The Language-Cognition Interface in Bilinguals: An evaluation of the Conceptual Transfer Hypothesis

Jolanta Latkowska

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ISBN/ISSN:

978-83-8012-205-5

DOI:

Wydawnictwo:

Uniwersytet Śląski

Rok wydania:

2013

Liczba stron:

286

XML:ISBN/ISSN:

ONIX MARC21

Bibliografia:

Latkowska, Jolanta. The Language-Cognition Interface in Bilinguals: An evaluation of the Conceptual Transfer Hypothesis. Red. . Katowice: Uniwersytet Śląski, 2013, 286 s. ISBN 978-83-8012-205-5

Bibliografia refWorks:

RT Book, Whole

SR Electronic(1)

A1 Latkowska, J.

T1 The Language-Cognition Interface in Bilinguals: An evaluation of the Conceptual Transfer Hypothesis

PB Uniwersytet Śląski

PP Katowice

YR 2013

SN 978-83-8012-205-5

Bibliografia BibTex:

@Book{ 138075, author = "Latkowska, Jolanta", editor = "", title = "The Language-Cognition Interface in Bilinguals: An evaluation of the Conceptual Transfer Hypothesis", publisher = "Uniwersytet Śląski", year = "2013", address = "Katowice", isbn = "978-83-8012-205-5" }

Bibliografia endNote:

TY - BOOK

AU - Latkowska, Jolanta

ED -

TI - The Language-Cognition Interface in Bilinguals: An evaluation of the Conceptual Transfer Hypothesis

PB - Uniwersytet Śląski

CY - Katowice

PY - 2013

SN - 978-83-8012-205-5

ER -

Netografia (standard APA):

Latkowska, Jolanta. The Language-Cognition Interface in Bilinguals: An evaluation of the Conceptual Transfer Hypothesis [baza danych online] Katowice: Uniwersytet Śląski, 2013 [dostęp: 27 08 2024]. Dostęp w Ibuk Libra: https://libra.ibuk.pl/reader/the-language-cognition-interface-in-bilinguals-an-evaluation-of-the-jolanta-latkowska-138075.

słownik umysłowy, dwujęzyczność, transfer konceptualny

Książka skierowana jest do studentów i pracowników naukowych filologii obcych, których zainteresowania obejmują psycholingwistyczne zależności pomiędzy umysłowością a językiem w kontekście szeroko pojmowanej dwujęzyczności. Zawiera przegląd współc...

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ISBN/ISSN:

978-83-8012-205-5

DOI:

Wydawnictwo:

Uniwersytet Śląski

Rok wydania:

2013

Liczba stron:

286

XML:ISBN/ISSN:

ONIX MARC21

Table of сontentsAcknowledgements /9
Introduction /11
1.1. The Hierarchical Model of Bilingual Memory /15
1. The architecture of the bilingual mental lexicon /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
2.1. The Sapir-Whorf Hypothesis: Perspectives from research design /49
2. Linguistic relativity /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
6.1. Theoretical issues and suggestions for future research /240
6. Concluding remarks /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

Tableofcontents

4.3.3.

4.3.4.

4.3.5.

Materials

Procedure

Analysis

Resultsanddiscussion

Conclusion

4.3.6.

4.3.7.

Study2:Conceptualizationineventconstrual.TecaseofPolish‑English

bilinguals

5.1.

5.1.1.

5.1.2.

5.1.3.

5.1.4.

5.1.5.

5.1.6.

5.1.7.

5.1.8.

Study2a

Selection

Researchobjectives

Participants

Materials

Procedure

Analysis

Results

Discussion

5.1.8.1.Selection:Across-linguisticanalysis

5.1.8.2.TesettingofL2learninganduse

5.1.8.3.Teinﬂuenceofindividualbackgroundvariables

5.1.8.4.Implicationsforconceptualizationprocesses

5.1.9.

5.2.

5.2.1.

5.2.2.

5.2.3.

5.2.4.

5.2.5.

5.2.5.1.Segmentationunits

5.2.5.2.Teeventlstatedistinction

5.2.5.3.Temporalstructuring

5.2.5.4.Statisticalanalysis

5.2.6.

5.2.7.

Conclusion

Study2b

Segmentation

Structuring

Researchobjectives

Materialsandprocedure

Analysis

Results

Discussion

5.2.7.1.Eventsegmentation:Across-linguisticperspective

5.2.7.2.TemporalstructuringinPolishandEnglish

5.2.7.3.TesettingofL2learninganduse

5.2.7.4.Teinﬂuenceofindividualbackgroundvariables

5.2.7.5.Implicationsforconceptualizationprocesses

5.2.8.

Conclusion

6.1.

6.2.

6.3.

173

174

175

180

181

183

184

185

186

187

189

200

201

202

203

204

205

206

208

209

210

211

212

232

233

234

236

237

238

Concludingremarks

Teoreticalissuesandsuggestionsforfutureresearch

PracticalimplicationsofStudies1and2

Evaluationoftheresearch

240

243

246

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The Language-Cognition Interface in Bilinguals: An evaluation of the Conceptual Transfer Hypothesis

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