Second Language Word Recognition Research Articles

Individual differences in L2 frequency effects in different script bilinguals

Aims: High frequency words are read more quickly and accurately than low frequency words, a phenomenon called the frequency effect. In the current study, we examine several possible predictors for explaining individual differences between bilinguals in their sensitivity to frequency in the second language: specific second language exposure and vocabulary; general language abilities (therefore also evident in native language performance); and general cognitive ability (non-linguistic sensitivity to regularities). Approach: We used an individual differences approach with unbalanced Hebrew–English bilinguals, two typologically different languages that do not share a writing system, which allows a clear discrimination between native language and second language exposure and vocabulary. Data and analysis: To examine frequency effects, 69 Hebrew–English bilingual adults completed lexical decision tasks in native language and second language. In addition, participants completed vocabulary tests in both languages, reported language use and proficiency, and performed a statistical learning task. Data were analyzed using linear mixed-effects models. Findings: The results demonstrated that only vocabulary knowledge in the second language was a significant predictor of frequency effects in the second language. In addition, neither sensitivity to frequency in the native language nor statistical learning ability (a measure of general sensitivity to regularities) predicted sensitivity to frequency in the second language. Originality: Using an individual differences approach with bilinguals of two typologically different languages that do not share a writing system allows us to distinguish between native language and second language proficiency, and therefore identify the unique contribution of predictive factors from each of the languages to efficient visual word recognition in second language. Implications: The current findings support the lexical entrenchment hypothesis and highlight the importance of testing a variety of bilingual populations.

Mouse tracking traces the “Camrbidge Unievrsity” effects in monolingual and bilingual minds

Previous monolingual studies have consistently suggested that there was flexibility of letter position encoding in different alphabetic writing systems. This robust letter transposition was named the “Cambridge University” effect. However, to date whether the orthographic neighborhood and cross-language script similarity would modulate the magnitude of the Cambridge University effect during the second-language word recognition in bilingual minds was unknown. We address this question using a mouse-tracking experimental paradigm to trace the internal lexical matching processes underlying the lexical access. Our linear mixed effects models and growth curve analyses revealed that a low orthographic neighborhood can trigger a large magnitude of the Cambridge University effect for monolinguals and bilinguals on their hand trajectories. We also found that different-script bilinguals (Chinese-English bilinguals) exhibited a greater Cambridge University effect than similar-script bilinguals (Spanish-English bilinguals) and English monolinguals. The findings offer compelling evidence that a human lexical match criterion of recognition system can be modified by neighborhood density and cross-language script similarity of readers.

The word frequency effect in first- and second-language word recognition: A lexical entrenchment account

We investigate the origin of differences in the word frequency effect between native speakers and second-language speakers. In a large-scale analysis of English word identification times we find that group-level differences are fully accounted for by the individual language proficiency scores. Furthermore, exactly the same quantitative relation between word frequency and proficiency is found for monolinguals and three different bilingual populations (Dutch-English, French-English, and German-English). We conclude that the larger frequency effects for second-language processing than for native-language processing can be explained by within-language characteristics and thus need not be the consequence of "being bilingual" (i.e., a qualitative difference). More specifically, we argue that language proficiency increases lexical entrenchment, which leads to a reduced frequency effect, irrespective of bilingualism, language dominance, and language similarity.

Does Training in Second-Language Word Recognition Skills Affect Reading Comprehension? An Experimental Study

Two classroom-based experiments investigated automatization of lexical access in a second language (L2) with a computer-based training, involving a Grade 8 population in the Netherlands, with Dutch first language (L1) and intermediate knowledge of L2 English. Results of the first experiment showed that the students' lexical access was faster and less variable for words on which they were trained than for words on which they were not trained. In the second experiment, lexical access for some words was accelerated but was not more automatic. There was no transfer of acceleration of lexical access to reading speed or to higher-order text comprehension. Various explanations for the findings are considered and the notion of automatization of L2 word recognition is discussed. Further research should follow up on this study, which is the first one to test a possible causal link between speed of word access and higher-order L2 reading comprehension.

Reading and writing

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