Second language (L2) learners may have a “semantic accent,” using L2 words differently from a native speaker. The current studies investigate how learning conditions and the need to use different semantic dimensions may constrain the acquisition of L2 meanings.
Approach:
In Experiment 1, we asked whether first language (L1) Mandarin speakers would successfully learn English carry and hold with intensive input in a laboratory training procedure. In Experiment 2, we asked whether the difficulties observed were due to differing semantic dimensions per se or to the need to move from a larger number of fine-grained native distinctions to a smaller number of broader English meanings.
Data and analysis:
Word definitions and label choice after training were scored for consistency with native performance.
Conclusions:
Experiment 1 supported the idea that intensive input helps, but Experiment 2 suggested that any kind of semantic difference from L1 is challenging even with intensive input.
Originality:
The current study clarifies the contributions of learning conditions and L1-L2 semantic differences in semantic accent.
Implications:
Reducing semantic accent may require instruction in specific L1-L2 differences and cultivation of metacognitive sensitivity to the potential for differences.
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