About
In the study of the bilingual we can clearly distinguish two conceptual lines, stated by Grosjean (2001), which have attracted the attention of researchers in similar disciplines and continue to be their object of study: an organizational dimension, which deals with the way the two languages are represented in the bilingual memory, and an operational dimension, which deals with the mechanisms that operate under this particular organization.
It is within this framework where our investigation is included and its aim is to contribute to the explanation of the operation and structure of the bilingual memory. We have recently focused on two aspects: on the one hand, the study of lexical processing related to the initial semantic learning (Comesaña, Fraga, & Perea, 2005; Fraga, Comesaña, & Perea, 2006), particularly motivated by finding whether the method acquisition of new vocabulary modulates the type of connections that are established between the lexical representations of the new language and the semantic memory, and whether these connections are maintained through time (e.g., Comesaña, Perea, Piñeiro, & Fraga, in press); and on the other hand, we have focused on the study of the lexical-semantic processing which takes place during the performance of different tasks (to this date, tasks which assess the receptive level of language) in which the type of words presented to the subjects is controlled and/or manipulated. For instance, words with a different frequency – high (when they are frequently used) or low (when they are used less frequently) and/or words with a different cognate status – cognate (when they share form and meaning) vs. noncognate (when they only share meaning) (Comesaña et al., 2005; Comesaña et al., 2008). The study of cognate vs. noncognate words is extremely interesting in order to try to explain how the bilingual memory is structured. On this respect there have been many attempts to explain the differential processing which characterizes this type of words (processing characterized by a higher precision and speed in the recognition and production of the first ones over the second ones) offering different theoretical approaches. Specifically, there are three different alternatives at present. Very concisely described: the first one states that the origin of such differences is at a semantic level, i.e., depending on the degree of conceptual overlap which charaterizes cognate and noncognate words (e.g., Van Hell & de Groot, 1998); the second one sets out a different level of representation for these words, according to morphology, which would account for the differences observed in comprehension and production (e.g., Sánchez-Casas and García-Albea, 2005); and the third one denies the existence of a different organization, emphasizing the phonological similarity as the cause of the benefit in the processing observed for cognate words (e.g., Hoshino y Kroll, 2008).
Therefore, as a consequence of the lack of studies about the development of bilingual lexicon related to the initial semantic learning (Ping Li, 2004), more precisely in that referred to the establishment of links between the lexical entries of L2 and the conceptual system, and also as a consequence of the divergence of theoretical approaches to the origin of the differential processing observed for cognate and noncognate words, our research work arises with a double objective: in the first place, studying the lexical-semantic development in absolutely initial stages of acquisition of new vocabulary manipulating the vocabulary learning method used and the type of word that the subject will have to learn. These variables are key to understand the structure of bilingual memory. And then, giving continuity to the body of existing works worldwide to clarify the origin of the effect of cognates. Our final objective is to bring data of considerable heuristic value which contribute to explain which of the approaches mentioned above better fits to the results obtained. For this, we will plan a number of experiments in which certain lexical and semantic variables will be manipulated. These variables are decisive to be able to speak either of a different level of representation for this type of words or of a different mechanism of interaction between the different representational levels (sub-lexical, lexical and semantic) which would justify the effect of cognates.
Our results will have relevant theoretical implications in the present models of word recognition and of linguistic production, and for the clinical practice. Moreover, they will contribute to the takeoff of psycolinguistic studies in this area of research, which has been hardly explored to this date at a national level.
Key words: Bilingual Memory, Second Language Acquisition, Learning Method and States of Cognates.
