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First Language Lexical Attrition in a First Language Setting: A Multi-Measure Approach Testing Teachers of English.

Yueqingzhou Ma¹, Norbert Vanek^2,3

¹University of Auckland, Auckland, New Zealand.

Journal of Psycholinguistic Research

|March 6, 2024

Summary

This summary is machine-generated.

English teachers in China show first language (L1) attrition, with slower responses to native words and less sophisticated vocabulary. Increased second language (L2) use predicts this lexical attrition in the L1 environment.

Keywords:

Accuracy Chinese teachers of English Density First language attrition Language production Lexical comprehension Lexical diversity Sophistication Video description Word recognition

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Area of Science:

Linguistics
Psycholinguistics
Second Language Acquisition

Background:

First language (L1) attrition research typically examines immigrant settings.
Little is known about L1 attrition occurring within the native language environment.

Purpose of the Study:

To investigate L1 lexical attrition in the L1 environment among Chinese English teachers.
To explore the influence of second language (L2) exposure on L1 comprehension and production.

Main Methods:

Employed a time-sensitive word decision task and a video retelling task.
Compared Chinese teachers of English (n=25) with teachers of other subjects (n=25).
Utilized mixed-effects models to analyze lexical comprehension (accuracy, reaction times) and production (diversity, density, sophistication, accuracy).

Main Results:

English teachers exhibited slower reaction times to high-frequency Chinese words and used less sophisticated vocabulary in retellings.
English teachers showed enhanced speed and accuracy with Chinese borrowings from English, indicating L2 influence.
Higher L2 exposure and usage frequency correlated with greater L1 lexical attrition.

Conclusions:

L2 exposure can lead to L1 lexical attrition even within the L1 environment.
L1 attrition manifests in both lexical comprehension and production.
Findings highlight the interconnectedness of L1 and L2 mental lexicons.