COMPARING THE L1 AND L2 MENTAL LEXICON

By Brent Wolter. Studies in Second Language Acquisition, 2001

195 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/f479e0a173dd30f6603368e1cf19a2dd573c9365

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Form-focused Instruction in Second Language Vocabulary Learning: A Case for Contrastive Analysis and Translation (2008, background): “Wolter (2001, 2006) extends the idea of relating L2 words to L1 concepts to the issue of lexical combinations.”
Structure of the second language mental lexicon: how does it compare to native speakers' lexical organization? (2007, methodology): “The distinction between the different types of responses adopted in this study is the one commonly used by L1 and L2 researchers (e.g. Ervin, 1961; Deese, 1965; Clark, 1970; Meara, 1978; Piper and Leicester, 1980; Read, 1993; Söderman, 1993; Wolter, 2001).”
VOCABULARY KNOWLEDGE AND ADVANCED LISTENING COMPREHENSION IN ENGLISH AS A FOREIGN LANGUAGE (2009, background): “…perspectives: a word-oriented perspective that defi nes depth in relation to individual words (e.g., Haastrup & Henriksen, 2000 ; Henriksen, 1999 ; Wolter, 2001 ) and a holistic, lexicon-oriented perspective that defi nes depth as a property of the lexicon as a whole (e.g., Meara, 1996a , 1996b;…”
The assessment of deep word knowledge in young first and second language learners (2008, background): “Younger children possess less deep lexical knowledge than older children, and L1 monolingual children generally possess more deep lexical knowledge than L2 bilingual children (Ordóñez, Carlo, Snow & McLaughlin, 2002; Verhallen, 1994; Verhallen & Schoonen, 1993; Vermeer, 2001; Wolter, 2001).”
Measuring L2 Lexical Growth Using Hypernymic Relationships (2009, background): “…more likely acquired as the learners advance cognitively (Anglin, 1993; Snow, 1988; Vygotsky, 1962), as they increase their levels of education (LeVine, 1980; Snow, 1990), as they acquire more specific lexical knowledge (Wolter, 2001), and in an L1 rather than an L2 (Meara, 1982; Söderman, 1993).”