1. Introduction
“[T]he major challenge of learning and using a language – whether as L1 or L2 – lies not in the area of broad syntactic prin-ciples but in the ‘nitty-gritty’ of the lexicon.” (Singleton, 1999: 4)
With this statement Singleton asserts that syntax learning is comparatively sim-ple to lexical acquisition. Because “language is largely a matter of words” (Sin-gleton, 1999: 8), words are essential for “linguistic communication” (Singleton, 1999: 9). Therefore, many researches on the mental lexicon of the human first language (L1) have been published, and an increasing number of publications on second and/or foreign language (L2) acquisition – in particular L2 lexical ac-quisition – have raised interest also in this domain.
A crucial basis for research on L2 lexical acquisition is the awareness that the knowledge of at least one language is already present in the situation of acqui-sition. This basis leads to the following questions:
• How does first language lexical acquisition proceed?
• How does L2 lexical acquisition proceed in comparison to L1 lexical proc-esses?
• To what extent are L1 and L2 mental lexicons separated from or inte-grated with each other?
• To what extent are L1 and L2 lexical acquisition connected to the acqui-sition of grammar?
• In what way does lexical processing work and what does it imply for lexi-cal acquisition?
In this paper I do not only want to focus on these questions. Moreover, I want to consider the aspect of Foreign Language Education in terms of lexical acqui-sition. I will conclude my elaborations with regard to the question, what it actu-ally means to know a word.
Nevertheless, I have to define some important terms which I will use frequently throughout the paper. L1 refers to the human mother tongue which is normally acquired during infancy and within the first few years of life. But L1 can also refer to a second bilingually acquired language with a mother-tongue-competence. On the contrary, L2 can refer to any other language which has been acquired after the acquisition of the native language. This does not neces-sarily have to be the second but can also be the fourth or sixth foreign lan-guage one acquires. Whenever I am referring to language learning, I normally mean lexical acquisition in particular, as this is the main focus of this paper. Moreover, I frequently use terms such as ‘word’, ‘lexical unit’, ‘lexical item’ etc., which I do not further differentiate. I use them rather synonymously.
Table of Contents
1. Introduction
2. Several Strategies of Lexical Acquisition
2.1 Fast-mapping
2.2 Whole object assumption
2.3 Mutual exclusivity
2.4 Taxonomic constraints
3. L1 Lexical Acquisition
3.1 Lexical Acquisition in infancy
3.2 L1 vocabulary development in the context of the acquisition of literary skills
4. L2 Lexical Acquisition
4.1 Naturalistic L2 acquisition
4.2 L2 lexical acquisition in formal instructional settings
5. L1 and L2 Lexical Acquisition and Grammar
6. L1 and L2 Lexical Acquisition compared
6.1 Similarities
6.2 Differences
6.3 Separation and/or Integration of L1 and L2 in the Mental Lexicon
7. Conclusion: What does it mean to know a word?
Objectives and Core Topics
This paper examines the processes of lexical acquisition in both first (L1) and second/foreign language (L2) contexts. It investigates the underlying strategies, the relationship between lexicon and grammar, and compares the developmental mechanisms of both learner types to determine how mental lexicons are structured and integrated.
- Strategies for early lexical acquisition (e.g., fast-mapping).
- Developmental differences between L1 and L2 acquisition.
- The interaction between lexis and grammatical structures.
- Mental representation and integration of L1 and L2 lexicons.
- Pedagogical approaches for L2 vocabulary instruction in formal settings.
Excerpt from the Book
2.3 Mutual exclusivity
In case, the language learner already knows names for all possible objects present in a specific situation, he/she falls into conflict with the Whole-object-assumption strategy. Then, the learner usually looks for a new referent for the newly encountered word. This happens on the basis of the strategy of mutual exclusivity (Rothweiler, 2001: 309). This strategy makes the language learner assume that there is only one name for each object or category. They exclude names they already know from applying them to other objects which they do not yet know by name so that meanings can not overlap (Rothweiler, 2001: 320f.). In such conflict situations of lexical acquisition, it can also happen that the language learner applies the new name to only a part or feature of the whole object.
There is a major difference between L1 and L2 lexical acquisition through this strategy. When language learners acquire their first language, mutual-exclusivity strategies are very likely to be used. As soon as a language learner starts to learn another language, the learner has to accept that there are counterparts for already known words and concepts of their L1 in the L2. The lexical principle of mutual exclusivity can not be followed anymore, unless the learner differentiates between the two languages, and reapplies the strategy to the L2 in separation from the L1.
Chapter Summary
1. Introduction: Outlines the significance of lexical acquisition for language communication and defines the central research questions regarding L1 and L2 mental lexicons.
2. Several Strategies of Lexical Acquisition: Discusses cognitive strategies like fast-mapping and mutual exclusivity that facilitate the learning of new word meanings.
3. L1 Lexical Acquisition: Examines how infants process speech streams and develop initial vocabulary, including the impact of literacy on lexical growth.
4. L2 Lexical Acquisition: Analyzes the processes of naturalistic versus formal L2 acquisition, highlighting teaching strategies and the role of the existing L1 lexicon.
5. L1 and L2 Lexical Acquisition and Grammar: Explores the vital interplay between lexical items and grammatical components such as phonology and collocation.
6. L1 and L2 Lexical Acquisition compared: Contrasts the developmental trajectories of L1 and L2 learners and evaluates whether mental lexicons are stored separately or integrated.
7. Conclusion: What does it mean to know a word?: Synthesizes the core challenges of word learning and defines the multi-faceted nature of true word knowledge.
Keywords
Lexical acquisition, mental lexicon, first language, second language, fast-mapping, mutual exclusivity, vocabulary development, L2 instruction, grammar, collocations, psycholinguistics, word learning, bilingualism, phonology, semantic representation.
Frequently Asked Questions
What is the primary focus of this work?
The work explores the mechanisms behind learning and processing vocabulary in both first and second languages, emphasizing how words are acquired, stored, and retrieved in the human mind.
What are the central themes covered?
Key themes include lexical strategies, the differences between naturalistic and formal L2 acquisition, the intersection of lexicon and grammar, and the debate surrounding the integration or separation of L1 and L2 lexicons.
What is the overarching research goal?
The study aims to compare L1 and L2 lexical acquisition processes to understand how learners handle new word concepts and what it ultimately means to "know" a word.
Which scientific methods are primarily utilized?
The paper relies on a comprehensive literature review and theoretical analysis, synthesizing research from linguistics, psychology, and foreign language education to draw its conclusions.
What does the main body address?
The main body details strategies like fast-mapping, contrasts L1 and L2 development, examines the role of grammar and literacy, and assesses the mental representation of bilingual vocabulary.
Which keywords best characterize the study?
Central keywords include lexical acquisition, mental lexicon, psycholinguistics, L1 vs. L2 development, and vocabulary pedagogy.
How does L2 acquisition differ from L1 regarding concepts?
L2 learners typically start with a more advanced level of concept development, recycling established L1 concepts rather than building them from scratch as infants do.
What is the significance of "mutual exclusivity" in language learning?
It is a strategy where learners assume each object has only one name; while useful for children, L2 learners must overcome this principle to accept that words in the target language can have equivalents in their L1.
- Quote paper
- Evelyn Schmitz (Author), 2007, First and second/ foreign Language , Munich, GRIN Verlag, https://www.grin.com/document/87503
