Learning semantic categories of L2 verbs : The case of cutting and breaking verbs
Copyright: © 2024 Saji et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited..
To attain native-like proficiency in second-language word usage, learners have to discover intricate semantic categories in the target language. We investigated the factors influencing the development of two aspects of second-language learners' semantic categories: the category center and category boundary of word meanings. In the experiment, second-language learners of Japanese, whose first language is Mandarin, were asked to produce the best verb for 28 videos depicting various cutting and breaking events. Descriptive analyses were conducted to compare the verb patterns used by second-language learners with those of native speakers. The second-language learners' verb use pattern suggested their struggle in delineating the semantic ranges of breaking verbs in a native-like manner. Model analyses further revealed that different factors contribute to learning two different aspects of word meanings. The learning category center of word meaning depended on the similarity between the lexical domains in the first and second languages. On the contrary, the success of learning the semantic boundaries of verbs required a large input frequency and smaller semantic coverage, and smaller category ambiguity. The results suggest that constructing a semantic domain in the second language should be evaluated from at least two different aspects of semantic representation.
| Medienart: |
E-Artikel |
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| Erscheinungsjahr: |
2024 |
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| Erschienen: |
2024 |
| Enthalten in: |
Zur Gesamtaufnahme - volume:19 |
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| Enthalten in: |
PloS one - 19(2024), 1 vom: 31., Seite e0296628 |
| Sprache: |
Englisch |
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| Beteiligte Personen: |
Saji, Noburo [VerfasserIn] |
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Date Completed 22.01.2024 Date Revised 22.01.2024 published: Electronic-eCollection Citation Status MEDLINE |
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| doi: |
10.1371/journal.pone.0296628 |
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| 520 | |a Copyright: © 2024 Saji et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. | ||
| 520 | |a To attain native-like proficiency in second-language word usage, learners have to discover intricate semantic categories in the target language. We investigated the factors influencing the development of two aspects of second-language learners' semantic categories: the category center and category boundary of word meanings. In the experiment, second-language learners of Japanese, whose first language is Mandarin, were asked to produce the best verb for 28 videos depicting various cutting and breaking events. Descriptive analyses were conducted to compare the verb patterns used by second-language learners with those of native speakers. The second-language learners' verb use pattern suggested their struggle in delineating the semantic ranges of breaking verbs in a native-like manner. Model analyses further revealed that different factors contribute to learning two different aspects of word meanings. The learning category center of word meaning depended on the similarity between the lexical domains in the first and second languages. On the contrary, the success of learning the semantic boundaries of verbs required a large input frequency and smaller semantic coverage, and smaller category ambiguity. The results suggest that constructing a semantic domain in the second language should be evaluated from at least two different aspects of semantic representation | ||
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