Acceso usuarios
Objectives/Research Questions:
This study investigates whether bilinguals activate lexical knowledge from both their dominant first language (L1; Spanish) and their less-dominant second language (L2; English) during novel third language (L3; Slovak) word learning. Moreover, it examines the extent to which L2 activation in L3 lexical learning depends on the level of L2 proficiency.
Methodology:
Stimuli included 120 auditory Slovak words with substantial phonological overlap with either English or Spanish (homophones) or with neither language (control words), and their written Spanish translations. Two groups of participants (with high and low-proficiency in L2 English) completed paired-associate learning, correct/incorrect translation recognition and backward translation tasks on Slovak–Spanish translation equivalents to examine the facilitation effect of homophones with either Spanish or English.
Data and Analysis:
Response times, accuracy scores and correct translation counts were collected from 35 Spanish–English bilinguals and analyzed by means of repeated measures analyses of variance.
Findings/Conclusions:
The phonological similarity of novel L3 words with participants’ L2 words showed similar facilitation effects as phonological similarity with L1 words. This implies an involuntary activation of bilinguals’ less-dominant L2, even when not overtly present in the L3 lexical learning task. Moreover, the low-proficiency group experienced a higher facilitation for L1 than for L2 homophones, but overall lower facilitation in L3 lexical learning than the high-proficiency group. These findings suggest that bilinguals can activate lexical knowledge from both of their languages during novel L3 word learning, but the activation of the less-dominant L2 depends on participants’ L2 proficiency.
Originality:
We investigated how Spanish–English bilinguals incorporate vocabulary from an understudied language (i.e. Slovak) into their lexical system to test the language non-selective hypothesis in a multilingual lexical context.
Significance:
Our research contributes to the study of the degree of language dominance and its implications for L3 lexical learning and parallel activation of multilinguals’ languages.
