The Bilingual Lexicon

Kroll, Judith F.; Ma, Fengyang

doi:10.1002/9781118829516.ch13

Cited by 23 publications

(26 citation statements)

References 91 publications

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“…There is strong evidence for parallel activation of bilinguals' two lexicons (e.g., Kroll and Ma 2018). More importantly, there also appears to be parallel activation of syntactic (grammatical) knowledge, as we shall see.…”

Section: Introductionmentioning

confidence: 87%

Shared representation of passives across Scottish Gaelic and English: evidence from structural priming

et al. 2018

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Evidence from cross-linguistic priming suggests that bilinguals can share their representations of constructions that occur in both languages. Some studies suggest that such sharing occurs only when the constructions involve identical syntactic categories and word order, thereby supporting a restricted sharedstructure account of bilingual linguistic representation. But other studies suggest that such exact repetition is not necessary for priming. To address this question, we conducted an experiment in which bilingual speakers of Scottish Gaelic and English heard Gaelic utterances involving actives, two types of passives, or noun phrase conjunctions (as a baseline), and then produced English transitive descriptions. Their target descriptions tended to use the same construction as the prime utterances. As both active and passive word order differs between Gaelic and English, the results support a less restricted sharedstructure account of bilingual linguistic representation.

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Section: Introductionmentioning

confidence: 87%

Shared representation of passives across Scottish Gaelic and English: evidence from structural priming

et al. 2018

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“…Kroll and Dijkstra 2002), there are still certain doubts concerning the fact that the RHM model is not compliant with the recent research on lexical representations. Kroll and Dijkstra 2002), there are still certain doubts concerning the fact that the RHM model is not compliant with the recent research on lexical representations.…”

Section: The Revised Hierarchical Modelmentioning

confidence: 98%

“…Overall, the research results in multilingual word recognition demonstrate a considerable amount of interaction between the languages known by a multilingual, which has led the majority of researchers to believe that lexical access in multilinguals is basically nonselective with respect to language (Caramazza and Brones 1979;Kroll and Dijkstra 2002; De Groot 2013b), automatic (i.e., not under control of the reader/listener), and, although task dependent, its first processing stages might remain unaffected by nonlinguistic factors (cf. Dijkstra 2003b).…”

Section: Selective and Non-selective Accessmentioning

confidence: 99%

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Multilingual Lexical Recognition in the Mental Lexicon of Third Language Users

Szubko-Sitarek

2015

Second Language Learning and Teaching

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The series brings together volumes dealing with different aspects of learning and teaching second and foreign languages. The titles included are both monographs and edited collections focusing on a variety of topics ranging from the processes underlying second language acquisition, through various aspects of language learning in instructed and non-instructed settings, to different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. The publications reflect state-of-the-art developments in those areas, they adopt a wide range of theoretical perspectives and follow diverse research paradigms. The intended audience are all those who are interested in naturalistic and classroom second language acquisition, including researchers, methodologists, curriculum and materials designers, teachers and undergraduate and graduate students undertaking empirical investigations of how second languages are learnt and taught.More information about this series at

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“…In studies of language processing by bilinguals, it has been found that cognates are recognized faster and with greater ease than noncognates, which is referred to as the "cognate facilitation effect" (e.g., Kroll & Dijkstra, 2002). Cognates are also easier to learn and integrate into the lexicon, because the lexicosemantic representations of new L2 words are better established when they overlap with the representations of words in the L1 at the form-based linguistic levels of orthography and phonology (De Groot & van Hell, 2005;Ellis & Beaton, 1993).…”

Section: Theoretical Background Linguistic Distancementioning

confidence: 99%

Different Starting Points for English Language Learning: A Comparative Study of Danish and Spanish Young Learners

2018

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This study compared receptive English grammar skills of two groups of 7‐ and 9‐year‐old Danish children at the beginning of second language (L2) instruction in English, and two groups of Spanish/Catalan children of the same age after several years of instruction. The study examined the influence of two language‐related factors (receptive vocabulary skills, cognate linguistic distance) and two context‐related factors (amount of formal instruction, frequency of exposure to English outside school), additionally focusing on the gender variable. Results revealed that the amount of formal instruction had a lesser role in the children's receptive grammar knowledge than cognate linguistic distance and out‐of‐school contact with English (particularly with audiovisual material). These factors may explain why Danish children's receptive knowledge of English prior to school instruction is largely similar to that of Spanish children after several years of instruction, revealing a sharp contrast in their respective starting points for L2 learning.

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The Bilingual Lexicon

Cited by 23 publications

References 91 publications

Shared representation of passives across Scottish Gaelic and English: evidence from structural priming

Shared representation of passives across Scottish Gaelic and English: evidence from structural priming

Multilingual Lexical Recognition in the Mental Lexicon of Third Language Users

Different Starting Points for English Language Learning: A Comparative Study of Danish and Spanish Young Learners

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