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The Bilingual Mental Lexicon Interdisciplinary Approaches BIUVGUAL EDUCATION & BILINGUALISM I BILINGUAL EDUCATION & BILINGUALISM Sfti~ Editors: Nancy H. Hornberger, University of PenIlsylva II ia, USA and i Colin Baker, Bangor University, Willes, UK Series Editors: Nancy H,Hornberger, University of Pennsylvania, USA and Colin Baker, Bangor University; Wales, UK Bilingual Education and Bilingualism is an international, multidisciplinary series I publishing research on the philosophy, politics, policy, provision and practice of l• language planning, global English, indigenous and minority language education, J multilingualism, multiculturalism, biliteracy, bilingualism and bilingual education. t The series aims to mirror current debates and discussions. Full details of all the books in this series and of all our other publications can be found on http://www.rnultilingual-rnatters.com. or by writing to Multilingual Matters, St Nicholas House, 31-34 High Street, Bristol BS12AW, UK. The Bilingual Mental Lexicon Interdisciplinary Approaches Edited by Aneta Pavlenko MULTILINGUAL MATTERS Bristol • Buffalo • Toronto ~i, f I ~ f, Contents Contributors vii Preface: Time for New Metaphors? xi 1 Neurolinguistic Contributions to Understanding the Library of Congress Cataloging in Publication Data Bilingual Mental Lexicon A catalog record for this book is available from the Library of Congress. Renata Meuter 1 The Bilingual Mental Lexicon: Interdisciplinary Approaches 2 The Bilingual Lexicon and Bilingual Autobiographical Edited by Aneta Pavlenko. Bilingual Education and Bilingualism: 70 Memory: The Neurocognitive Basic Systems View Includes bibliographical references and index. Robert W. Schrauf. .................................... 26 1. Bilingualism-Psychological aspects. 3 Audio-visual Integration During Bilingual 2. Lexicology-Psycological aspects. 1. Pavlenko, Aneta, 1963­ Language Processing P115.4.B532009 Viorica Marian ....................................... 52 404'.2019-dc222008035194 4 An Overview of Semantic Processing in Bilinguals: British Library Cataloguing in Publication Data Methods and Findings A catalogue entry for this book is available from the British Library. Jeanette Altarriba and Dana M. Baenight-Broum 79 5 Lexical Transfer ISBN-13: 978-1-84769-125-5 (hbk) ISBN-13:978-1-84769-124-8(pbk) Scott [arois 99 6 Conceptual Representation in the Bilingual Lexicon Multilingual Matters and Second Language Vocabulary Learning UK: St Nicholas House, 31-34 High Street, Bristol BS1 2AW, UK. Aneta Paolenko 125 USA: UTP, 2250 Military Road, Tonawanda, NY 14150, USA. 7 Why Gestures are Relevant to the Bilingual Lexicon Canada: UTp, 5201 Dufferin Street, North York, Ontario M3H 5T8, Canada. Marianne Gullberg 161 Copyright © 2009 Aneta Pavlenko and the authors of individual chapters. 8 The Tip-of-the-Tongue Phenomenon as a Window on (Bilingual) Lexical Retrieval All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher. Peter Ecke. 183 9 L1 Attrition and the Mental Lexicon The policy of Multilingual Matters/Channel View Publications is to use papers that Monika S. Schmid and Barbara Kopke 2(\Q are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned. Typeset by Datapage International Ltd. Printed and bound in Great Britain by the Cromwell Press Ltd. v · .... -~ "L'" The Bilingual Mental Lexicon iUrI6th.ml, H. (2001) Lexical transfer in L3 production. In J. Cenoz, B. Hufeisen and U. [essner (eds) Cross-linguistic Influence in Third Language Acquisition: PsycilOlinguistic Perspectives (pp. 59-68). Clevedon: Multilingual Matters. Ringbom, H. (2007) The Importance of Cross-linguistic Similarity in Foreign Language Chapter 6 Learning: Comprehension, Learning and Production. Clevedon: Multilingual Matters. Roelofs, A. (1992) A spreading-activation theory of lemma retrieval in speaking. Conceptual Representation in the Cognition 42, 107-142. Roelofs, A., Meyer, A. and Levelt, W. (1998) A case for the lemma/lexeme Bilingual Lexicon and Second distinction in models of speaking: Comment on Caramazza and Miozzo (1997). Cognition 69, 219-230. Language Vocabulary Learning Sanchez-Casas, R. and Carcia-Albea, J. (2005) The representation of cognate and noncognate words in bilingual memory: Can cognate status be characterized as a special kind of morphological relation? In J. Kroll and A.M.B. De Groot ANETA PAVLENKO (eds) Handbook of Bilingualism: Psycholinguistic Approaches (pp. 226-250). Oxford: Oxford University Press. Introduction Sjoholm, K. (1995) Tne Influence of Crosslinguisiic, Semantic, and Input Factors on the Acquisition of English Phrasal Verbs: A