Aprendizaje, representación y procesamiento de palabras ambiguas en bilingu?es

Ana Rita Sá Leite Dias; Isabel Fraga Carou

doi:10.24310/espsiescpsi.v10i1.13194

Autores/as

Ana Rita Sá Leite Dias Center of Research in Psychology-CIPsi. University of Minho Portugal
Isabel Fraga Carou Cognitive Processes & Behavior Research Group, Faculty of Psychology, Universidade de Santiago de Compostela España

DOI:

https://doi.org/10.24310/espsiescpsi.v10i1.13194

Palabras clave:

bilingüismo, ambigüedad léxica, homonimia, polisemia, ambigüedad de traducción

Resumen

En este trabajo se revisan los estudios que han investigado el procesamiento, la representación y el aprendizaje de palabras ambiguas (homónimas y polisémicas) en individuos bilingües. La evidencia disponible apoya la influencia mutua entre las dos lenguas del bilingüe, tanto en un nivel léxico como semántico. Más concretamente, destaca el impacto de la llamada “ambigüedad de traducción”, el cual se ve modulado por el nivel de competencia en la segunda lengua (L2). Se recogen además, las aportaciones de los distintos modelos de organización léxica bilingüe (Dijkstra y van Heuven, 2002; Kroll y Stewart, 1994; van Hell y De Groot, 1998), que parecen complementarse a la hora de explicar los resultados obtenidos. Para terminar, se corrobora la dificultad que encierra, en el ámbito educativo, el aprendizaje de palabras con varios significados y se concluye con algunas recomendaciones que facilitarían el aprendizaje de este tipo de palabras en la L2.

Descargas

Los datos de descargas todavía no están disponibles.

Métricas

Cargando métricas ...

Citas

Anderson, J. R. y Reder, L. M. (1999). The fan effect: New results and new theories. Journal of Experimental Psychology: General, 128(2), 186-197. https://doi.org/10.1037//0096-3445.128.2.186

Arêas Da Luz Fontes, A. B. y Schwartz, A. (2010). On a Different “Plane”: Cross-language effects on the conceptual representations of within-language homonyms. Language and Cognitive Processes, 25, 508-532. https://doi.org/10.1080/01690960903285797

Barcroft, J. (2005). La enseñanza del vocabulario en español como segunda lengua. Hispania, 88, 568-583. https://doi.org/10.2307/20063160

Boada, R., Sánchez-Casas, R. M., Gavilán, J. M., García-Albea, J. E. y Tokowicz, N. (2013). Effect of multiple translations and cognate status on translation recognition performance of balanced bilinguals. Bilingualism: Language and Cognition, 16, 183-197. https://doi.org/10.1017/S1366728912000223

Blekher, M. (2000). Word-type effects in the lexical processing of Russian-English and French-English bilinguals (Tesis doctoral). Recuperado de http://biblioteca.universia.net/html_bura/ficha/params/id/50972805.html

Bracken, J., Degani, T., Eddington, C. M. y Tokowicz, N. (2016). Translation semantic variability: How semantic relatedness affects learning of translation-ambiguous words. Bilingualism: Language and Cognition. Recuperado el 25 de junio del 2016, del CJO2016. https://doi.org/10.1017/S1366728916000274

Comesaña, M., Perea, M., Piñeiro, A. y Fraga, I. (2009). Vocabulary teaching strategies and conceptual representations of words in L2 in children: Evidence with novice learners. Journal of Experimental Child Psychology, 104, 22-33. https://doi.org/10.1016/j.jecp.2008.10.004

Conrad, C. (1974). Context effects in sentence comprehension: A study of the subjective lexicon. Memory & Cognition, 2, 130-138. https://doi.org/10.3758/BF03197504

De Groot, A. M. B. (1992b). Bilingual lexical representation: A closer look at conceptual representations. En R. Frost y L. Katz (Eds.), Orthography, phonology, morphology, and meaning, pp. 389–412. Amsterdam: Elsevier.https://doi.org/10.1016/S0166-4115(08)62805-8

Degani, T., Prior, A. y Tokowicz, N. (2011). Bidirectional transfer: The effect of sharing a translation. Journal of Cognitive Psychology, 23(1), 18-28. https://doi.org/10.1080/20445911.2011.445986

