The development of lexical fluency in a second language

By Judith F. Kroll, Erica B. Michael, Natasha Tokowicz, Robert Dufour. 2002

321 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/9a44b20b6e9145918fdbc9e1deaab9e5651f5f16

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

The roles of study-abroad experience and working-memory capacity in the types of errors made during translation (2004, background): “Kroll, Michael, Tokowicz and Dufour, 2002; see Michael and Gollan, in press, for a review).”
The Emotional Force of Swearwords and Taboo Words in the Speech of Multilinguals (2004, background): “Psychologists have investigated whether S-T words stand out from neutral words in the L1.”
Reading words in Spanish and English: Mapping orthography to phonology in two languages (2007, background): “Lexical representations in the L2, even for relatively proficient bilinguals, are weaker than those in the LI, thus lengthening the time in which information becomes activated and increasing the likelihood that competitive dynamics will influence processing (see Kroll, Tokowicz, Michael, and Dufour,”
Aspects of working memory in L2 learning (2011, background): “For example, it is not clear why a Reading Span task based on Waters & Caplan (1996b) would NECESSARILY be expected to correlate with lexical development (e.g. Kroll et al. 2002).”
Memory and language skills in simultaneous interpreters: The role of expertise and language proficiency (2006, background): “In translation, the size of the cognate-effect has been shown to depend on proficiency in the L2 and also on memory span for second language learners at early stages of acquisition (Kroll et al., 2002).”
Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: A Lexical Focus-on-Form study (2012, background): “Here evidence points to differences among lower and higher proficiency L2 speakers in that the former are likely to be more reliant on L1 equivalents to access L2 lexemes (Kroll et al., 2002; Lotto & De Groot, 1998).”
Number of meanings and concreteness: Consequences of ambiguity within and across languages (2007, background): “In general, this pattern of results is more likely to be obtained with individuals who are more dominant and proficient in the L1 than the L2 (eg, Kroll, Michael, Tokowicz, & Dufour, 2002 ).”
Language selectivity is the exception, not the rule: Arguments against a fixed locus of language selection in bilingual speech (2006, background): “An exception to this general pattern comes from research on translation performance (e.g. Kroll and Stewart, 1994; Potter, So, Von Eckhardt and Feldman, 1984; Sholl, Sankaranarayanan and Kroll, 1995; De Groot and Poot, 1997; Kroll et al., 2002).”