Word learning and the representation of meaning in first and second languages 

The complexity of word meanings and the differences that exist across languages create challenges for language learners.  If words are not just labels applied to universally shared non-linguistic knowledge, then a child learning her native language must figure out the idiosyncratic ways her language encodes specific aspects of the world into language.  A second-language learner must try to master a different set of mappings from knowledge of the world into language than the one he has already grasped. And a bilingual exposed to two languages from birth must try to master and maintain two different sets of mappings at the same time.  Our research has revealed that although children may use common words of their native language, such as bottle and jar, with some appropriateness in their early years, learning to fully match adult usage can take up to 14 years. Adult second-language learners can be immersed in the second language for as many years and still show discrepancies from native speakers in their word use. And bilinguals exposed to two languages from birth may never fully match monolingual word use in either language; rather, their representations in the two languages converge toward a common set of world-to-word mappings. Additional research will be aimed at understanding how the input conditions and learning processes for those exposed to two languages lead to the outcomes we have observed.

Related publications:

Malt, B. C. and Sloman, S. A. (2003).  Linguistic diversity and object naming by non-native speakers of English.  Bilingualism:  Language and Cognition, 6, 47-67.

Ameel, E., Storms, G., Malt, B.C., and Sloman, S. A.  (2005). How bilinguals solve the naming problem. Journal of Memory and Language, 53, 60-80.

Ameel, E., Malt, B.C., and Storms, G. (in press).  Object naming and later lexical development: From baby bottle to beer bottle. Journal of Memory and Language.