Comparison, Between Finnisn and Swedish In the past decades, scholars have made great strides in under­ Learners at an Intermediate and Advanced Level. Abo, Finland: Abo Akademi standing how cross-linguistic differences play out in orthographic, University Press. phonological, morphosyntactic and lexical processing in the bilingual Weinreich, U. (1953) Languages in Contact. The Hague: Mouton. Williams, S. and Hammarberg, B. (1998) Language switches in L3 production: lexicon. There still remains, however, one area where cross-linguistic Implications for a polyglot speaking model. Applied Linguistics 19, 295-333. differences have not been sufficiently explored and integrated, namely the level of conceptual representation. Early studies of bilingualism had asked whether the two lexicons are linked to a shared conceptual store or two separate stores (Keatley, 1992). At present, most bilingual processing and representation models, with the exception of the Distributed Feature Model (DFM) (De Groot, 1992), assume that while phonological and morphosyntactic forms differ across languages, meanings and/or con­ cepts are largely, if not completely, shared (d. Costa, 2005; Kroll & Stewart, 1994). This assumption is justified by the fact that bilinguals can translate most words from one language to another, by the evidence of cross-linguistic semantic priming and by the interference from one language in picture naming in another (Kroll & Sunderman, 2003). Consequently, a central issue in theories of the bilingual lexicon had been the mapping ofform to meaning (Kroll & De Groot, 1997: 169). Research on conceptual representation had focused on the links between word forms and meanings and examined factors that affect the speed of conceptual access and the strength of interlingual connections, but not the nature of the representation itself (De Groot, 2002; Kroll & Tokowicz, 2005). Recently, there emerged a new line of research on concepts in the bilingual lexicon where the focus of attention shifted from links between word forms and concepts to the actual structure of linguistic categories. that is mental representations linked to word forms (lexical C01l£eptS) 125 '20 The Bilingual Mental Lexicon Bilingual Lexicon and Second Language Vocabulary Learning 127 and grammatical notions (grammatical concepts) (Ameel et al., 2005; see also Altarriba & Basnight-Brown, this volume). These tasks have been Athanasopoulos, 2006, 2007, in press; Cook et al., 2006; Malt & Sloman, used to examine whether L1 and L2 words in the bilingual lexicon are 2003;Pavlenko, 2002a, 2003, 2008a;Stepanova Sachs & Coley, 2006;for an linked to a common conceptual representation. In this paradigm, faster overview see Jarvis & Pavlenko, 2008). The key question in this research reaction times are taken to indicate stronger connections between word is not 'Is the conceptual store shared or separate?' but 'What is shared forms (interlingual connections), in turn stronger connections are attrib­ and what is separate in particular lexical concepts?' The central issue in uted to shared meanings. this inquiry is the mapping offorms to real-world referents. Studies of lexical There exist, however, several problems with these assumptions and concepts in this paradigm ask: what is the structure of linguistic the methods used to test them. To begin with, it is not clear whether categories in the minds of monolingual speakers? That is, how are stronger connections are always - or exclusively - a function of shared words mapped on to objects, events and actions in the real world? What meaning. For instance, in translation tasks a longer amount of time are the similarities and differences between categories linked to transla­ needed to translate a particular word is commonly taken to indicate a tion equivalents? How do bilinguals' categories compare to those of lower degree of shared meaning between the translation equivalents monolingual speakers of their respective languages? (De Groot, 1992, 1993, 1995). In reality, however, the strength of The findings of these studies have important implications for models interlingual connections may be affected by a host of other factors, of the bilingual lexicon, because they challenge the shared store including bilinguals' levels of proficiency in the languages in question, assumption, indicating a much more complex conceptual organization. the context of their acquisition, the context of their use, the level of The purpose of this chapter is to review these studies! and to present a activation of respective languages, similarity of word forms and the model of the bilingual
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