TY - JOUR
T1 - Desirable difficulties while learning collocations in a second language
T2 - Conditions that induce L1 interference improve learning
AU - Pulido, Manuel F.
AU - Dussias, Paola E.
N1 - Funding Information:
Universidad de Navarra and Dr. Eduardo Negueruela for providing the facilities to conduct this research; Dr. Mª Rosa Elosúa for sharing the materials for the Spanish reading span task; Christian Navarro-Torres and Dr. Laura Rodrigo for their help with GCA modeling; Paul Bentham for recording the English stimuli; Daniel Ng and Anna Northcott for help with coding; and the associate editor and three anonymous reviewers for their input. Any errors remain our own. The writing of this article was supported in part by National Science Foundation grants BCS-1535124 and OISE-1545900 to Paola E. Dussias.
Funding Information:
The authors would like to thank the ILCE at the Universidad de Navarra and Dr. Eduardo Negueruela for providing the facilities to conduct this research; Dr. M Rosa Elos?a for sharing the materials for the Spanish reading span task; Christian Navarro-Torres and Dr. Laura Rodrigo for their help with GCA modeling; Paul Bentham for recording the English stimuli; Daniel Ng and Anna Northcott for help with coding; and the associate editor and three anonymous reviewers for their input. Any errors remain our own. The writing of this article was supported in part by National Science Foundation grants BCS-1535124 and OISE-1545900 to Paola E. Dussias.
Publisher Copyright:
Copyright © Cambridge University Press 2019.
PY - 2020/5/1
Y1 - 2020/5/1
N2 - Learning conventional verb-noun combinations in a second language is known to be highly problematic when word choices differ from those in the native language. Grounded on recent proposals of desirable difficulties in vocabulary learning (Bjork & Kroll, 2015), we tested Spanish learners of English on a new paradigm that aimed to induce interference from the native language during lexical selection in a second language, as a way to train regulation of the dominant language. Results showed that recall rates were significantly higher in the group of learners that practiced in conditions of L1-interference. Faster RTs showed more efficient lexical selection in those same learners. Additionally, RTs revealed that the more successful learners in both groups incurred a cost in accessing verb choices congruent with the native language, a finding that is consistent with an inhibitory account.
AB - Learning conventional verb-noun combinations in a second language is known to be highly problematic when word choices differ from those in the native language. Grounded on recent proposals of desirable difficulties in vocabulary learning (Bjork & Kroll, 2015), we tested Spanish learners of English on a new paradigm that aimed to induce interference from the native language during lexical selection in a second language, as a way to train regulation of the dominant language. Results showed that recall rates were significantly higher in the group of learners that practiced in conditions of L1-interference. Faster RTs showed more efficient lexical selection in those same learners. Additionally, RTs revealed that the more successful learners in both groups incurred a cost in accessing verb choices congruent with the native language, a finding that is consistent with an inhibitory account.
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U2 - 10.1017/S1366728919000622
DO - 10.1017/S1366728919000622
M3 - Article
AN - SCOPUS:85073611374
VL - 23
SP - 652
EP - 667
JO - Bilingualism: Language and Cognition
JF - Bilingualism: Language and Cognition
SN - 1366-7289
IS - 3
ER -