{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/86113"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/86113","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Lexical Representation and Processing in Second Language Learners","abstract":"While research on monolingual language production and processing has led to the positing of different levels of lexical representation, investigations of the bilingual lexicon have mainly focused on the relationship between the two languages. To explore whether the L2 learner develops an L2 lemma-level representation, the second experiment investigated whether L2 learners access a noun's gender automatically. Advanced L2 learners of Spanish completed a picture-naming task, with written distractors. The distractors differed in semantic relatedness and gender congruency. There was a clear indication of a gender interference effect when the pictures and the distractors were semantically related, but not when they were unrelated. This gender interference effect suggests that the L2 learner is able to process the L2 automatically during language production, having established a fully integrated L2 lexicon.","abstract_html":"While research on monolingual language production and processing has led to the positing of different levels of lexical representation, investigations of the bilingual lexicon have mainly focused on the relationship between the two languages. To explore whether the L2 learner develops an L2 lemma-level representation, the second experiment investigated whether L2 learners access a noun's gender automatically. Advanced L2 learners of Spanish completed a picture-naming task, with written distractors. The distractors differed in semantic relatedness and gender congruency. There was a clear indication of a gender interference effect when the pictures and the distractors were semantically related, but not when they were unrelated. This gender interference effect suggests that the L2 learner is able to process the L2 automatically during language production, having established a fully integrated L2 lexicon.","abstract_has_math":false,"creators":["Neary, Louise Christine"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Spanish","degree_department":null,"school":null,"contributors":["Dussias, Paola E."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-28T14:54:48Z","date_published":"2015-09-28T14:54:48Z","updated_at":"2026-07-22T22:26:26Z","subjects":["Language, General"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3023151"],"render_values":[{"text":"(MiAaPQ)AAI3023151","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/86113","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dussias, Paola E."]},{"key":"dc:creator","label":"Author","values":["Neary, Louise Christine"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-28T14:54:48Z","10000-01-01","2001"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Spanish"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Language, General"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/86113","(MiAaPQ)AAI3023151"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["While research on monolingual language production and processing has led to the positing of different levels of lexical representation, investigations of the bilingual lexicon have mainly focused on the relationship between the two languages. 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To explore whether the L2 learner develops an L2 lemma-level representation, the second experiment investigated whether L2 learners access a noun's gender automatically. Advanced L2 learners of Spanish completed a picture-naming task, with written distractors. The distractors differed in semantic relatedness and gender congruency. There was a clear indication of a gender interference effect when the pictures and the distractors were semantically related, but not when they were unrelated. This gender interference effect suggests that the L2 learner is able to process the L2 automatically during language production, having established a fully integrated L2 lexicon.","Made available in DSpace on 2015-09-28T14:54:48Z (GMT). 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