Bilingual Dual Coding in Japanese Returnee Students

This study investigates the effects (if any) of L2 acquisition age, the length of exposure to the L2, and Japanese language specificity on the bilingual dual coding hypothesis proposed by Paivio & Desrochers (1980). Balanced Japanese-English bilingual subjects were presented with (1) pictures to...

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Bibliographic Details
Published in:Language, culture, and curriculum Vol. 11; no. 1; pp. 47 - 70
Main Author: Taura, Hideyuki
Format: Journal Article
Language:English
Published: Taylor & Francis Group 01.01.1998
Subjects:
Age of Acquisition
Bilingualism
Dual Coding Theory
English (Second Language)
English as a Second Language
Foreign Countries
High School Students
High Schools
Japanese
Language Proficiency
Lexical Access
Linguistic Theory
Memory
Second Language Learning
Student Evaluation
Study Abroad
Task Analysis
Translation
ISSN:0790-8318, 1747-7573
Online Access:Get full text
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Summary:This study investigates the effects (if any) of L2 acquisition age, the length of exposure to the L2, and Japanese language specificity on the bilingual dual coding hypothesis proposed by Paivio & Desrochers (1980). Balanced Japanese-English bilingual subjects were presented with (1) pictures to be labelled in English, (2) Japanese words to be translated into English, and (3) English words to be copied as they were. Later without warning they were tested to recall the generated English words. The results showed a 3.7:3.2:1.0 ratio for pictorial:translation:copy encoding conditions, which is supportive of the bilingual dual coding hypothesis. Both the small pictorial-translation ratio difference and the high ratio for translation were interpreted as caused by Japanese language specific effects- logographic features. No length of residence (LOR) effects were observed. The onset age of L2 acquisition proved to be a significant factor, which added an extension to Arnedt & Gentile's (1986) 'manner'-proficiencies of L1 and L2 prior to formal schooling, as well as the language sequence in schooling (L1 to L2 or L2 to L1), which should be considered in the bilingual dual coding framework.
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ISSN:0790-8318
1747-7573
DOI:10.1080/07908319808666541