Processes of words memory in second language acquisition: A test of bilingual dual coding theory.

Matsumi, Norio

doi:10.4992/jjpsy.64.460

Cited by 3 publications

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“…Their findings showed that the performance on the picture condition was higher than that on the translated and copied conditions during a free recall phase. Matsumi (1994) also reported an effect of picture superiority, without using a pictorial stimulus, but asking participants to imagine objects or events of given words while translating or copying given words (imagined condition) or just to translate or copy given words (non-imagined condition). The results showed that participants could present words in the imagined condition more than in the non-imagined condition.…”

Section: Effects Of Picture Superiority On Associative Learning Of Words In L2 and Referentsmentioning

confidence: 99%

Pictorial Referents Facilitate Recognition and Retrieval Speeds of Associations Between Novel Words in a Second Language (L2) and Referents

et al. 2021

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This study reveals associative processes for novel words in a second language (L2) and their referents. Thirty Japanese participants learned associative pairs for novel words in Chinese and pictorial referents (CP), as well as novel words in Chinese and words in Japanese (CJ), against a condition in which they learned only novel words in Chinese (C). After the learning phase, participants conducted two learning condition retrieval tasks for word recognition and three recognition tasks for the source-monitoring of the referents. The correct answers for each recognition task were provided to participants after each trial. Although the correct answers in all conditions increased in both the recognition and learning condition retrieval tasks, there was no significant difference among conditions. In contrast, the response times of the correct trials in all recognition tasks and the first learning condition retrieval tasks were faster for the CP condition than the CJ condition. Additionally, in the second learning condition retrieval task, missed items in associative conditions (CP and CJ conditions) were judged to be learned items more often than unlearned items, whereas missed items in the non-associative condition (C condition) were judged to be unlearned items more than learned items. These findings suggest that pictures contribute to the recognition and retrieval speeds of associations between novel words in L2 and referents, and that associative learning of L2 words and referents could enhance more familiarity effects than the learning of L2 words only.

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Section: Effects Of Picture Superiority On Associative Learning Of Words In L2 and Referentsmentioning

confidence: 99%

Pictorial Referents Facilitate Recognition and Retrieval Speeds of Associations Between Novel Words in a Second Language (L2) and Referents

et al. 2021

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“…This differentiation is widely accepted in the realm of bilingual studies (Genesee, Nicoladis, & Paradis, 1995;Matsumi, 1994). Various authors have stated that early and late bilinguals use different strategies when performing similar tasks (Genesee et al, 1978;Wuillemin, Richardson, & Lynch, 1994).…”

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confidence: 91%

“…In a related work, Hamers and Blanc (1989) differentiated early bilinguals, those who acquire the two languages in a common family context, from late bilinguals, those who acquire the first language in their family context and a second language at school. This differentiation is widely accepted in the realm of bilingual studies (Genesee, Nicoladis, & Paradis, 1995;Matsumi, 1994). Various authors have stated that early and late bilinguals use different strategies when performing similar tasks (Genesee et al, 1978;Wuillemin, Richardson, & Lynch, 1994).…”

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confidence: 93%

The Influence of the Social Use and the History of Acquisition of Euskera on Comprehension and Recall of Scientific Texts in Euskera and Castilian

Gorostiaga

Balluerka

2002

Language Learning

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This study examined the influence of the social use and the history of acquisition of Euskera (the Basque language) on comprehension and recall of two versions (EuskeraCastilian) of a scientific text read by bilingual high school and college students. Comprehension was measured by performance on an inferential task and recall by efficiency on a test that assessed recognition of essential and supplementary information in the text. Results suggested that both extensive social use and an active history of acquisition of a language improve the level of comprehension of a text written in that language. However, neither factor facilitated the recognition of essential information in the text. The possible implications of these results for education are discussed.Euskera (the Basque language) is one of the minority languages of the Iberian Peninsula. Speakers of Euskera live in the Basque Country, which is situated in the north of Spain, next to the French border. Today, there are no monolingual speakers of

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The Age and Context of Acquisition of Euskera and Castilian: A Matter of the Bilingual Education and Politics of the Basque Language

Balluerka

Gorostiaga

Stock

1996

Bilingual Research Journal

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Processes of words memory in second language acquisition: A test of bilingual dual coding theory.

Cited by 3 publications

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Pictorial Referents Facilitate Recognition and Retrieval Speeds of Associations Between Novel Words in a Second Language (L2) and Referents

Pictorial Referents Facilitate Recognition and Retrieval Speeds of Associations Between Novel Words in a Second Language (L2) and Referents

The Influence of the Social Use and the History of Acquisition of Euskera on Comprehension and Recall of Scientific Texts in Euskera and Castilian

The Age and Context of Acquisition of Euskera and Castilian: A Matter of the Bilingual Education and Politics of the Basque Language

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