Lexico‐Semantic Attrition of Native Language: Evidence From Russian–Hebrew Bilinguals

IF 3.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Pub Date : 2024-09-19 DOI:10.1111/lang.12678

Federico Gallo, Beatriz Bermúdez‐Margaretto, Anastasia Malyshevskaya, Yury Shtyrov, Hamutal Kreiner, Mikhail Pokhoday, Anna Petrova, Andriy Myachykov

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引用次数: 0

Abstract

Native language (L1) attrition is ubiquitous in modern globalized society, but its cognitive/psycholinguistic mechanisms are poorly understood. We investigated lexico‐semantic L1 attrition in L1 Russian immigrants in Israel, who predominantly use their second language (L2), Hebrew, in daily life. We included Russian monolinguals as a control group. We tested two potential causal mechanisms of attrition: L2 interference versus L1 disuse. Participants completed a fill‐the‐gap task in two conditions: accuracy (producing one exactly matching word) and scope (providing as many synonyms as possible). We expected L2 interference and L1 disuse to lead to the differential reduction of accuracy and scope features, respectively. Lower scores for attriters emerged in the accuracy but not in the scope condition. Moreover, attitude towards L1 influenced attriters’ accuracy—but not scope—performance, with higher L1 preference predicting higher accuracy. We provide evidence for lexico‐semantic attrition in adult immigrants, pointing to L2 interference as the primary cause of impaired lexical retrieval.

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母语的词汇-语义损耗：俄语-希伯来语双语者的证据

母语（L1）损耗在现代全球化社会中无处不在，但人们对其认知/心理语言学机制却知之甚少。我们调查了在以色列以俄语为母语的移民的词汇语义母语损耗情况，他们在日常生活中主要使用第二语言（L2）希伯来语。我们将俄语单语者作为对照组。我们测试了两种潜在的损耗因果机制：L2 干扰与 L1 废用。受试者在两种条件下完成了填空任务：准确性（提供一个完全匹配的单词）和范围（提供尽可能多的同义词）。我们预期 L2 干扰和 L1 失用将分别导致准确性和范围特征的不同降低。减损者在准确性方面得分较低，而在范围方面得分较低。此外，对 L1 的态度会影响脱学者的准确度，但不会影响其范围表现，对 L1 的偏好越高，准确度就越高。我们为成年移民的词汇语义损耗提供了证据，指出 L2 干扰是词汇检索受损的主要原因。

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来源期刊

Language Learning Multiple-

CiteScore

9.10

自引率

15.90%

发文量

期刊介绍： Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.