The Influence of Semantic Bias on Triple Non-Identical Cognates during Reading: Evidence from Trilinguals' Eye Movements

Autor/in	Lijewska, Agnieszka
Titel	The Influence of Semantic Bias on Triple Non-Identical Cognates during Reading: Evidence from Trilinguals' Eye Movements
Quelle	In: Second Language Research, 39 (2023) 4, S.1235-1263 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lijewska, Agnieszka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/02676583221128525
Schlagwörter	Semantics; Eye Movements; Reading Processes; Second Language Learning; Second Language Instruction; Polish; German; English (Second Language); Multilingualism; Transfer of Training; Comparative Analysis; Interference (Language); Bilingualism; Language Processing; Native Language; Undergraduate Students; Foreign Countries; Applied Linguistics; Poland + Suchen Sie Ihr Suchwort? Semantik; Augenbewegung; Leseprozess; Zweitsprachenerwerb; Fremdsprachenunterricht; Polnisch; Deutscher; English as second language; English; Second Language; Englisch als Zweitsprache; Mehrsprachigkeit; Multilingualismus; Training; Transfer; Ausbildung; Bilingualismus; Sprachverarbeitung; Ausland; Linguistics; Linguistik; Angewandte Linguistik; Polen
Abstract	The current study investigated how the processing of triple cognates (words sharing form and meaning across three languages) is modulated by the semantic bias of sentence context in a reading task. In the study, Polish-German-English trilinguals read English sentences while their eye movements were monitored. The sentences were either semantically biased (high-context) or neutral (low-context) towards target words. The targets were either Polish-German-English cognates whose cross-language form overlap was incomplete (e.g. DIAMENT-DIAMANT-DIAMOND) or English-only controls (e.g. KURCZAK-HÄHNCHEN-CHICKEN). The results revealed a significant effect of context in gaze durations and in total reading time. Importantly, no cognate facilitation effect was identified in any reading measure. The gaze duration data additionally revealed that English-only controls were read slower in low-context sentences than in high-context sentences but gaze durations for cognates were not affected by the sentence context. Thus, prior bilingual findings were only partially replicated in the current study with trilinguals. This suggests that bilingual models of language processing should be carefully adapted to trilinguals. The current data may also mean that non-identical cognates (even those shared across three languages) induce relatively small effects and large samples of participants and items may be needed to detect such effects across reading measures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01