Can psycholinguistics inform second language learning? Educational implications arising from the shared asymmetrical model


Tytus, Agnieszka Ewa


URL: https://www.researchgate.net/publication/271965000...
Additional URL: http://corerj.educ.cam.ac.uk/v1n1_2014/Tytus2014_v...
Document Type: Article
Year of publication: 2014
The title of a journal, publication series: CORERJ : Cambridge Open-Review Educational Research E-Journal
Volume: 1
Issue number: 1
Page range: 74-87
Place of publication: Cambridge
Publishing house: Cambridge University Press
ISSN: 2056-7804
Related URLs: http://corerj.educ.cam.ac.uk/v1n1_2014/index.html
Publication language: English
Institution: School of Humanities > Anglistik I - Anglistische Linguistik (Tracy 1995-)
Subject: 400 Language, linguistics
Abstract: The representation of the bilingual lexical memory has been investigated with increased interest in recent years. Many studies have been devoted to the exploration of how two languages are stored in the mind of a language user. Despite the focus on this topic, we are far from reaching a cohesive conclusion. Several conflicting arguments and models have been proposed. Evidence supporting both shared and separate/distributed representations is available. A number of distinct memory models have been put forward, e.g. the Distributed Feature Model (de Groot, 1992), the Revised Hierarchical Model (Kroll & Stewart, 1994), the Sense Model (Finkbeiner et al., 2004), the Shared Asymmetrical Model (Dong et al., 2005), and the Modified Hierarchical Model (Pavlenko, 2009). This, in turn, led to a situation where psycholinguists conduct research but do not use the findings to inform education; more specifically they do not apply findings to second language learning. Therefore this paper explores the applicability of one memory model, namely the Shared Asymmetrical Model (Dong et. al., 2005) to second language learning. It is demonstrated in this review that it is possible to use differing methods of language instruction for teaching: (1) concepts that are shared between two languages/cultures, (2) concepts that are language/culture specific, and (3) for strengthening the link between the lexical representations of second language and the conceptual representations. The overarching goal of this review is to demonstrate that laboratory findings from psycholinguistic investigations can be applied to natural settings such as second language teaching/learning environment.
Additional information: Online-Ressource

Dieser Datensatz wurde nicht während einer Tätigkeit an der Universität Mannheim veröffentlicht, dies ist eine Externe Publikation.




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Tytus, Agnieszka Ewa (2014) Can psycholinguistics inform second language learning? Educational implications arising from the shared asymmetrical model. CORERJ : Cambridge Open-Review Educational Research E-Journal 1 1 74-87 [Article]



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