Hostname: page-component-cd9895bd7-q99xh Total loading time: 0 Render date: 2024-12-26T13:10:26.130Z Has data issue: false hasContentIssue false

The Ontogenesis Model may provide a useful guiding framework, but lacks explanatory power for the nature and development of L2 lexical representation

Published online by Cambridge University Press:  09 November 2021

Paola Escudero*
Affiliation:
The MARCS Institute for Brain Behaviour and Development, Western Sydney University, Sydney, Australia Australian Research Council Centre of Excellence for the Dynamics of Language, National Australian University, Canberra, Australia
Rachel Hayes-Harb
Affiliation:
Department of Linguistics, University of Utah, Salt Lake City, United States of America
*
Address for correspondence: [email protected]

Abstract

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Peer Commentaries
Copyright
Copyright © The Author(s), 2021. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Barrios, S and Hayes-Harb, R (2021) L2 processing of words containing English /æ/-/ɛ/ and /l/-/ɹ/ contrasts, and the uses and limits of the auditory lexical decision task for understanding the locus of difficulty. Frontiers in Communication: Language Sciences. https://doi.org/10.3389/fcomm.2021.689470CrossRefGoogle Scholar
Bordag, D, Gor, K and Opitz, A (2021) Ontogenesis model of the L2 lexical representation. Bilingualism: Language and Cognition. https://doi.org/10.1017/S1366728921000250Google Scholar
Cutler, A (2015) Representation of second language phonology. Applied Psycholinguistics 36(1), 115128. https://doi.org/10.1017/S0142716414000459.CrossRefGoogle Scholar
Darcy, I, Daidone, D and Kojima, C (2013) Asymmetric lexical access and fuzzy lexical representations in second language learners. Mental Lexicon 8(3), 372420. doi: 10.1075/ml.8.3.06darCrossRefGoogle Scholar
Elvin, J and Escudero, P (2019) Cross-linguistic influence in second language speech: Implications for learning and teaching. In: Gutierrez-Mangado, M, Martínez-Adrián, M, Gallardo-del-Puerto, F (eds), Cross-linguistic influence: From empirical evidence to classroom practice. Cham: Springer. doi: 10.1007/978-3-030-22066-2_1Google Scholar
Elvin, J, Williams, D and Escudero, P (2020) Learning to perceive, produce and recognise words in a non-native language. In Molsing, KV, Perna, CBL and Ibaños, AMT Ibaños (eds), Linguistic Approaches to Portuguese as an Additional Language. Amsterdam: John Benjamins. doi: 10.1075/ihll.24.03elvGoogle Scholar
Escudero, P, Hayes-Harb, R and Mitterer, H (2008) Novel second-language words and asymmetric lexical access. Journal of Phonetics 36(2), 345360. doi: 10.1016/j.wocn.2007.11.002CrossRefGoogle Scholar
Escudero, P, Smit, EA and Mulak, K (in preparation) The L2LP model explains lexical learning in multiple scenarios: cross-situational word learning in L1 Mandarin L2 English speakers.Google Scholar
Van Leussen, JW and Escudero, P (2015) Learning to perceive and recognize a second language: the L2LP model revised. Frontiers in Psychology. doi: https://doi.org/10.3389/fpsyg.2015.01000CrossRefGoogle ScholarPubMed
Weber, A and Cutler, A (2004) Lexical competition in non-native spoken-word recognition. Journal of Memory and Language 50(1), 125. doi: 10.1016/S0749-596X(03)00105-0CrossRefGoogle Scholar