The analysis of lexical processing provides a clear direction on the psychological dimension in language learning. In this study, lexical processing is classified into two categories: lexical decision task, a procedure used in psycholinguistic experiments wherein respondents classify visual stimuli as words or non-words and; category naming task which allows respondents to generate as much items as they can and as quickly as possible. Hence, the main objective of this study was to determine the lexical processing performance of the ESL students and to examine if there is a significant difference in their lexical processing ability based on socio-economic status. Thus, this study utilized a descriptive quantitative research design by which the respondents’ lexical processing was measured and scored based on accuracy and the total number of lexical items retrieved. The results revealed that ESL students are average in both lexical decision and category naming tasks with the mean values (53.9177 & 58.3304) and their respective standard deviation values (42.03345 & 14.91814). Moreover, the findings revealed that there is a significant difference in lexical processing performance based on socio-economic status as evidenced by the F values (12.491 & 5. 657). This concludes that socio-economic status is a factor that can influence the students’ lexical processing in developing their vocabulary skill. However, this study suggests that despite the socio-economic status, sufficient exposures to various learning resources would help develop students’ vocabulary skill and improve their lexical retrieval as they get more acquainted with vast number of lexical items.

Authors:
Alexander Ibni, Zamboanga Peninsula Polytechnic State University, Philippines

About the Presenter(s)
Dr Alexander Ibni is a University Associate Professor/Senior Lecturer at Zamboanga Peninsula Polytechnic State University in Philippines

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https://www.linkedin.com/in/alexander-ibni-723104192/

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