Form-focused Instruction and Understanding Bilingual Mental Lexicon: A Case of the Hegemony of Semantic Transfer

| January 27, 2014 | 0 Comments

February 2013 | PDF |

Title

Form-focused Instruction and Understanding Bilingual Mental Lexicon: A Case of the Hegemony of Semantic Transfer

Authors

Nassim Golaghaei (Ph.D. candidate)

Department of Foreign Languages, Islamic Azad University, Shiraz Branch, Shiraz, Iran

Firooz Sadighi (Ph.D.)

Department of Foreign Languages, Islamic Azad University, Shiraz Branch, Shiraz, Iran 

 

Biodata

Nassim Golaghaei, Ph.D candidate at Islamic Azad University, Shiraz Branch. She has taught courses related to language teaching, testing and research programs to BA and MA students of TEFL at the Islamic Azad University, Roudehen Branch as a faculty member. Her research areas are ‘psycholinguistics’, ‘foreign language learning and teaching’ encompassing ‘cognitive and affective factors’, ‘vocabulary acquisition, teaching and testing’.

Firooz Sadighi, professor of English language and linguistics at Shiraz University and Islamic Azad University. He has taught courses such as ‘Linguistics’, ‘First Language Acquisition,’ ‘Second Language Acquisition’ in the Ph.D. program in TEFL. His research areas are ‘foreign language learning and teaching’, ‘Linguistics’ including ‘syntax, semantics, phonology’ and ‘syntactic argumentation’.         

Abstract

This paper sets out to examine the hegemony of semantic transfer with respect to a cross-linguistic issue in the framework of two form-focused approaches to vocabulary teaching. The target population of the research included seventy six juniors at the Islamic Azad University, Roudehen Branch. The study is primarily bidirectional with respect to the objectives it pursues. On one hand, it investigated the impact of the provided interventionist treatments on the learners’ depth of knowledge regarding the two sets of lexicalized and non- lexicalized items pedagogically. On the other hand, it attempted to flesh out the overarching issue of L1 lexicalization in terms of its underlying psycholinguistic significance. The result of the independent t-test indicated a significant difference between the two experimental groups dealing with both groups of lexicalized and non- lexicalized vocabulary items. The obtained results related to the paired t-test split file demonstrated a significant difference between the mean scores obtained for the two sets of words in favor of non-lexicalized items in the first interventionist group. The gain results pertinent to the second interventionist group were representative of the fact that the learners had greater familiarity with lexicalized items at pre-testing, and they were more successful in learning lexicalized items comparing with the non-lexicalized ones at post-testing. However, no significant difference was found with respect to the gain scores (pre to post testing differences) in this interventionist group. The findings are interpreted in terms of several theoretical and psycholinguistic foundations as well as practical elaborations that act in concert to serve the major objectives of the article.

Keywords: Form-focused instruction, L1 lexicalization, Bilingual mental lexicon,  Noticing

Category: 2013