Degani, T. y Tokowicz, N. (2010). Ambiguous words are harder to learn. Bilingualism: Language and Cognition, 13, 299-314. https://doi.org/10.1017/S1366728909990411

Degani, T. y Tokowicz, N. (2013). Cross-language influences: translation status affects intraword sense relatedness. Memory & Cognition, 41(7), 1046-1064. https://doi.org/10.3758/s13421-013-0322-9

Degani, T., Tseng, A. M. y Tokowicz, N. (2014). Together or apart? Learning of ambiguous words. Bilingualism: Language and Cognition, 17, 749–765. https://doi.org/10.1017/S1366728913000837

DeLosh, E. L. y McDaniel, M. A. (1996). The role of order information in free recall: Application to the word-frequency effect. Journal of Experimental Psychology: Learning, Memory and Cognition, 22(5), 1136–1146. https://doi.org/10.1037/0278-7393.22.5.1136

Dijkstra, T. y van Heuven, W. J. B. (2002). The architecture of the bilingual word recognition system: From identification to decision. Bilingualism: Language and Cognition, 5, 175–197. https://doi.org/10.1017/S1366728902003012

Duffy, S. A., Morris, R. K. y Rayner, K. (1988). Lexical ambiguity and fixation times in reading. Journal of Memory y Language, 27(4), 429-446. https://doi.org/10.1016/0749-596X(88)90066-6

Eddington, C. M. y Tokowicz, N. (2013). Examining English–German translation ambiguity using primed translation recognition. Bilingualism: Language and Cognition, 16, 442-457. https://doi.org/10.1017/S1366728912000387

Elston-Güttler, K. E., Paulmann, S. y Kotz, S. A. (2005). Who’s in control? Proficiency and L1 influence on L2 processing. Journal of Cognitive Neuroscience, 17, 1593-1610. https://doi. org/10.1162/089892905774597245

Elston-Güttler, K. E. y Williams, J. N. (2008). First language polysemy affects second language meaning interpretation: evidence for activation of first language concepts during second language reading. Second Language Research, 24(2), 167–187. https://doi.org/10.1177/0267658307086300

Green, D. W. (1998). Mental control of the bilingual lexicosemantic system. Bilingualism: Language and Cognition, 1, 67–81. https://doi.org/10.1017/S1366728998000133

Hebb, D. (1949). The Organization of Behavior: A neuropsychological theory. Nueva York: Wiley.

Jacquet, M. y French, R. M. (2002). The BIA++: Extending the BIA+ to a dynamical distributed connectionist framework. Bilingualism, 5(3), 202-205. https://doi.org/10.1017/S1366728902223019

Jiang, N. (2000). Lexical representation and development in a second language. Applied Linguistics, 21(1), 47–77. https://doi.org/10.1093/applin/21.1.47

Jiang, N. (2002). Form-meaning mapping in vocabulary acquisition in a second language. Studies in Second Language Acquisition, 24(4), 617-637. https://doi.org/10.1017/S0272263102004047

Jiang, N. (2004). Semantic transfer and its implications for vocabulary teaching in a second language. The Modern Language Journal, 88(3), 416-432. https://doi.org/10.1111/j.0026-7902.2004.00238.x

Kroll, J. F. y Stewart, E. (1994). Category interference in translation and picture naming: Evidence for asymmetric connections between bilingual memory representations. Journal of Memory and Language, 33(2), 149-179. https://doi.org/10.1006/jmla.1994.1008

Laxén, J. y Lavaur, J-M. (2010). The role of semantics in translation recognition: effects of number of translations, dominance of translations and semantic relatedness of multiple translations. Bilingualism: Language and Cognition, 13, 157-183. https://doi.org/10.1017/S1366728909990472

Levelt, W. J. M. (1989). Speaking: From intention to articulation. Cambridge, MA: MIT Press. https://doi.org/10.5860/CHOICE.27-1947

Levy, B. J., McVeigh, N. D., Marful, A. y Anderson, M. C. (2007). Inhibiting your native language: The role of retrieval-induced forgetting during second-language acquisition. Psychological Science 18(1), 29-34. https://doi.org/10.1111/j.1467-9280.2007.01844.x

