Semantic and Conceptual Transfer in FL: Multicultural and Multilingual Competences

2020 ◽  
pp. 165-180
Author(s):  
María Pilar Agustín-Llach
Keyword(s):  
Conceptual Transfer

Constructing a Second Language

2009 ◽  
Vol 7 ◽  
pp. 111-139 ◽  
Author(s):  
Nick C. Ellis ◽  
Teresa Cadierno
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Corpus Linguistics ◽  
Special Section ◽  
Functional Interpretation ◽  
Linguistic Evidence ◽  
Cognitive Principles ◽  
Conceptual Transfer ◽  
Language Meaning

This Special Section brings together researchers who adopt a constructional approach to Second Language Acquisition (SLA) as informed by Cognitive and Corpus Linguistics, approaches which fall under the general umbrella of Usage-based Linguistics. The articles present psycholinguistic and corpus linguistic evidence for L2 constructions and for the inseparability of lexis and grammar. They consider the psycholinguistics of language learning following general cognitive principles of category learning, with schematic constructions emerging from usage. They analyze how learning is driven by the frequency and frequency distribution of exemplars within construction, the salience of their form, the significance of their functional interpretation, the match of their meaning to the construction prototype, and the reliability of their mappings. They explore conceptual transfer and the acquisition of second language meaning. They consider the implications of these phenomena for L2 instruction.

Conceptual meaning in Italian speaking learners’ expression of temporality in L2 English

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Samantha Austen
Keyword(s):  
Second Language Acquisition ◽  
Cognitive Linguistics ◽  
English Speakers ◽  
Think Aloud ◽  
Language Groups ◽  
Conceptual Transfer ◽  
Data Collection Technique ◽  
L1 English ◽  
Conceptual Meaning ◽  
Relevant Factors

Abstract This study explores conceptual meaning in the construal of distinct temporal concepts by L1 Italian speakers, and considers the possibility that L1 constrained perspectives may influence the L2 English production of these speakers in the form of Conceptual Transfer (CT). Adopting a Cognitive Linguistics framework, think aloud reports are used as a data collection technique capable of accessing the meanings that both L1 Italian and L1 English speakers seek to convey in relation to the target concepts in English. Analysis of the think aloud reports revealed distinctly different approaches by the two language groups in the construal of these concepts. Results of this initial exploratory study point to cross-linguistic difference in the temporal meanings expressed, a role for L1 constrained construal in second language acquisition, the potential for CT based on this and the potency of think aloud reports in revealing this and other relevant factors.

Semantic and conceptual transfer

2000 ◽  
Vol 3 (1) ◽  
pp. 19-21 ◽  
Author(s):  
Scott Jarvis
Keyword(s):  
Conceptual Transfer

Conceptual transfer: Crosslinguistic effects in categorization and construal

2010 ◽  
Vol 14 (1) ◽  
pp. 1-8 ◽  
Author(s):  
SCOTT JARVIS
Keyword(s):  
Cognitive Development ◽  
Positive Effects ◽  
Specific Effects ◽  
Language And Cognition ◽  
Conceptual Transfer ◽  
The Relationship

Research on the relationship between language and cognition in bilinguals has often focused on general effects that are common to bilinguals of all language backgrounds, such as the positive effects of bilingualism in various areas of cognitive development (e.g., Bialystok, 2005; Karmiloff-Smith, 1992). However, there are also language-specific effects in the relationship between language and cognition in bilinguals that emerge in the form of cross-linguistic influence and, in many cases, these cross-linguistic effects do not appear to be confined to purely linguistic (e.g., phonological, morphological, syntactic, semantic) phenomena. For example, bilinguals’ choice of words for referring to objects and actions, as well as their choice of syntactic and discursive structures for referring to events and situations, often reflect ways of conveying meaning and intentions that are specific to particular language backgrounds.

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