Categorization and L2 Vocabulary Learning
A Cognitive Linguistic Perspective
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ISBN-13:
9783631650103
Veröffentl:
2014
Einband:
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Erscheinungsdatum:
23.06.2014
Seiten:
320
Autor:
Xiaoyan Xia
Gewicht:
528 g
Format:
216x153x22 mm
Serie:
101, DASK ¿ Duisburger Arbeiten zur Sprach- und Kulturwissenschaft / Duisburg Papers on Research in Language and Culture
Sprache:
Englisch
Beschreibung:
The book addresses the role of the L1 (first language)-based concept categorization in L2 (second language) vocabulary learning from a cognitive linguistic perspective. The author hypothesizes that the patterns of one's L1-based concept categorization will be present in his or her L2 vocabulary learning as well. The two characteristics pertaining to concept categorization under investigation are the prototypicality and the basic-level effects. The results show that the psychological salience of the basic-level and the prototypical concepts in one's L1-based conceptual system is related to better retention and faster retrieval of the corresponding L2 words. The author argues that these two effects are dynamic in L2 contexts, being influenced by factors such as concept familiarity, formal instruction and exposure to the specific culture.
The author argues that the L1-based prototypicality and basic-level effects will be present in his or her L2 vocabulary learning. The experimental results confirm the hypothesis. The author argues that the two effects are dynamic in L2 contexts, being influenced by factors such as concept familiarity, formal instructions and exposure to L2 culture.
Contents: Human Categorization - Categorization and L1 Vocabulary Learning - A Conceptual Model of L2 Vocabulary Learning - Experientialism - Basic-level Effect and L2 Vocabulary Learning - Prototypicality Effect and L2 Vocabulary Learning Culture - Specific Prototypicality Effect and L2 Vocabulary Learning.
The author argues that the L1-based prototypicality and basic-level effects will be present in his or her L2 vocabulary learning. The experimental results confirm the hypothesis. The author argues that the two effects are dynamic in L2 contexts, being influenced by factors such as concept familiarity, formal instructions and exposure to L2 culture.