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Open AccessArticle

Exploring Learning Context Effects and Grapho(-Phonic)-Phonological Priming in Trilinguals

1
Center for Language and Communication, Universidade Federal de Pelotas, Rua Gomes Carneiro, nº 1, Bloco B, andar térreo, Pelotas CEP 96010-610, RS, Brasil
2
Department of Language Education, Stockholm University, Universitetsvägen 10E, 106 91 Stockholm, Sweden
3
Language Acquisition Research Laboratory, Department of Modern Languages and Literatures, University of Ottawa, 70 Laurier Avenue East, Ottawa, ON K1N 6N5, Canada
*
Author to whom correspondence should be addressed.
Languages 2019, 4(3), 61; https://doi.org/10.3390/languages4030061
Received: 30 April 2019 / Revised: 29 July 2019 / Accepted: 31 July 2019 / Published: 2 August 2019
A growing body of research on bilingual word recognition suggests that lexical access is language non-selective in nature. This claim aligns with the Dynamic Systems Theory (DST) approach to (multilingual) language acquisition, according to which complex systems involve a large number of elements that interact. In language learners, these interactions lead to the creation and dissolution of patterns as the tasks and environments around them change. In this study, we extend the scope from previous research on word recognition to include the role immersion plays on the transfer of grapho(-phonic)-phonological patterns among (Brazilian Portuguese–French–English) trilinguals. Two groups of participants—one group living in their L1 environment and the other in an L2 setting—were presented with a primed lexical decision task. Besides revealing a high impact of L2 immersion on the processing of grapho(-phonic)-phonological related primes, our results provide further support for the notion of language non-selective access to the lexicon, which seems to generalize to trilingual word recognition. Implications for the DST view of multiple language acquisition are briefly discussed. View Full-Text
Keywords: grapho(-phonic)-phonological priming; multilingualism; non-selective lexical access; immersion grapho(-phonic)-phonological priming; multilingualism; non-selective lexical access; immersion
MDPI and ACS Style

Blank, C.A.; Llama, R. Exploring Learning Context Effects and Grapho(-Phonic)-Phonological Priming in Trilinguals. Languages 2019, 4, 61.

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