the present study allowed identification of different patterns of lexical production and organization strategies in L2 and L3 EFL learners.…”

Section: Automatic Analysis Of Lexical Organizationmentioning

confidence: 99%

“…This differentiation is based on the idea that individuals tend to explore semantic fields locally rather than seeking out words associated with prior responses beyond the most recent one. The term chain is adopted from the second author's earlier work (Ryan, 2013;Ryan et al, 2013), but the general idea dates to at least Hills et al (2012) and it has also been utilized in other more recent studies (Fernández-Fontecha et al, 2021;Linz et al, 2017;Pakhomov & Hemmy, 2014;Prud'hommeaux et al, 2017).…”

Section: Variablesmentioning

confidence: 99%

The use of lexical retrieval strategies by creative second language learners: A computational analysis of clustering and switching

Fernández-Fontecha,

Ryan

2023

10.14746/ssllt

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This study seeks to delve into the potential role of divergent thinking, a component of creativity, in second language learning. Specifically, we compare the use of lexical organization and production strategies of two groups of more and less creative EFL learners in year 12 through an automatic vectorial semantic analysis of their retrieval in three second language semantic fluency tasks. Consistent with previous research in the field of creativity, our findings indicate that the creative group retrieved more second language words than the less creative group. These words were less related to each other and to the stimulus categories than the words generated by the less creative group. While the creative participants’ retrieval was based on an extensive use of switching, a slight but non-significant trend was found in the production of longer clusters by the less creative participants. These results yield interesting insights into the potential role of creativity in second language learning.

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Immigrant Heritage Learners' Acquisition of L3 EFL

Pérez Hernández

2024

J. engl. stud. (Logroño, internet)

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Heritage speakers (HS) with an immigrant background are bilinguals whose L1 is a minority language that lacks social status in the host country. A bilingual advantage has been extensively reported in research in third language acquisition (TLA) mainly in the context of bilingual education. However, mixed results are obtained when TLA takes place in immigration contexts. In an attempt to understand this variability, this systematic review examines the individual and contextual variables reported in the literature that could be mediating the relationship between immigrant HS’ bilingualism and their EFL L3 learning in educational settings across Europe. Following the PRISMA guidelines, we have examined 20 peer-reviewed studies (2013-2023). The findings highlight socioeconomic status, cognitive abilities, and manner of acquisition of the L1 as affecting L3 learning. This systematic review emphasizes the need to tailor instruction to the specific characteristics and needs of these learners, promoting a more individualized approach to L3 teaching.

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Lexical production and organisation in L2 EFL and L3 EFL learners: a distributional semantic analysis of verbal fluency

Cited by 3 publications

References 38 publications

The effect of CLIL on productive thematic vocabulary

The effect of CLIL on productive thematic vocabulary

The use of lexical retrieval strategies by creative second language learners: A computational analysis of clustering and switching

Immigrant Heritage Learners' Acquisition of L3 EFL

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