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Knowing More than One Language: The Psycholinguistics of Bilingualism

Marina Blekher Department of Linguistics. Knowing More than One Language: The Psycholinguistics of Bilingualism. Bilingualism a variety of definitions : - a person who is equally proficient in 2 languages - a person with minimal competence in L2

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Knowing More than One Language: The Psycholinguistics of Bilingualism

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  1. Marina Blekher Department of Linguistics Knowing More than One Language: The Psycholinguistics of Bilingualism

  2. Bilingualisma variety of definitions: - a person who is equally proficient in 2 languages - a person with minimal competence in L2 - a person with a functional command of 2 languages (and whose linguistic competence is in a stable state) What does it mean to be ‘bilingual’?

  3. Co-ordinate & Compound Bilinguals(Weinreich, 1953; Ervin & Osgood, 1954)

  4. Coordinate bilinguals:have separate, language-specific meanings associated with L1 & L2(2 sets of meaning + 2 linguistic systems) Compound bilinguals:have one meaning system for L1 & L2 (fused representations) but 2 different means of expression(1 meaning set + 2 linguistic systems) *Subordinate bilinguals:low-proficiency: the weaker language is interpreted through the stronger language

  5. Context of Acquisition may lead to differences in cognitive organization: coordinate: L1 & L2 used separately in childhoode.g.,‘Mommy/Daddy language’,home/school language etc. compound: mixing L1 & L2, using them in the same environment/with the same person

  6. Some things bilinguals commonly do: - mix L1 & L2 - keep L1 & L2 separate - translate - in many cases, experience interference

  7. Bilingual processing: the Switch Hypothesis (early proposal) ·a language switch (on/off):accounts for the bilingual’s ability to switch between L1 & L2 based on the situation (e.g., MacNamara & Kushnir, 1971) ·substantial evidence against such a switch:both languages can be activated at the same time e.g. chat pain coin (both meanings are activated) also, orthographic neighbours in both languages of a bilingual are activated during word recognition (Van Heuven et al., 1998):e.g. English target doomEnglish neighbours: room, dorm, door Dutch neighbours: boom, drom, doos

  8. More recent proposals: language-taggingeach word bears a ‘language tag’ (info about its language), e.g., ‘English’ activation & control (Green, 1986, 1993, 1998) a bilingual’s language systems may take on different levels of activation (selected/active/dormant) a bilingual can suppress activation & output from one of the languages (i.e., items with particular language tags)

  9. 3 levels of language activation: 1) Selected: currently being spoken 2) Active: plays a role in ongoing processing (works parallel to ‘selected’) 3) Dormant: stored in long-term memory, no role in ongoing processing

  10. Some techniques used to investigate bilingual representation and processing: Bilingual version of the priming task: examines connections between words of L1 & L2 e.g. apple (preceded by pomme) vs.apple (preceded by livre) (repetition priming: apple & pomme are translation equivalents)

  11. *

  12. livre

  13. apple

  14. *

  15. pomme

  16. apple

  17. *

  18. carafe

  19. frim

  20. Bilingual version of the priming task (cont.) 1) repetition priming: apple & pomme are translation equivalents.apple (preceded by pomme) vs. apple (preceded by livre) -------------------------------------------------------------------------- 2) semantic priming: peach & pomme are semantically related words e.g. peach (preceded by pomme) vs. peach (preceded by livre)

  21. *

  22. livre

  23. peach

  24. *

  25. loi

  26. neep

  27. *

  28. pomme

  29. peach

  30. What happens on the monolingual task? e.g., name the colour of the ink Bilingual Version of the Stroop Experimental Task

  31. red

  32. blue

  33. green

  34. red

  35. blue

  36. green

  37. name the colour of the ink: e.g. redbluegreen (congruent)redbluegreen (incongruent) Stroop effect: interference from the word meaning in the incongruent condition, processor cannot be shut off Stroop Task (cont.)

  38. Bilingual version of the Stroop task (cross-language colour naming): Can you shut off your other language? name the colour of the ink:e.g. rougebleuvert (congruent)rougebleuvert (incongruent) Stroop effect: same as with monolinguals, processor cannot be shut off

  39. The Bilingual Lexicon: How are words of the 2 languages represented in the mind of bilinguals?

  40. The Bilingual Lexicon: Common or Separate Storage? Two separate storesL1 & L2 words stored separately (in language-specific lexicons) One common store L1 & L2 words stored together (in a language-independent lexicon) L1 L2 L1 + L2

  41. Perhaps common at one level of representation but separate at another? Conceptual Store (language-independent) and Lexical Store (language-specific) OK but how are the two linked?

  42. The Bilingual Lexicon: Concept-Mediation or Word-Association?

  43. Concept-mediation:- no direct links between L1 & L2 items- L1 & L2 words are connected via a language-independent conceptual store Word- association:- there are direct links between equivalent L1 & L2 words- L2 word meaning is always retrieved via L1 A later revision: A developmental shift from Word-Association to Concept-Mediation?

  44. More recently:Distributed models of bilingual representation(recall connectionism?) - each word is represented as a collection of interconnected nodes - some nodes are shared across L1 & L2

  45. Conceptual features (meaning) L1: tulipe L2: tulip L1: pont L2: bridge Lexical features (form) (Cognates) (Non-Cognates)

  46. - there is probably one language system but individual languages show ‘reality’ - how languages are represented and processed depends on the characteristics of the bilingual as well as on the properties of linguistic units - languages can be activated to varying extents depending on the linguistic context & nature of the task* (please see note below) *note for this last point that I had meant to mention in class:the statement contained in it concerns, e.g., producing speech in L1 or L2 depending on the linguistic context/task demands; suppressing speech output from a particular language based on the situation. However, as far as, e.g., word recognition is concerned, there has been much debate about the degree to which a bilingual can exercise control over the activation of words from L1 or L2. There seems to be a substantial body of evidence that bilingual lexical access is non-selective and automatic in nature (for instance, even in tasks that are monolingual in nature, i.e., those that do not require explicitly the use of both L1 & L2, words from both languages are activated in bilinguals). So what do we learn from all this?

  47. Thank you

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