Semantic category effects in second language word learning

Matthew Finkbeiner, Janet L Nicol

Research output: Contribution to journalArticle

49 Citations (Scopus)

Abstract

The present study addresses a long-standing assumption in the field of applied linguistics: that presenting new second language (L2) vocabulary in semantically grouped sets is an effective method of teaching. Participants learned 32 new L2 labels for concepts from four different semantic categories in either a related or unrelated condition. At test, participants translated words in both translation directions. We found a semantic interference effect both during the encoding of information into memory and during the retrieval of information in translation. We discuss these findings in terms of theoretical models of L2 lexical representation and development, as well as in more practical terms of L2 curriculum design and vocabulary instruction.

Original languageEnglish (US)
Pages (from-to)369-383
Number of pages15
JournalApplied Psycholinguistics
Volume24
Issue number3
DOIs
StatePublished - Jul 2003

Fingerprint

Vocabulary
Semantics
vocabulary
Language
semantics
Learning
Information Storage and Retrieval
method of teaching
Linguistics
language
Curriculum
learning
interference
Teaching
Theoretical Models
instruction
linguistics
curriculum
Semantic Category
Word Learning

ASJC Scopus subject areas

  • Linguistics and Language
  • Psychology(all)
  • Experimental and Cognitive Psychology
  • Language and Linguistics

Cite this

Semantic category effects in second language word learning. / Finkbeiner, Matthew; Nicol, Janet L.

In: Applied Psycholinguistics, Vol. 24, No. 3, 07.2003, p. 369-383.

Research output: Contribution to journalArticle

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