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Article published In: Australian Review of Applied Linguistics
Vol. 28:2 (2005) ► pp.15–27

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“I know the word, but ...”

Korean-English late bilinguals’ vocabulary knowledge in L1 and L2

 | University of Auckland
Published online: 1 January 2005
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https://doi.org/10.1075/aral.28.2.02kim
Abstract
Bilinguals sometimes report on difficulties in finding words while speaking in the first language (L1) or the second language (L2), which is frequently attributed to the negative influence of one language onto the other. This paper addresses this issue by investigating the relationship between L1 and L2 vocabulary knowledge of Korean-English bilinguals who have been exposed to an L2 learning environment since the age of 12 years. Their vocabulary knowledge in L1 and L2 is measured by using a standardised vocabulary test in each language and their L1 vocabulary measures are compared with that of 12 year old Korean monolinguals. The findings show that there is a significant positive correlation between the scores from the L1 and L2 vocabulary tests among the participants. The findings suggest (1) that L1 vocabulary learning continues in the L2 learning environment, and (2) that the extent of the vocabulary knowledge in one language is the good predictor of the other, highlighting the positive role of L1 vocabulary knowledge in L2 learning. Implications for the support for L1 development of young immigrants are also discussed.
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Vivian Lee
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2012. Learner background and the acquisition of discourse features of Korean in the Australian secondary school context. Australian Review of Applied Linguistics 35:3 ► pp. 339 ff. DOI logo
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2010. The role of fathers in language maintenance and language attrition: the case of Korean–English late bilinguals in New Zealand. International Journal of Bilingual Education and Bilingualism 13:3 ► pp. 285 ff. DOI logo
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2008. The role of emotions in L1 attrition: The case of Korean-English late bilinguals in New Zealand. International Journal of Bilingualism 12:4 ► pp. 303 ff. DOI logo

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