The language-cognition interface in bilinguals: an evaluation of the conceptual transfer hypothesis, AZ#371FB394EB/DL-ebwm/pdf (Uniwersytet Śląski)

Tytuł The Language-Cognition Interface in Bilinguals: An evaluation of the Conceptual Transfer Hypothesis Autor Jolanta Latkowska Język angielski Wydawnictwo Uniwersytet Śląski ISBN 978-83-8012-205-5 seria Prace Naukowe UŚ; Językoznawstwo Neofilologiczne Rok wydania 2013 Katowice Wydanie 1 liczba stron 286 Format pdf Spis treści Table of сontents Acknowledgements / 9 Introduction / 11 1. The architecture of the bilingual mental lexicon / 15 1.1. The Hierarchical Model of Bilingual Memory / 15 1.1.1. Unity of the semantic and conceptual levels / 17 1.1.2. Separation of semantic and conceptual representations / 19 1.2. The concept of concept / 21 1.2.1. Feature listings / 22 1.2.2. Prototypes / 23 1.2.3. Frames / 26 1.2.4. Conceptual metaphor and image schemas / 27 1.2.5. Grounded cognition / 30 1.3. Lexical(ized) concepts / 31 1.4. Analysing lexicalized concepts: Natural Semantic Metalanguage / 36 1.4.1. Semantic explications / 39 1.4.2. Semantic molecules / 40 1.4.3. Neo-Whorfianism, Wierzbicka style / 41 1.5. Language-mediated processes in the bilingual lexicon / 42 1.5.1. Lexical and semantic transfer / 42 1.5.2. Conceptual transfer / 45 1.5.2.1. Linguistic relativity / 45 1.5.2.2. The Conceptual Transfer Hypothesis / 47 1.6. Conclusion / 47 2. Linguistic relativity / 49 2.1. The Sapir-Whorf Hypothesis: Perspectives from research design / 49 2.1.1. The domain-specific approach / 50 2.1.2. The structure-centred approach / 55 2.1.3. The bilingual perspective / 57 2.2. The Thinking for Speaking Hypothesis / 62 2.2.1. Background to the Thinking for Speaking Hypothesis: Talmy’s typology of motion verbs / 63 2.2.2. Critique of Talmy / 65 2.2.3. Directed motion in Polish / 67 2.2.4. The Whorfian dimension of Thinking for Speaking / 71 2.2.5. Thinking for Speaking effects in gestural communication / 74 2.2.6. Bilingual research / 75 2.3. Conceptualization via event construal: The von Stutterheim paradigm / 79 2.3.1. Processes of conceptualization / 80 2.3.2. Evidence from Slavic languages / 85 2.3.3. Conceptualization in bilinguals and second/foreign language learners / 87 2.4. Linguistic relativity: General perspective / 90 2.5. Conclusion / 98 3. The Conceptual Transfer Hypothesis / 100 3.1. Assessing the scope of the phenomenon / 101 3.2. Issues in investigating the linguistic/non-linguistic interface / 102 3.3. Methodological concerns / 105 3.4. The linguistic dimension / 110 3.5. Conclusion / 114 4. Study 1: Investigating semantic and conceptual categorization in the domain of interpersonal relationships in Polish and English / 115 4.1. Naming interpersonal relationships in Polish and English / 117 4.2. Study 1a / 121 4.2.1. Research questions / 122 4.2.2. Participants / 122 4.2.3. Materials / 124 4.2.4. Procedure / 130 4.2.5. Analysis / 131 4.2.6. Results / 132 4.2.6.1. Intra-group variables / 154 4.2.6.2. Category core features / 158 4.2.7. Discussion and summary of findings / 160 4.2.7.1. Bilingual categorization patterns in the L2 / 160 4.2.7.2. Bilingual categorization patterns in the L1 / 162 4.2.7.3. The processes at work in the bilingual lexicon / 163 4.2.7.4. The L2 and L1 in natural and formal learning contexts / 165 4.2.7.5. Factors influencing naming patterns in bilinguals / 167 4.2.7.6. On the application of Natural Semantic Metalanguage and linguistic analyses in research into semantic and conceptual levels / 169 4.3. Study 1b / 172 4.3.1. Research objectives / 172 4.3.2. Participants / 173 4.3.3. Materials / 173 4.3.4. Procedure / 174 4.3.5. Analysis / 175 4.3.6. Results and discussion / 175 4.3.7. Conclusion / 180 5. Study 2: Conceptualization in event construal. The case of Polish‑English bilinguals / 181 5.1. Study 2a / 183 5.1.1. Selection / 183 5.1.2. Research objectives / 184 5.1.3. Participants / 185 5.1.4. Materials / 186 5.1.5. Procedure / 187 5.1.6. Analysis / 187 5.1.7. Results / 189 5.1.8. Discussion / 200 5.1.8.1. Selection: A cross-linguistic analysis / 201 5.1.8.2. The setting of L2 learning and use / 202 5.1.8.3. The influence of individual background variables / 203 5.1.8.4. Implications for conceptualization processes / 204 5.1.9. Conclusion / 204 5.2. Study 2b / 205 5.2.1. Segmentation / 205 5.2.2. Structuring / 206 5.2.3. Research objectives / 208 5.2.4. Materials and procedure / 208 5.2.5. Analysis / 209 5.2.5.1. Segmentation units / 209 5.2.5.2. The event/state distinction / 210 5.2.5.3. Temporal structuring / 211 5.2.5.4. Statistical analysis / 212 5.2.6. Results / 212 5.2.7. Discussion / 232 5.2.7.1. Event segmentation: A cross-linguistic perspective / 232 5.2.7.2. Temporal structuring in Polish and English / 233 5.2.7.3. The setting of L2 learning and use / 234 5.2.7.4. The influence of individual background variables / 236 5.2.7.5. Implications for conceptualization processes / 237 5.2.8. Conclusion / 238 6. Concluding remarks / 240 6.1. Theoretical issues and suggestions for future research / 240 6.2. Practical implications of Studies 1 and 2 / 243 6.3. Evaluation of the research / 246 Appendix / 248 Bibliography / 259 Index / 279 Streszczenie / 281 Zusammenfassung / 282