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2 results

  • Phonetic categorization ability and vocabulary size contribute to the encoding of difficult second-language phonological contrasts into the lexicon

  • Miquel Llompart
  • Journal:
    Bilingualism: Language and Cognition / Volume 24 / Issue 3 / May 2021
    Published online by Cambridge University Press:
    17 November 2020, pp. 481-496
    • Article
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  • This study investigated the contribution of second-language (L2) phonetic categorization abilities and vocabulary size to the phonolexical encoding of challenging non-native phonological contrasts into the L2 lexicon. Two groups of German learners of English differing in L2 proficiency (advanced vs. intermediate) participated in an English lexical decision task including words and nonwords with /ɛ/ and /æ/ (/æ/ does not exist in German), an /ɛ/-/æ/ phonetic categorization task and an English vocabulary test. Results showed that the effects of phonetic categorization and vocabulary size on lexical decision performance were modulated by proficiency: categorization predicted /ɛ/-/æ/ nonword rejection accuracy for intermediate learners, whereas vocabulary did so for advanced learners. This suggests that sufficient phonetic identification ability is key for an accurate phonological representation of difficult L2 phones, but, for learners for whom robust phonetic identification is already in place, their ultimate success is tightly linked to their vocabulary size in the L2.

  • Chapter 4 - Intercultural Communication: Teaching Vocabulary

  • from Part II - Pedagogical Implementation
  • Zsuzsanna Ittzés Abrams, University of California, Santa Cruz
  • Book:
    Intercultural Communication and Language Pedagogy
    Published online:
    15 August 2020
    Print publication:
    27 August 2020, pp 83-105

  • Summary

    One of the most important contributors to understanding and speaking a second or foreign language is the lexicon, which is the focus of the first pedagogical chapter. After briefly reviewing relevant research regarding how vocabulary is learned in a second or foreign language, the discussion turns to issues in language variation and communication strategies that language learners and users might draw on, when they lack the necessary vocabulary to convey their intended meaning. Since research into L2/Lx lexical acquisition is vast, a full review is not possible, therefore this chapter focuses specifically on findings that are most relevant for promoting intercultural communicative competence: what it means to know words and how to teach vocabulary effectively. The chapter concludes with a proposal of connecting this research to concepts in intercultural communicative competence, sample language teaching tasks, and activities.