Articles liés à Categorization and L2 Vocabulary Learning: A Cognitive...
Categorization and L2 Vocabulary Learning: A Cognitive Linguistic Perspective - Couverture rigide
Livre 1 sur 16: DASK ? Duisburger Arbeiten zur Sprach- und Kulturwissenschaft/Duisburg Papers on Research in Language and Culture
Synopsis
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.
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
À propos de l'auteur
Xiaoyan Xia, PhD, studied in Beijing and Hong Kong and is a lecturer at the School of Foreign Languages and Literature at Beijing Normal University. Her research interest is in Applied Cognitive Linguistics, Second Language Acquisition and Foreign Language Teaching.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
Résultats de recherche pour Categorization and L2 Vocabulary Learning: A Cognitive...
Image fournie par le vendeur
Categorization and L2 vocabulary learning. A cognitive linguistic perspective. / Duisburger Arbeiten zur Sprach- und Kulturwissenschaft ; Vol. 101.
ISBN 10 : 3631650108
ISBN 13 : 9783631650103
Ancien ou d'occasion
Couverture rigide
Vendeur : Borkert, Schwarz und Zerfaß GbR, Berlin, Allemagne
Évaluation du vendeur 5 sur 5 étoiles
Original hardcover, 22 cm. Etat : Sehr gut. XVI, 299 p. A perfect copy. - CONTENTS: CHAPTER 1 INTRODUCTION -- 1.1 The identification of the research gap -- 1.2 The general objective of the research -- 1.3 Theoretical support -- 1.4 Hypotheses and methodology -- 1.5 The organization of the book -- CHAPTER 2 HUMAN CATEGORIZATION -- 2.1 The nature of categorization -- 2.2 Studies on categorization: From classical theory to -- cognitive approach -- 2.2.1 The classical theory of categorization -- 2.2.2 Problems with the classical theory of categorization -- 2.2.3 The shift from the classical to the cognitive approach -- 2.3 The theory of prototypes and basic-level categories -- 2.3.1 The principles of categorization and the categorization system -- 2.3.2 Asymmetries in concept categorization along vertical and horizontal dimensions -- 2.4 Summary -- CHAPTER 3 CATEGORIZATION AND L1 VOCABULARY -- LEARNING 1 -- 3. 1 Categorization: The cognitive foundation for word meaning -- 3.1.1 A conceptual model of word meaning: A connection between words and concepts -- 3.1.2 A conceptual model of word learning: Associating words with concepts -- 3.1.3 An implication of categorization as the cognitive foundation for word meaning -- 3. 2 Empirical evidence for the characteristics of concept categorization in L1 vocabulary learning and use -- 3.2.1 The basic-level effect in L1 vocabulary learning and use -- 3.2.2 The prototypicality effect in L1 vocabulary learning and use -- 3.3 Summary -- CHAPTER 4 A CONCEPTUAL MODEL OF L2 VOCABULARY -- LEARNING -- 4.1 Differences between L2 vocabulary learning and L1 vocabulary learning -- 4.2 The association between L2 labels and concepts -- 4.2.1 The major debates in terms of the L2 word-concept associations -- 4.2.2 The word-association versus concept-mediation debate -- 4.2.3 The L1-concept versus L2-concept mediation debate -- 4.2.4 A tentative model of L2 word learning from the conceptual approach perspective -- 4.3 The notion of a single conceptual system in L2 learners'minds -- 4.4 Summary -- CHAPTER 5 EXPERIENTIALISM -- 5.1 The embodiment of concepts -- 5.2 The cognitive view of categorization revisited: The theory of prototypes and basic-level categories -- 5.3 Possible universalities across conceptual systems -- 5.4 Sources of differences between conceptual systems -- 5.5 Theoretical predictions for the role of