Homographs and control words differed in their reaction times and error rates in the GLD task of the present study, too. Bilinguals in the present study responded significantly faster to homographs than control words, while the other two groups of participants showed the reverse pattern. This indicates that the effects of interlingual homograph interference are not as strong as in the ELD task. A trend toward longer error rates for homographs than for control words could indicate stronger interference in the GLD task. This possibility has to be ruled out by future studies.
This article highlights the need to include more interlingual homograph words in the dictionaries of the target languages of bilinguals in language research. At present, many dictionaries exclusively contain words with a monolingual origin. This hinders the detection of effects of bilingualism, as well as the investigation of the mechanisms underlying such effects.
What is left is the suggestion that the L2 learning or the L2 language skills of the present participants may have been temporarily reduced, to the point that they performed the task with longer reaction times and/or more errors. However, the ELD task requires a final response with a button press, while the GLD task does not. Thus, the potential effect of the L2 learning or L2 language skills on the GLD task should rather be reversed. Both the faster reaction times and the reduced error rates in the GLD task indicate that the participants were indeed able to suppress the nontarget language of the homographs, regardless of the instruction provided to them. This suggests that the effects of interlingual homograph interference on their L1 and L2 language performance in the GLD task can be explained within the framework of multiple language models.
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