Investigating Individual Learner Differences in Second Language Learning by Unknown

Author:Unknown
Language: eng
Format: epub
ISBN: 9783030757267
Publisher: Springer International Publishing

3 The Study

As was mentioned in the introduction, the study aimed to investigate multilingual (i.e., at least trilingual) language learners’ representations of selected vocabulary items in L2 and L3 as a result of their vocabulary learning strategies. Thus, special attention was paid to their meaning discovery and consolidation strategies in particular, though, as was mentioned above, these two categories are not strictly separate, since not only can inference from context be a determination strategy, but it can also result in incidental learning. At the same time, the participants’ ways of defining the target L2 and L3 words (by means of L1 equivalents, synonyms in L2 or L3 respectively, examples of sentence contexts and so on) could be supposed to reflect their vocabulary learning strategies (e.g., L1 equivalents could reflect combining L2 and L3 words with their L1 equivalents).

While studies on the multilingual mental lexicon have mainly focused on such aspects as storage and organization (Cenoz, 2003; Herwig, 2001), lexical access (Jessner, 2003), lexical associations and processing, for example, in translation (Gabryś-Barker, 2005), research on the representation of particular L2 and L3 words, focusing on their lexical entries in more detail, seems to be missing. That research questions in the present study were as follows:1.

What vocabulary learning strategies do the participants use?

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