By Diane N. Palmer
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Extra info for A Teacher's Guide to The Struggle against Slavery: A History in Documents (Pages from History)
Sample text
G. Cameron, 1994; Erdmenger, 1985) have revealed that children learning L2 vocabulary rely on their L1 categorisations and lexical connections as the basis for further L2 vocabulary development. In short, children tend to build up the same associations among L2 words as they had built among L1 words (Erdmenger, 1985). This finding has important consequences for L2 vocabulary teaching to young learners. Considering that mother tongue categorisation is present through the L2 vocabulary acquisition process, children may not benefit from instruction in native L2 associations, since this may slow down or even hinder L2 lexical Vocabulary Acquisition in the Second Language 17 development.
These studies deal with individual bilinguals (cf. Burling, 1978; Celce-Murcia, 1978; Itoh & Hatch, 1978; Leopold, 1978) and with community bilingualism (cf. , 1995; Umbel & Oller, 1994; Verhallen & Schoonen, 1993, 1998). The other trend in child L2 vocabulary acquisition research is represented by studies of the longitudinal type that follow the lexical development of individual subjects in their process of adding a second language (cf. Moya Guijarro, 2003; Niz˙egorodcew, 2006; Yoshida, 1978).
It is crucial to examine the level of vocabulary knowledge of L2 learners, since previous research has identified vocabulary and vocabulary size as one of the most important contributing, and even predicting, factors of quality of composition and reading comprehension. Conclusion This chapter has presented research regarding two learner variables that influence the production of language learners: level of proficiency and vocabulary size. These variables are observed to be interrelated and Variables Affecting Lexical Production 39 co-occur in development and to contribute positively to language development and language performance.