Toward Modeling Trilinguals' Mental Lexicon Representation in Psycholinguistics —with Educational Implications

Abstract

Psycholinguists have not yet drawn a consistent conclusion as to bilinguals’ mental lexicon representation. Trilingualism is more complicated but less explored, let alone modeling attempts at trilinguals’ mental lexicon representation in psycholinguistic research. However, bi-/multi-linguals’ mental lexicon representation discussions lie at the core of psycholinguistic studies into bi-/multi-lingualism, and therefore more relevant studies are called for. In light of the above, the research questions are what roles language proficiency and instruction language play, when other factors are controlled, in trilinguals’ mental lexicon representation, and what static and dynamic models can thus be drawn. This paper is a theoretical discussion and modeling article, based on two existing empirical studies, with educational implications elicited. According to the newest existing data gained and features summarized about Dutch-English-Mandarin trilinguals’ conceptual and lexical representations in psycholinguistics, this article delves into the critical roles of language proficiency and instruction language, and draws figures for clearness and readiness for possible future contrasts and comparisons. The current research also maps out both static and dynamic models, to display common and developing features of mental lexicon representation of trilinguals with different L3 levels. Thorough investigations of and contrasts with previous relevant psycholinguistic results are given, followed with educational implications, which are also displayed through interaction with existing relevant studies.The three-stage hypothesis with a series of illustrations is proposed to explain the influence of instruction language over the change of mental lexicon representation structure in relation to L3 proficiency in psycholinguistics. Particularly, a parabola-shaped model is drawn to explain the role of L2 as instruction language throughout L3 learning process, and its contrast with the role of L1. Trilinguals’ All-Connected Model of mental lexicon representation is elaborated from both static and dynamic perspectives. The most noticeable feature is that all possible links and routes are connected for trilinguals with varied L3 levels, with the divergences lying in the scale of L3 lexical store and link strengths. Besides further confirming effectiveness of certain existing pedagogical methods, the results also support the use of mother tongue in L3 instruction. Trilinguals’ All-Connected Model of mental lexicon representation in psycholinguistics attempts to give detailed descriptions of trilinguals’ mental lexicon representation from both static and developmental perspectives. Furthermore, the current research also offers the following insights. Firstly, from a psycholinguistic perspective, foreign language learning can be regarded as a process of updating mental lexicon representation. Secondly, it is suggested that L1 serve as instruction language of L3 and that awareness should be enhanced and methods further explored to cultivate stronger direct concept-L3 link and both L2-L3 and L1-L3 lexical links. This research proposes hypotheses and models, based on empirical studies, thus bringing relevant discussions up to a theoretical height, and facilitating possible future interaction on the same scale.