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      Fuzzy Lexical Representations in Adult Second Language Speakers

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          Abstract

          We propose the fuzzy lexical representations (FLRs) hypothesis that regards fuzziness as a core property of nonnative (L2) lexical representations (LRs). Fuzziness refers to imprecise encoding at different levels of LRs and interacts with input frequency during lexical processing and learning in adult L2 speakers. The FLR hypothesis primarily focuses on the encoding of spoken L2 words. We discuss the causes of fuzzy encoding of phonological form and meaning as well as fuzzy form-meaning mappings and the consequences of fuzzy encoding for word storage and retrieval. A central factor contributing to the fuzziness of L2 LRs is the fact that the L2 lexicon is acquired when the L1 lexicon is already in place. There are two immediate consequences of such sequential learning. First, L2 phonological categorization difficulties lead to fuzzy phonological form encoding. Second, the acquisition of L2 word forms subsequently to their meanings, which had already been acquired together with the L1 word forms, leads to weak L2 form-meaning mappings. The FLR hypothesis accounts for a range of phenomena observed in L2 lexical processing, including lexical confusions, slow lexical access, retrieval of incorrect lexical entries, weak lexical competition, reliance on sublexical rather than lexical heuristics in word recognition, the precedence of word form over meaning, and the prominence of detailed, even if imprecisely encoded, information about LRs in episodic memory. The main claim of the FLR hypothesis – that the quality of lexical encoding is a product of a complex interplay between fuzziness and input frequency – can contribute to increasing the efficiency of the existing models of LRs and lexical access.

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            The Role of Consciousness in Second Language Learning1

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                Author and article information

                Contributors
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                19 November 2021
                2021
                : 12
                : 732030
                Affiliations
                [1] 1Graduate Program in Second Language Acquisition, School of Languages, Literatures, and Cultures, University of Maryland , College Park, MD, United States
                [2] 2National Foreign Language Center, University of Maryland , College Park, MD, United States
                [3] 3Herder Institute, University of Leipzig , Leipzig, Germany
                [4] 4University of Haifa , Haifa, Israel
                [5] 5Department of Psychology, University of Pittsburgh , Pittsburgh, PA, United States
                [6] 6Center for Language and Brain, HSE University , Moscow, Russia
                Author notes

                Edited by: Antonio Benítez-Burraco, Sevilla University, Spain

                Reviewed by: Kathy Conklin, University of Nottingham, United Kingdom; Gary Libben, Brock University, Canada

                *Correspondence: Denisa Bordag, denisav@ 123456uni-leipzig.de

                This article was submitted to Language Sciences, a section of the journal Frontiers in Psychology

                Article
                10.3389/fpsyg.2021.732030
                8751619
                35027898
                c7d749db-074d-4a1b-b5da-54c45881d55e
                Copyright © 2021 Gor, Cook, Bordag, Chrabaszcz and Opitz.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 28 June 2021
                : 20 October 2021
                Page count
                Figures: 1, Tables: 0, Equations: 0, References: 157, Pages: 19, Words: 18808
                Funding
                Funded by: Center for Language and Brain NRU Higher School of Economics, RF Government Grant
                Award ID: 14.641.31.0004
                Funded by: University of Leipzig
                Funded by: Slavic and East European Language Resource Center (SEELRC)
                Funded by: Duke University , doi 10.13039/100006510;
                Categories
                Psychology
                Hypothesis and Theory

                Clinical Psychology & Psychiatry
                l2, l1,fuzzy,lexical representation,word recognition,lexicon,word learning

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