Lin, C-J. C. y Ahrens, K. (2010). Ambiguity advantage revisited: Two meanings are better than one when accessing Chinese Nouns. Journal of Psycholinguistic Research, 39(1), 1-19. https://doi.org/10.1007/s10936-009-9120-8

Lyons, J. (1977). Semantics. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511620614

McClelland, J. L. y Rumelhart, D. E. (1981). An interactive activation model of context effects in letter perception: Part 1. An account of basic findings. Psychological Review, 88(5), 375-407. https://doi.org/10.1037/0033-295X.88.5.375

McDaniel, M. A., Neufeld, K. H. y Damico-Nettleton, S. (2001). Many-to-one and one-to-many associative learning in a naturalistic task. Journal of Experimental Psychology: Applied, 7(3), 182–194. https://doi.org/10.1037/1076-898X.7.3.182

Michael, E. B., Tokowicz, N., Degani, T. y Smith, C. J. (2011). Individual differences in the ability to resolve translation ambiguity across languages. Vigo International Journal of Applied Linguistics, 8, 79-97.

Miller, G. A. (1986). Dictionaries in the mind. Language & Cognitive Processes, 1(3), 171-185. https://doi.org/10.1080/01690968608407059

Prior, A. Kroll, J. F. y MacWhinney, B. (2013). Translation ambiguity but not word class predicts translation performance. Bilingualism: Language and Cognition, 16(2), 458-474. https://doi.org/10.1017/S1366728912000272

Rodd, J. M., Gaskell, M. G. y Marslen-Wilson, W. D. (2002). Making sense of semantic ambiguity: Semantic competition in lexical access. Journal of Memory and Language, 46, 245–266. https://doi.org/10.1006/jmla.2001.2810

Rubenstein, H., Garfield, L. y Millikan, J. A. (1970). Homographic entries in the internal lexicon. Journal of Verbal Learning and Verbal Behavior, 9, 487-494. https://doi.org/10.1016/S0022-5371(70)80091-3

Schwartz, A. I., Yeh, L. H. y Arêas Da Luz Fontes, A. B. (2009). Bilingual lexical disambiguation in context: The role of non-selective cross-language. Unpublished manuscript.

Schwartz, A. I., Yeh, L. H. y Shaw, M. P. (2008). Lexical representation of second language words: Implications for second language vocabulary acquisition and use. The Journal of the Mental Lex-icon, 3(3), 309-324. https://doi.org/10.1075/ml.3.3.04sch

Stroop, J. R. (1935). Studies of interference in serial verbal reactions. Journal of Experimental Psychology, 18(6), 643-662. https://doi.org/10.1037/h0054651

Tokowicz, N. (2014) Translation ambiguity affects language processing, learning, and representation. En R. T. Miller et al. (Eds.), Selected Proceedings of the 2012 Second Language Research Forum (pp. 170-180). Somerville, MA: Cascadilla Proceedings Project.

Tokowicz, N. y Kroll, J. F. (2007). Number of meanings and concreteness: Consequences of ambiguity within and across languages. Language and Cognitive Processes, 22, 727-779. https://doi.org/10.1080/01690960601057068

Tokowicz, N., Prior, A. y Kroll, J. F. (2009). Bilingual speech production depends on translation ambiguity. Unpublished manuscript.

Turner, M. L. y Engle, R. W. (1989). Is working memory capacity task dependent? Journal of Memory & Language, 28, 127-154. https://doi.org/10.1016/0749-596X(89)90040-5

Underwood, B. J. (1969). Attributes of memory. Psychological Review, 76, 559–573. https://doi.org/10.1037/h0028143

van Assche, E., Duyck, W., R. J., Hartsuiker, R. J. y Diependaele, K. (2009). Does Bilingualism Change Native-Language Reading? Cognate Effects in a Sentence Context. Psychological Science, 20, 923-927. https://doi.org/10.1111/j.1467-9280.2009.02389.x

van Hell, J. G. y De Groot, A. M. B. (1998). Conceptual representation in bilingual memory: Effects of concreteness and cognate status in word association. Bilingualism: Language and Cognition, 1, 193–211. https://doi.org/10.1017/S1366728998000352