BEGIN:VCALENDAR VERSION:2.0 PRODID:-//events.la.psu.edu//EN CALSCALE:GREGORIAN BEGIN:VTIMEZONE TZID:America/New_York BEGIN:STANDARD DTSTART:20201101T020000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 RRULE:FREQ=YEARLY;BYMONTH=11;BYDAY=1SU END:STANDARD BEGIN:DAYLIGHT DTSTART:20200308T020000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=2SU END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT UID:16819-98caced59c088db13f8924c71a7d6d08@events.la.psu.edu DTSTAMP:20260514T203925Z DTSTART;TZID=America/New_York:20180921T090000 DTEND;TZID=America/New_York:20180921T103000 SUMMARY:Katherine Kerschen (Penn State) - The Effect of Abstract Word Training o n Productive Vocabulary Knowledge in a Second Language DESCRIPTION:The Effect of Abstract Word Training on Productive Vocabular y Knowledge in a Second Language\n\n \;\n\nVocabulary is an essentia l component of L2 learning\, yet many adult learners struggle to learn v ocabulary and\, in particular\, to develop productive vocabulary knowled ge\, which is the ability to spontaneously produce words in the appropri ate context. Prior research has demonstrated that this is in part due to difficulty in mapping new word forms to already-known concepts (Jiang\, 2000). Certain word-level variables\, such as concreteness\, have also been shown to affect lexical acquisition and processing\, with abstract words being more difficult to acquire in the L2 (de Groot &\; Keijzer \, 2000). However\, these concerns are not unique to L2 acquisition. Per sons with acquired language disorders such as aphasia often have problem s with lexical retrieval\, i.e. with connecting forms to meanings\, espe cially with more complex items such as abstract words (Kiran et al.\, 20 09). With these potential parallels in mind\, we have explored whether m odels and methodologies developed in the field of aphasia research can f ruitfully be applied to aspects of L2 learning.\n\nIn this talk\, I will report on two studies which investigated the effect of abstract word tr aining on the development of productive vocabulary knowledge in the L2. In the first study\, a word training paradigm initially developed to tre at lexical retrieval deficits in patients with aphasia was used to train L2 learners on abstract words in specific context-categories (e.g.\, re staurant). The training\, which was conducted in individual sessions wit h the investigator\, led to increased productive knowledge of both the t rained abstract words and untrained concrete words within that category\ , paralleling previous findings from aphasia research (Sandberg &\; K iran\, 2014). The second study implemented a modified version of the tra ining paradigm in a low-intermediate L2 classroom and found a similar pa ttern of gains. These findings not only indicate that techniques from co mmunication disorders research can successfully be applied in an L2 cont ext\, but they also open up new avenues for exploring the underlying con ceptual representations of abstract and concrete words in the L2 lexicon \n\nFor more details: https://events.la.psu.edu/event/katherine-kerschen -penn-state-the-effect-of-abstract-word-training-on-productive-vocabular y-knowledge-in-a-second-language/ X-ALT-DESC;FMTTYPE=text/html:

The Effect of Abstract Word Training on Product ive Vocabulary Knowledge in a Second Language

Vocabu lary is an essential component of L2 learning, yet many adult learners s truggle to learn vocabulary and, in particular, to develop productive vo cabulary knowledge, which is the ability to spontaneously produce words in the appropriate context. Prior research has demonstrated that this is in part due to difficulty in mapping new word forms to already-known co ncepts (Jiang, 2000). Certain word-level variables, such as concreteness , have also been shown to affect lexical acquisition and processing, wit h abstract words being more difficult to acquire in the L2 (de Groot &am p; Keijzer, 2000). However, these concerns are not unique to L2 acquisit ion. Persons with acquired language disorders such as aphasia often have problems with lexical retrieval, i.e. with connecting forms to meanings , especially with more complex items such as abstract words (Kiran et al ., 2009). With these potential parallels in mind, we have explored wheth er models and methodologies developed in the field of aphasia research c an fruitfully be applied to aspects of L2 learning.

In this talk, I will report on two studies which investigated the effect of abstract w ord training on the development of productive vocabulary knowledge in th e L2. In the first study, a word training paradigm initially developed t o treat lexical retrieval deficits in patients with aphasia was used to train L2 learners on abstract words in specific context-categories (e.g. , restaurant). The training, which was conducted in individual sessions with the investigator, led to increased productive knowledge of both the trained abstract words and untrained concrete words within that categor y, paralleling previous findings from aphasia research (Sandberg & K iran, 2014). The second study implemented a modified version of the trai ning paradigm in a low-intermediate L2 classroom and found a similar pat tern of gains. These findings not only indicate that techniques from com munication disorders research can successfully be applied in an L2 conte xt, but they also open up new avenues for exploring the underlying conce ptual representations of abstract and concrete words in the L2 lexicon

For more details: https://events.la.psu.edu/e vent/katherine-kerschen-penn-state-the-effect-of-abstract-word-training- on-productive-vocabulary-knowledge-in-a-second-language/

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