Language Proficiency Is Only Part of the Story: Lexical Access in Heritage and Non-Heritage Bilinguals

Autor/inn/en	Wiener, Seth; Tokowicz, Natasha
Titel	Language Proficiency Is Only Part of the Story: Lexical Access in Heritage and Non-Heritage Bilinguals
Quelle	In: Second Language Research, 37 (2021) 4, S.681-695 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wiener, Seth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658319877666
Schlagwörter	Bilingualism; Language Dominance; Mandarin Chinese; English (Second Language); Second Language Learning; Native Language; Age Differences; Teaching Methods; Translation; Orthographic Symbols; Language Proficiency; Accuracy; Semantics; Interference (Language); Heritage Education; Word Recognition; Transfer of Training; Morphemes; Reaction Time; Color; Interference (Learning); Visual Stimuli; Chinese Americans; Cross Cultural Studies; Foreign Countries; Graduate Students; Undergraduate Students; Learning Experience; Intelligence Tests; Comparative Analysis; Second Language Instruction; Student Characteristics; China; United States; Stroop Color Word Test + Suchen Sie Ihr Suchwort? Bilingualismus; Sprachliche Dominanz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Age; Difference; Age difference; Altersunterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Semantik; Worterkennung; Training; Transfer; Ausbildung; Morphem; Reaktionsvermögen; Colour; Farbbezeichnung; Farbe; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Cultural comparison; Kulturvergleich; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lernerfahrung; Intelligence test; Intelligenztest; Fremdsprachenunterricht
Abstract	This study examined how language proficiency and age of acquisition affect a bilingual language user's reliance on the dominant language during lexical access. Two bilingual groups performed a translation recognition task: Mandarin-English classroom bilinguals who acquired their dominant language (Mandarin) from birth and their non-dominant language (English) post-puberty through formal classroom instruction, and Mandarin-English heritage bilinguals who acquired their non-dominant language (Mandarin) at home from birth but became more dominant in another language (English) through society and peers. Participants decided whether word pairs were correct translations as quickly and accurately as possible. Critical trials involved correct translations (e.g. [Mandarin character omitted] -- landlord) and incorrect translations that were related to the correct translation in meaning (e.g. [Mandarin character omitted] -- rent) or form (e.g. [Mandarin character omitted] -- lantern). When identifying correct translations, lower proficiency heritage bilinguals were slower and less accurate than higher proficiency classroom bilinguals. Yet, when rejecting incorrect translations, heritage bilinguals demonstrated a greater magnitude of semantically-related interference than classroom bilinguals. Heritage bilinguals additionally demonstrated small but measurable amounts of form-related interference whereas the classroom bilinguals did not. Heritage bilinguals thus showed unique patterns of lexical access distinct from bilinguals who acquired their non-dominant language at a later age in a classroom setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01