Automaticity of lexical access and executive control in Croatian-German bilinguals and second language learners
Journal Title: Studies in Second Language Learning and Teaching - Year 2018, Vol 8, Issue 4
Abstract
The aim of this study was to explore automaticity of lexical access and executive functions of language learners and bilinguals while considering their language automaticity. Three groups of youths aged 14 to 18 were tested: Croatian-German early bilinguals, Croatian high school students who participated in a German immersion programme at school and Croatian high school students of German as a foreign language. The participants were tested on a modified version of the Stroop test (i.e., a Stroop-like test). It presented pictures of an animal or an object with names of an animal or an object written over the picture. The names were written in Croatian or German and were either congruent or incongruent. Lexical access was slower for the bilinguals in both Croatian and German, which suggests that they used more of their cognitive resources because both of their languages were highly active, and more executive control was required to complete the task.
Authors and Affiliations
Kristina Vujnović Malivuk, Marijan Palmović, Lovorka Zergollern-Miletić
Keywords
Related Articles
- EP ID EP428402
- DOI 10.14746/ssllt.2018.8.4.3
- Views 115
- Downloads 0
Beyond instructed L2 grammar acquisition: Theoretical insights and pedagogical considerations about the role of prior language knowledge
The prior language knowledge of learners for whom the target language is not the first foreign language poses a different starting learning situation that should merit pedagogical attention. The present paper seeks to co...
Korean language learning demotivation among EFL instructors in South Korea
Studies investigating the motivation of L1 speakers of English to learn the national language of the host society they currently reside in remain rare, despite the exponential growth of such individuals residing in these...
L2 English derivational knowledge: Which affixes are learners more likely to recognise?
Knowledge of derivational morphology is considered an important aspect of vocabulary knowledge both in L1 (mother tongue) and L2 (second or foreign language) English language learning. However, it is still not clear whet...
Improving reading fluency and comprehension in adult ESL learners using bottom-up and top-down vocabulary training
The current research examines the effect of two methods of vocabulary training on reading fluency and comprehension of adult English as second language (ESL) tertiary-bound students. The methods used were isolated vocabu...
Arabic language-learning strategy preferences among undergraduate students
This study elicited Arabic students’ perceptions regarding their language-learning strategy preferences (LLSPs). A sample of 120 undergraduate Arabic students participated. Data were collected through a questionnaire and...