ERIC Number: ED322760
Record Type: RIE
Publication Date: 1990-Apr
Lexical Access and Foreign Language Acquisition.
A review of the literature and teacher observations are used to examine the processes and strategies by which second language learners attain and organize verbal knowledge. Classroom data are derived from experience in teaching German to Dutch-speaking university students. The analysis looks at the relationship of morphology and word recognition and retention, lack of attention given by second-language readers to word endings, and interference arising from lack of word contrast. Research on lexical access is examined for insights on such issues as the distinctions and relationships between mental lexicon, semantic memory, and common semantic or conceptual stores across languages. A distinction between semantic memory and mental lexicon is seen as necessary in explaining interference from lack of word contrast, and this approach is further developed in the context of other research. Further research is recommended. A 28-item bibliography is included. (MSE)
Publication Type: Reports - Evaluative; Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Meeting of the World Congress of Applied Linguistics (9th, Thessaloniki, Greece, April 15-21, 1990).