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Language
Lecture 3
models
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Cards (6)
Separate
store Models -
Conceptual
Meditation model - Potter, So, Von Eckardt, Feldman 1984
both languages share a common
conceptual
representation
for words
word encountered =
meaning
activated &
spreads
to
corresponding
word in other language through shared
conceptual
links
Separate store model - word
association
model Potter et al 1984
associate
words in 1 language with
equivalent
words in another language
encounter
word in 1 language =
activates
related words in
both
languages
= make
easier
to
access
&
switch
between languages
Separate store models -
Mixed
Model - de Groot 1992, 1994
store
&
process
some words
separately
while others
shared
between their languages
combines elements of
separate-store
&
common-store
models
= acknowledging bilinguals may have separate
lexicons
for some words but
share
common
conceptual
representation for others
Separate store models -
Asymmetrical
Model - Kroll & Stewart 1994
don't always have
equal
access to their languages
1 language may be
dominant
- stronger
connections
to conceptual
representations
& more efficient
processing
=
asymmetrical
language abilities
Common
store model - Paivio, Clark, Lambert 1988
store
&
access
words from both languages in
single
mental
lexicon
shared
repository
for
lexical
items,
regardless
of language belong to
= facilitates
cross-linguistic
interactions & connections at
conceptual
level
Revised
Hierarchical
model - Kroll & Stewart 1994
- translation into 2nd language novices
Lexical
Links - Connections between words
stronger
from
2nd
language to 1st - compared to L1 to L2
L1
to L2 Translation - involves
conceptual
mediation - understanding
meaning
or concept
before
translating - process
indirect
&
slower
L2
to L1 Translation -
direct
links between lexical
entries
- aided by word
association
Asymmetry
- Backward translation (L2 to L1) =
faster
than forward translation (L1 to L2) = suggests
imbalance
in translation speed