Bilinguals' Existing Languages Benefit Vocabulary Learning in a Third Language

Autor/inn/en	Bartolotti, James; Marian, Viorica
Titel	Bilinguals' Existing Languages Benefit Vocabulary Learning in a Third Language
Quelle	In: Language Learning, 67 (2017) 1, S.110-140 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12200
Schlagwörter	Bilingual Students; Bilingual Education; Adults; Vocabulary Development; Multilingualism; Scaffolding (Teaching Technique); Prediction; Transfer of Training; English; German; Artificial Languages; Orthographic Symbols; Improvement; Accuracy; Memory; Statistical Distributions; Probability; Outcomes of Education + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Wortschatzarbeit; Mehrsprachigkeit; Multilingualismus; Vorhersage; Training; Transfer; Ausbildung; English language; Englisch; Deutscher; Qualitätssteigerung; Gedächtnis; Wahrscheinlichkeitsverteilung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Lernleistung; Schulerfolg
Abstract	Learning a new language involves substantial vocabulary acquisition. Learners can accelerate this process by relying on words with native-language overlap, such as cognates. For bilingual third language learners, it is necessary to determine how their two existing languages interact during novel language learning. A scaffolding account predicts transfer from either language for individual words, whereas an accumulation account predicts cumulative transfer from both languages. To compare these accounts, 20 English-German bilingual adults were taught an artificial language containing 48 novel written words that varied orthogonally in English and German wordlikeness (neighborhood size and orthotactic probability). Wordlikeness in each language improved word production accuracy, and similarity to one language provided the same benefit as dual-language overlap. In addition, bilinguals' memory for novel words was affected by the statistical distributions of letters in the novel language. Results indicate that bilinguals utilize both languages during third language acquisition, supporting a scaffolding learning model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01