How does bilingual experience influence novel word learning? Evidence from comparing L1-L3 and L2-L3 cognate status
Bilingual experience exerts a complex influence on novel word learning, including the direct effects of transferable prior knowledge and learning skill. However, the facilitation and interference mechanism of such influence has largely been tangled by the similarity of the previously learned word kn...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-11-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1003199/full |
| _version_ | 1811304941379125248 |
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| author | Heng Xue Renhua Deng Yanyan Chen Wenxin Zheng |
| author_facet | Heng Xue Renhua Deng Yanyan Chen Wenxin Zheng |
| author_sort | Heng Xue |
| collection | DOAJ |
| description | Bilingual experience exerts a complex influence on novel word learning, including the direct effects of transferable prior knowledge and learning skill. However, the facilitation and interference mechanism of such influence has largely been tangled by the similarity of the previously learned word knowledge. The present study compared Chinese-English bilinguals’ paired-associate learning of nonwords in logographic and alphabetic writing systems. The logographic nonwords resemble the form and meaning of L1 Chinese words in varying degrees, being cognates, false cognates, or non-cognates of Chinese. The alphabetic nonwords resemble the form and meaning of L2 English words, being cognates, false cognates, or non-cognates of English. The learning sequence of logographic and alphabetic words was cross-balanced. The learning results were measured in production and recognition tasks. As for learning the logographic nonwords, both the recognition and production results showed that cognates were learned significantly faster than the non-cognates, and the false cognates were also learned significantly faster than the non-cognates. This suggests stronger facilitation rather than interference from L1 on novel word learning. As for learning the alphabetic nonwords, both the recognition and production results revealed that cognates were learned significantly faster than the non-cognates, but false cognates showed no advantage over the non-cognates. This indicates that interference from L2 is stronger than that from L1. Taken together, the results provide new evidence for the dissociable facilitation and interference effects of bilingual experience. These results carry potential educational implications in that learning novel words depends on substantial bilingual experience. |
| first_indexed | 2024-04-13T08:16:26Z |
| format | Article |
| id | doaj.art-ff8bd1732d2d4104902bcf67c7e75aec |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-13T08:16:26Z |
| publishDate | 2022-11-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-ff8bd1732d2d4104902bcf67c7e75aec2022-12-22T02:54:48ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-11-011310.3389/fpsyg.2022.10031991003199How does bilingual experience influence novel word learning? Evidence from comparing L1-L3 and L2-L3 cognate statusHeng Xue0Renhua Deng1Yanyan Chen2Wenxin Zheng3College of Education, Hebei Normal University, Shijiazhuang, ChinaSchool of Foreign Languages, South China University of Technology, Guangzhou, ChinaSchool of Foreign Languages, South China University of Technology, Guangzhou, ChinaSino-Danish College, University of Chinese Academy of Sciences, Beijing, ChinaBilingual experience exerts a complex influence on novel word learning, including the direct effects of transferable prior knowledge and learning skill. However, the facilitation and interference mechanism of such influence has largely been tangled by the similarity of the previously learned word knowledge. The present study compared Chinese-English bilinguals’ paired-associate learning of nonwords in logographic and alphabetic writing systems. The logographic nonwords resemble the form and meaning of L1 Chinese words in varying degrees, being cognates, false cognates, or non-cognates of Chinese. The alphabetic nonwords resemble the form and meaning of L2 English words, being cognates, false cognates, or non-cognates of English. The learning sequence of logographic and alphabetic words was cross-balanced. The learning results were measured in production and recognition tasks. As for learning the logographic nonwords, both the recognition and production results showed that cognates were learned significantly faster than the non-cognates, and the false cognates were also learned significantly faster than the non-cognates. This suggests stronger facilitation rather than interference from L1 on novel word learning. As for learning the alphabetic nonwords, both the recognition and production results revealed that cognates were learned significantly faster than the non-cognates, but false cognates showed no advantage over the non-cognates. This indicates that interference from L2 is stronger than that from L1. Taken together, the results provide new evidence for the dissociable facilitation and interference effects of bilingual experience. These results carry potential educational implications in that learning novel words depends on substantial bilingual experience.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1003199/fullbilingual experiencecross-linguistic similarityfacilitationinterferenceL1-L3 cognate statusL2-L3 cognate status |
| spellingShingle | Heng Xue Renhua Deng Yanyan Chen Wenxin Zheng How does bilingual experience influence novel word learning? Evidence from comparing L1-L3 and L2-L3 cognate status Frontiers in Psychology bilingual experience cross-linguistic similarity facilitation interference L1-L3 cognate status L2-L3 cognate status |
| title | How does bilingual experience influence novel word learning? Evidence from comparing L1-L3 and L2-L3 cognate status |
| title_full | How does bilingual experience influence novel word learning? Evidence from comparing L1-L3 and L2-L3 cognate status |
| title_fullStr | How does bilingual experience influence novel word learning? Evidence from comparing L1-L3 and L2-L3 cognate status |
| title_full_unstemmed | How does bilingual experience influence novel word learning? Evidence from comparing L1-L3 and L2-L3 cognate status |
| title_short | How does bilingual experience influence novel word learning? Evidence from comparing L1-L3 and L2-L3 cognate status |
| title_sort | how does bilingual experience influence novel word learning evidence from comparing l1 l3 and l2 l3 cognate status |
| topic | bilingual experience cross-linguistic similarity facilitation interference L1-L3 cognate status L2-L3 cognate status |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1003199/full |
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