Examining Lexical Development in Second Language Learners: An Approximate Replication of Salsbury, Crossley & McNamara (2011)

Autor/inn/en	Crossley, Scott A.; Skalicky, Stephen
Titel	Examining Lexical Development in Second Language Learners: An Approximate Replication of Salsbury, Crossley & McNamara (2011)
Quelle	In: Language Teaching, 52 (2019) 3, S.385-405 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4448
Schlagwörter	Second Language Learning; Second Language Instruction; Language Research; Familiarity; Computational Linguistics; Speech Communication; Language Proficiency; Individual Differences; Vocabulary Development; Teaching Methods; English (Second Language) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachforschung; Linguistics; Computerlinguistik; Language skill; Language skills; Sprachkompetenz; Individueller Unterschied; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This paper reports on an approximate or partial replication of a study by Salsbury, Crossley & McNamara (2011) that examined the longitudinal developmental of a number of core lexical features related to word imageability, concreteness, familiarity, and meaningfulness in a spoken corpus of English second language (L2) learners. Salsbury et al. found no developmental growth patterns for word familiarity but strong growth patterns for word concreteness, imageability, and meaningfulness as a function of time such that L2 learners began to produce more sophisticated words. Salsbury et al. were the first to formally identify this relation between English proficiency and lexical sophistication, and a large number of studies investigating lexical proficiency have cited this article as a foundational study. There were, however, a number of limitations to the Salsbury et al. (2011) study that make it appropriate for replication. First, the sample size was relatively small (six learners sampled six times over the course of a year). In addition, the study did not control for a number of factors important in L2 acquisition studies (e.g., age, proficiency level, gender) and used a statistical technique that averaged group means and did not properly account for individual participant variation. This replication study addresses these areas and the findings from the replication reflect those reported by Salsbury et al., providing support for the notion that developing L2 lexicons move from the production of words with stronger links to core lexical items to words with weaker links to core lexical items over time. Implications for language learning and teaching are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01