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You searched for subject:(L2 lexical knowledge). Showing records 1 – 3 of 3 total matches.

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Temple University

1. Matikainen, Tiina Johanna. Semantic Representation of L2 Lexicon in Japanese University Students.

Degree: 2011, Temple University

CITE/Language Arts

Ed.D.

In a series of studies using semantic relatedness judgment response times, Jiang (2000, 2002, 2004a) has claimed that L2 lexical entries fossilize with their equivalent L1 content or something very close to it. In another study using a more productive test of lexical knowledge (Jiang 2004b), however, the evidence for this conclusion was less clear. The present study is a partial replication of Jiang (2004b) with Japanese learners of English. The aims of the study are to investigate the influence of the first language (L1) on second language (L2) lexical knowledge, to investigate whether lexical knowledge displays frequency-related, emergent properties, and to investigate the influence of the L1 on the acquisition of L2 word pairs that have a common L1 equivalent. Data from a sentence completion task was completed by 244 participants, who were shown sentence contexts in which they chose between L2 word pairs sharing a common equivalent in the students' first language, Japanese. The data were analyzed using the statistical analyses available in the programming environment R to quantify the participants' ability to discriminate between synonymous and non-synonymous use of these L2 word pairs. The results showed a strong bias against synonymy for all word pairs; the participants tended to make a distinction between the two synonymous items by assigning each word a distinct meaning. With the non-synonymous items, lemma frequency was closely related to the participants' success in choosing the correct word in the word pair. In addition, lemma frequency and the degree of similarity between the words in the word pair were closely related to the participants' overall knowledge of the non-synonymous meanings of the vocabulary items. The results suggest that the participants had a stronger preference for non-synonymous options than for the synonymous option. This suggests that the learners might have adopted a one-word, one-meaning learning strategy (Willis, 1998). The reasonably strong relationship between several of the usage-based statistics and the item measures from R suggest that with exposure learners are better able to use words in ways that are similar to native speakers of English, to differentiate between appropriate and inappropriate contexts and to recognize the boundary separating semantic overlap and semantic uniqueness. Lexical similarity appears to play a secondary role, in combination with frequency, in learners' ability to differentiate between appropriate and inappropriate contexts when using L2 word pairs that have a single translation in the L1.

Temple University – Theses

Advisors/Committee Members: Beglar, David, Childs, Marshall, Willis, Martin, Nation, I. S. P., Webb, Stuart Alexander.

Subjects/Keywords: Language; Linguistics; L2 lexical knowledge; lexical similarity; semantic relatedness; usage-based statistics; word frequency

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Matikainen, T. J. (2011). Semantic Representation of L2 Lexicon in Japanese University Students. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,133319

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Matikainen, Tiina Johanna. “Semantic Representation of L2 Lexicon in Japanese University Students.” 2011. Thesis, Temple University. Accessed January 23, 2021. http://digital.library.temple.edu/u?/p245801coll10,133319.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Matikainen, Tiina Johanna. “Semantic Representation of L2 Lexicon in Japanese University Students.” 2011. Web. 23 Jan 2021.

Vancouver:

Matikainen TJ. Semantic Representation of L2 Lexicon in Japanese University Students. [Internet] [Thesis]. Temple University; 2011. [cited 2021 Jan 23]. Available from: http://digital.library.temple.edu/u?/p245801coll10,133319.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Matikainen TJ. Semantic Representation of L2 Lexicon in Japanese University Students. [Thesis]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,133319

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Alfatle, Akram Basim Mohsin. Investigating The Growth Of Vocabulary Size And Depth Of Word Knowledge In Iraqi Foreign Language Learners Of English.

Degree: MAin English, English, 2016, Missouri State University

This study examined the growth of vocabulary size and depth of word knowledge in Iraqi foreign language learners of English (EFLs) over four years of university instruction. The secondary objective was to investigate the influence of language learning and practice variables on the lexical growth of Iraqi EFLs. Tools included the Self-Rated Vocabulary Test (measure of vocabulary size, D'Anna, Zechmeister, & Hall, 1991) and the Word Associates Test (measure of depth of word knowledge, Read, 1998). A self-report questionnaire was used to collect demographic information and language learning variables from participants. Following a cross-sectional method, 120 students (N = 120), 30 students from each of the four years of study, were randomly selected to participate. A test administrator from an Iraqi university conducted the recruitment and the testing process. Self-report measures were analyzed for validity and reliability; based on these results the data from 25 participants were excluded from further analysis. Multivariate analyses (N = 95) indicated significant vocabulary growth by a large effect across every year of study with students averaging a gain of 800-1,000 word annually and vocabulary growth accelerating moderately over the course of study. The findings have implications for curriculum development and materials selection for this population. Advisors/Committee Members: Andrea Hellman.

Subjects/Keywords: vocabulary size; word knowledge; vocabulary acquisition; lexical growth; L2 lexicon; foreign language teaching; EFL; TESOL; English Language and Literature

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Alfatle, A. B. M. (2016). Investigating The Growth Of Vocabulary Size And Depth Of Word Knowledge In Iraqi Foreign Language Learners Of English. (Masters Thesis). Missouri State University. Retrieved from https://bearworks.missouristate.edu/theses/2230

Chicago Manual of Style (16th Edition):

Alfatle, Akram Basim Mohsin. “Investigating The Growth Of Vocabulary Size And Depth Of Word Knowledge In Iraqi Foreign Language Learners Of English.” 2016. Masters Thesis, Missouri State University. Accessed January 23, 2021. https://bearworks.missouristate.edu/theses/2230.

