Abstract Lexical Structure in Second Language Learning

Longxing Wei

doi:10.22158/sll.v2n3p223

Abstract

<em>Different from most previous studies of language transfer phenomena in second language learning which remain at an observational and descriptive level, this study proposes that the major source of language transfer is the interference of first language abstract lexical structure. It assumes that any interlanguage system, like other linguistic systems, has an abstract lexical structure containing several discrete but interacting subsystems: lexical-conceptual structure, predicate-argument structure, and morphological realization patterns. Unlike abstract lexical structures in other linguistic systems, the abstract lexical structure in second language learning has different sources. This study claims that any abstract lexical structure in second language learning contains more abstract elements than surface configurations of language, that is, language-specific lemmas underlie lexical entries, and such language-specific lemmas are in contact in second language learning, which can be split and recombined in novel, yet constrained ways in constructing the developing interlanguage system. Some typical instances of language transfer indicate that parts of the abstract lexical structure from first language lexical entries may influence that of the incompletely acquired L2 lexical entries. Thus, successful second language acquisition is driven by the complete acquisition of the abstract lexical structure underlying second language lexical entries.</em>

Highlights

This study offers a brief but critical review of previous studies of second language (L2) learner errors in terms of language transfer as the theoretical background for the current research
It further claims that the abstract lexical structure in L2 learning contains language-specific lemmas underlying particular lexical entries and such language-specific lemmas are in contact in L2 learning
The Bilingual Lemma Activation (BLA) Model assumes that lemmas in the bilingual mental lexicon are language-specific, and such lemmas are in contact in L2 learning

Summary

Introduction

This study offers a brief but critical review of previous studies of second language (L2) learner errors in terms of language transfer as the theoretical background for the current research. It claims that language transfer must be identified and described at three levels of abstract lexical structure in L2 learning: lexical-conceptual structure, predicate-argument structure, and morphological realization patterns. The BLA Model assumes that language transfer in L2 learning is a consequence of bilingual lemmas in contact and accounts for it at three levels of speech production: lexical-conceptual structure, predicate-argument structure, and morphological realization patterns.

Results

Conclusion