CONCEPTUAL REPRESENTATION IN THE SECOND LANGUAGE LEXICON: THE INTERPLAY BETWEEN L1 INFLUENCE AND L2 PROFICIENCY
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초록
This paper examines the architecture of the second language (L2) lexicon through the same-translation effect (Jiang, 2000, 2002) with reference to L2 proficiency. The same-translation effect claims that non-native speakers make semantic overgeneralization, due to the influence of first language (L1) conceptual information on the L2 lexicon. Despite its theoretical plausibility, the empirical justification of the effect (Jiang, 2002, 2004) has been limited to a single proficiency level of L2 learners. Thus, this paper examines whether L2 learners with lower proficiency show a greater L1 influence effect than those with higher proficiency. Three groups of participants (Korean intermediate-ESL learners, Korean advanced-ESL learners, and native speakers of English) completed an off-line semantic-relatedness judgment task on pairs of English words presented in sentences. Results reveal that the same-translation effect emerged in both intermediate and advanced groups; however, the intermediate-ESL group demonstrated weaker L1 influence than the advanced-ESL group, although the difference between the two groups was not significant.
Abstract
This paper examines the architecture of the second language (L2) lexicon through the same-translation effect (Jiang, 2000, 2002) with reference to L2 proficiency. The same-translation effect claims that non-native speakers make semantic overgeneralization, due to the influence of first language (L1) conceptual information on the L2 lexicon. Despite its theoretical plausibility, the empirical justification of the effect (Jiang, 2002, 2004) has been limited to a single proficiency level of L2 learners. Thus, this paper examines whether L2 learners with lower proficiency show a greater L1 influence effect than those with higher proficiency. Three groups of participants (Korean intermediate-ESL learners, Korean advanced-ESL learners, and native speakers of English) completed an off-line semantic-relatedness judgment task on pairs of English words presented in sentences. Results reveal that the same-translation effect emerged in both intermediate and advanced groups; however, the intermediate-ESL group demonstrated weaker L1 influence than the advanced-ESL group, although the difference between the two groups was not significant.
참고문헌 (32)
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