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Costs and Benefits of Native Language Similarity for Non-native Word Learning
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Abstract:
The present study examined the costs and benefits of native language similarity for non-native vocabulary learning. Because learning a second language (L2) is difficult, many learners start with easy words that look like their native language (L1) to jumpstart their vocabulary. However, this approach may not be the most effective strategy in the long-term, compared to introducing difficult L2 vocabulary early on. We examined how L1 orthographic typicality affects pattern learning of novel vocabulary by teaching English monolinguals either Englishlike or Non-Englishlike pseudowords that contained repeated orthographic patterns. We found that overall, the first words that individuals learned during initial acquisition influenced which words they acquired later. Specifically, learning a new word in one session made it easier to acquire an orthographically similar word in the next session. Similarity among non-native words interacted with native language similarity, so that words that looked more like English were easier to learn at first, but they were less effective at influencing later word learning. This demonstrates that although native language similarity has a beneficial effect early on, it may reduce learners' ability to benefit from non-native word patterns during continued acquisition. This surprising finding demonstrates that making learning easier may not be the most effective long-term strategy. Learning difficult vocabulary teaches the learner what makes non-native words unique, and this general wordform knowledge may be more valuable than the words themselves. We conclude that native language similarity modulates new vocabulary acquisition and that difficulties during learning are not always to be avoided, as additional effort early on can pay later dividends.
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Keyword:
Cross-language similarity; Language acquisition; Language learning; Second language; Vocabulary learning
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URL: http://hdl.handle.net/1808/32286 https://doi.org/10.3389/fpsyg.2021.651506
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Listening to speech and non-speech sounds activates phonological and semantic knowledge differently ...
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Listening to speech and non-speech sounds activates phonological and semantic knowledge differently ...
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QJE-STD-19-138.R1-Supplementary_Material – Supplemental material for Listening to speech and non-speech sounds activates phonological and semantic knowledge differently ...
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QJE-STD-19-138.R1-Supplementary_Material – Supplemental material for Listening to speech and non-speech sounds activates phonological and semantic knowledge differently ...
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On Language and Thought: Bilingual Experience Influences Semantic Associations
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In: J Neurolinguistics (2020)
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Native Language Similarity during Foreign Language Learning: Effects of Cognitive Strategies and Affective States
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In: Appl Linguist (2020)
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Listening to Speech and Non-speech Sounds Activates Phonological and Semantic Knowledge Differently
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In: Q J Exp Psychol (Hove) (2020)
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Language Difficulty and Prior Learning Influence Foreign Vocabulary Acquisition
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Learning and processing of orthography-to-phonology mappings in a third language
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In: Int J Multiling (2018)
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Bilingual Cortical Control of Between- and Within-Language Competition
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Orthographic Knowledge and Lexical Form Influence Vocabulary Learning
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Bilinguals’ Existing Languages Benefit Vocabulary Learning in a Third Language
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Differential Recruitment of Executive Control Regions during Phonological Competition in Monolinguals and Bilinguals
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Spoken Words Activate Cross-Linguistic Orthographic Competitors in the Absence of Phonological Overlap
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In: Bartolotti, James; Daniel, Natalia; & Marian, Viorica. (2013). Spoken Words Activate Cross-Linguistic Orthographic Competitors in the Absence of Phonological Overlap. Proceedings of the Cognitive Science Society, 35(35). Retrieved from: http://www.escholarship.org/uc/item/70j9165r (2013)
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Language Learning and Control in Monolinguals and Bilinguals
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