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The Effects of Meaning Dominance in the Time-Course of Activation of L2 Lexical Ambiguity Processing.

Journal of psycholinguistic researchยท2019
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Updated: Feb 18, 2026

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Semantic Ambiguity Effects in L2 Word Recognition.

Tomomi Ishida1

  • 1Institute of Liberal Arts and Sciences, Nagoya University, Furo-cho, Chikusa-ku, Nagoya, 464-8601, Aichi, Japan. ishida_tomomi@nagoya-u.jp.

Journal of Psycholinguistic Research
|November 24, 2017
PubMed
Summary
This summary is machine-generated.

Ambiguous words are recognized faster by both native and non-native English speakers. However, second language (L2) learners showed a greater ambiguity advantage, suggesting unique processing differences in L2 word recognition.

Keywords:
Ambiguity effectsLexical decision taskSecond languageSemantic feedback activation

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Area of Science:

  • Psycholinguistics
  • Second Language Acquisition
  • Cognitive Science

Background:

  • Previous research indicates an "ambiguity advantage" in first language (L1) word recognition, where ambiguous words are processed more efficiently.
  • Understanding lexical processing in second language (L2) learners is crucial for explaining cross-linguistic influences and cognitive mechanisms.

Purpose of the Study:

  • To investigate the ambiguity effect in English word recognition among both L1 and L2 speakers.
  • To compare the magnitude of the ambiguity advantage between native and non-native English speakers.

Main Methods:

  • A lexical decision task was employed, where participants identified whether letter strings were valid English words.
  • Participants included both native English speakers (L1) and proficient non-native English speakers (L2).

Main Results:

  • An ambiguity advantage was observed in both L1 and L2 English speakers.
  • The ambiguity advantage was significantly larger for the L2 speaker group compared to the L1 speaker group.

Conclusions:

  • The findings suggest that L2 word recognition benefits from ambiguity, potentially more so than L1 processing.
  • This enhanced effect in L2 learners may stem from slower feedback activation from semantic to orthographic levels during word recognition.