MLA Handbook (7th Edition):

Alfatle, Akram Basim Mohsin. “Investigating The Growth Of Vocabulary Size And Depth Of Word Knowledge In Iraqi Foreign Language Learners Of English.” 2016. Web. 23 Jan 2021.

Vancouver:

Alfatle ABM. Investigating The Growth Of Vocabulary Size And Depth Of Word Knowledge In Iraqi Foreign Language Learners Of English. [Internet] [Masters thesis]. Missouri State University; 2016. [cited 2021 Jan 23]. Available from: https://bearworks.missouristate.edu/theses/2230.

Council of Science Editors:

Alfatle ABM. Investigating The Growth Of Vocabulary Size And Depth Of Word Knowledge In Iraqi Foreign Language Learners Of English. [Masters Thesis]. Missouri State University; 2016. Available from: https://bearworks.missouristate.edu/theses/2230


Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

3. Konta, Eirini. Η κατάκτηση της ελληνικής από παιδιά με μητρική γλώσσα την τουρκική: στοιχεία από την ονοματική συμφωνία και τη μορφολογία.

Degree: 2013, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

The aim of this study is twofold: (a) to examine whether L2 children who are native speakers of an L1 without grammatical gender and are exposed to the L2 after age 5 can acquire the feature of gender in the L2 and (b) to investigate the role that different linguistic variables (semantic, morpho-phonological, syntactic and lexical) play in gender assignment and gender agreement by L1 and L2 speakers of Greek. 132 native speakers of Turkish, aged 12-16, who were systematically exposed to Greek when they entered primary school (NNS) and 41 native speakers of Greek at the same age (NS) participated in this study. The NNS were divided in four proficiency levels according to a written proficiency test. They also differed in terms of the intensity of input they had received, which was measured by means of their type of schooling (standard Greek vs. minority school). Two oral elicitation tasks were used: a gender assignment task, in which participants had to choose the appropriate definite article, and a gender agreement task, in which participants were expected to use the correct adjectival form so that it agrees with the corresponding noun. The same 64 nouns were employed in both tasks, which ended in 8 different endings (morpho-phonological cue), 3 typically masculine, 2 typically feminine and 3 typically neuter. Half the nouns in each ending had natural gender (semantic cue) while the other half had grammatical gender. With regard to question (b), our results indicate that the linguistic variables played a differential role in the two tasks. The NS relied exclusively in their lexical knowledge in the gender assignment task, but were affected by both lexical knowledge and semantic cues in the gender agreement task. The NNS relied both on their lexical knowledge and on semantic and morpho-phonological cues in the gender assignment task, while in the gender agreement task they relied primarily on semantic cues and on the use of a default form (syntactic strategy). We argue that the differences attested in the NS’ and the NNS’ pattern of performance can be explained if we take into account the limited lexical and grammatical knowledge of the NNS. As far as question (a) is concerned, our results indicate that the NNS’ accuracy in both tasks rises with increased proficiency level and intensity of input. Furthermore, there is a limited number of NNS who have accuracy levels within the range of the NS at both tasks and exhibit similar patterns of performance. We interpret these results as evidence that gender can be acquired by child L2 learners even when this feature is absent in their L1. Moreover, we argue in favor of the Missing Surface Inflection Hypothesis, as there is evidence that the NNS face more problems in the gender agreement task where they systematically rely on a default form. Finally, we believe that the NNS follow a different route than the NS in the acquisition of gender agreement and rely more heavily on the mechanism of semantic agreement, due to their limited linguistic knowledge.

Ο στόχος της παρούσας…

Subjects/Keywords: Κατάκτηση της Γ2 από παιδιά; Κατάκτηση της ελληνικής ως Γ2; Ηλικία έναρξης έκθεσης στη Γ2; Εισερχόμενες πληροφορίες; Μουσουλμανική μειονότητα; Συμφωνία γένους; Απόδοση γένους; Φυσικό γένος; Γλωσσικοί παράγοντες; Σημασιολογικές ενδείξεις; Μορφο-φωνολογικές ενδείξεις; Συντακτικές ενδείξεις; Λεξική γνώση; Child L2 acquisition; Modern Greek as an L2; Age of Acquisition; Input; Muslim minority; Gender agreement; Gender assignment; Natural gender; Linguistic variables; Semantic cues; Morpho-phonological cues; Syntactic cues; Lexical knowledge

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Konta, E. (2013). Η κατάκτηση της ελληνικής από παιδιά με μητρική γλώσσα την τουρκική: στοιχεία από την ονοματική συμφωνία και τη μορφολογία. (Thesis). Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Retrieved from http://hdl.handle.net/10442/hedi/29880

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Konta, Eirini. “Η κατάκτηση της ελληνικής από παιδιά με μητρική γλώσσα την τουρκική: στοιχεία από την ονοματική συμφωνία και τη μορφολογία.” 2013. Thesis, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Accessed January 23, 2021. http://hdl.handle.net/10442/hedi/29880.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Konta, Eirini. “Η κατάκτηση της ελληνικής από παιδιά με μητρική γλώσσα την τουρκική: στοιχεία από την ονοματική συμφωνία και τη μορφολογία.” 2013. Web. 23 Jan 2021.

Vancouver:

Konta E. Η κατάκτηση της ελληνικής από παιδιά με μητρική γλώσσα την τουρκική: στοιχεία από την ονοματική συμφωνία και τη μορφολογία. [Internet] [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2013. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/10442/hedi/29880.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Konta E. Η κατάκτηση της ελληνικής από παιδιά με μητρική γλώσσα την τουρκική: στοιχεία από την ονοματική συμφωνία και τη μορφολογία. [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2013. Available from: http://hdl.handle.net/10442/hedi/29880

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.