Semantic network topology in L1 and L2 Spanish
Author ORCID Identifier
0000-0002-9760-9992
Document Type
Paper Presentation
Presenter Language
English
Research Area
Second language acquisition
Location
MBSC Omaha Room 304
Start Date
18-10-2024 12:00 PM
End Date
18-10-2024 12:30 PM
Abstract
Vocabulary size is one of the strongest indicators of second language (L2) proficiency. L2 learners are exposed to large amounts of vocabulary, yet they may struggle retrieving words for spontaneous communication. This difficulty may not be strictly related to number of words known, but rather to the organization or topology of the lexicon. Lexicon topology underlies how the lexicon is searched, how words are associated and how easily they can be retrieved. Since lexicon topology seems essential for communication, one of the main objectives of L2 instruction should be to teach vocabulary in a way that favors meaningful semantic connections. The goal of this project is to explore how different types of vocabulary exposure shape the connections formed in the L2 lexicon. During L2 acquisition, words are often presented in thematic lists (e.g., food), favoring a lexicon organized by shared features (burger-hot dog). This approach is not necessarily wrong, because words that belong to the same themes tend to co-occur. However, thematic lists offer only a partial picture of how words interconnect. For example, beer and football do not share any features and do not belong strictly to the same theme (food and sports, respectively); however, they co-occur frequently and are associated in the lexicon (e.g., when talking about sports).
A word-association task was conducted to assess semantic network topology in two groups with different types of language exposure, native Spanish speakers and L2 Spanish learners. Network modeling was used to explore the semantic connections in each network and to detect communities formed around the different prompts. The results indicate that the L2 semantic network included more generic associates (e.g., bueno ‘good’), and it was more influenced by thematic relations, compared to native speakers. Additionally, the L2 semantic network appeared to be at an intermediate stage between a parasitic network, exploiting the L1 connections, and an effective L2 network, capturing some semantic nuances of the target language, which in turn highlights the dynamic nature of the lexicon. These findings have pedagogical implications, and directly relate to the importance of considering usage-based and experimental evidence when designing L2 classroom materials.
Semantic network topology in L1 and L2 Spanish
MBSC Omaha Room 304
Vocabulary size is one of the strongest indicators of second language (L2) proficiency. L2 learners are exposed to large amounts of vocabulary, yet they may struggle retrieving words for spontaneous communication. This difficulty may not be strictly related to number of words known, but rather to the organization or topology of the lexicon. Lexicon topology underlies how the lexicon is searched, how words are associated and how easily they can be retrieved. Since lexicon topology seems essential for communication, one of the main objectives of L2 instruction should be to teach vocabulary in a way that favors meaningful semantic connections. The goal of this project is to explore how different types of vocabulary exposure shape the connections formed in the L2 lexicon. During L2 acquisition, words are often presented in thematic lists (e.g., food), favoring a lexicon organized by shared features (burger-hot dog). This approach is not necessarily wrong, because words that belong to the same themes tend to co-occur. However, thematic lists offer only a partial picture of how words interconnect. For example, beer and football do not share any features and do not belong strictly to the same theme (food and sports, respectively); however, they co-occur frequently and are associated in the lexicon (e.g., when talking about sports).
A word-association task was conducted to assess semantic network topology in two groups with different types of language exposure, native Spanish speakers and L2 Spanish learners. Network modeling was used to explore the semantic connections in each network and to detect communities formed around the different prompts. The results indicate that the L2 semantic network included more generic associates (e.g., bueno ‘good’), and it was more influenced by thematic relations, compared to native speakers. Additionally, the L2 semantic network appeared to be at an intermediate stage between a parasitic network, exploiting the L1 connections, and an effective L2 network, capturing some semantic nuances of the target language, which in turn highlights the dynamic nature of the lexicon. These findings have pedagogical implications, and directly relate to the importance of considering usage-based and experimental evidence when designing L2 classroom materials.