Acceso usuarios
Andreas Rohde, Christine Tiefenthal
Are L1 and L2 lexical acquisition fundamentally different with regard to the children's strategy of fast mapping? 27 German children aged 3 to 6 are taught a new English word. 24 hours later their comprehension of the new term is assessed. Despite the fact that a German control group scores considerably better, the results for the L2 children suggest that fast mapping or at least ‘partial mapping’ does occur. It is argued that L1 and L2 lexical acquisition are not fundamentally different but that novel English words are less salient than novel German labels. In addition, the children's L2 is limited to preschool contexts so that the exposure in this specific project is not sufficient to trigger some of the children's full attention.