the L1-based patterns of concept categorization in L2 vocabulary learning -- CHAPTER 6 THE BASIC-LEVEL EFFECT AND L2 VOCABULARY -- LEARNING -- 6.1 Introduction -- 6.2 The experiment -- 6.2.1 The working hypothesis and experiment design -- 6.2.2 Participants -- 6.2.3 Stimuli and procedure -- 6.2.4 Data conversion -- 6.3 Results and discussion -- 6.3.1 Frequencies of response types within groups -- 6.3.2 Frequencies of responses at the levels of categorization within label sets -- 6.3.3 Attempts at reproducing English labels within individual word sets -- 6.4 A summary of the findings -- 6.4.1 Responses within groups -- 6.4.2 Responses within label sets -- 6.4.3 Attempts at reproducing English labels -- CHAPTER 7 THE PROTOTYPICALITY EFFECT AND L2 VOCABULARY LEARNING -- 7.1 Introduction Ill -- 7.2 The working hypothesis and experiment design Ill -- 7.3 Normative study: Determining prototypicality norms for native speakers of Chinese -- 7.3.1 Participants -- 7.3.2 Materials -- 7.3.3 Procedure -- 7.3.4 Results -- 7.3.5 Reliability -- 7.4 A no-cued English-word-learning and immediate cued-recall task: The function of the L1-based prototypicality in a cued-recall task with new L2 words -- 7.4.1 Participants -- 7.4.2 Stimuli materials and procedure -- 7.4.3 Data conversion -- 7.4.4 Results and discussion -- 7.4.5 A summary of the findings in the no-cued English-word-learning and immediate cued-recall task -- 7.5 A no-cue-at-input but cued-at-output English word immediate recall task: The function of the L1-based prototypicality in a cued-recall task with well-known L2 words -- 7.5.1 Participants -- 7.5.2 Stimuli materials -- 7.5.3 Procedure -- 7.5.4 Data conversion and analyses -- 7.5.5 Results and discussion -- 7.6 Conclusion -- CHAPTER 8 CULTURE-SPECIFIC PROTOTYPICALITY EFFECT AND L2 VOCABULARY LEARNING -- 8.1 Introduction -- 8.2 The working hypothesis and experiment design -- 8.3 Normative study: Identification of cultural variations in prototypicality norms -- 8.3.1 Sense collection: A free sense-listing task -- 8.3.2 Normative study: A prototypicality rating task -- 8.4 A no-cued English-word-leaming and immediate cued-recall task: The function of the culture-based prototypicality in a cued-recall task with new L2 words -- 8.4.1 Participants -- 8.4.2 Material -- 8.4.3 Procedure -- 8.4.4 Data conversion and analysis -- 8.4.5 Results and discussion -- 8.5 A cued-English-word-memory and immediate cued-recall task: The function of the culture-based prototypicality in a cued-recall task with well-known L2 words -- 8.5.1 Participants -- 8.5.2 Materials -- 8.5.3 Procedure -- 8.5.4 Data conversion and analysis -- 8.5.5 Results and discussion -- 8.6 Conclusion -- CHAPTER 9 CONCLUSION -- 9.1 Major findings and pedagogical implications -- 9.1.1 Discussions about the presence of the basic-level effect and the prototypicality effect in L2 vocabulary learning -- 9.1.2 A discussion of all the findings -- 9.1.3 The pedagogical implications of the findings -- 9.2 The contributions of the present research -- 9.2.1 Theoretical contributions -- 9.2.2 Pedagogical contributions -- 9.3 Limitations of the research and suggestions for future research -- 9.3.1 Limitations of the research -- 9.3.2 Suggestions for future research -- BIBLIOGRAPHY -- APPENDIXES -- Appendix 6.1 A sample of the learning material -- Appendix 6.2 A sample of the testing material -- Appendix 6.3 The Answer Sheet for the picture-naming task -- Appendix 6.4 The instructions for the picture-accompanied English vocabulary learning task for Groups 1-4 and Group 5 -- Appendix 7.1 A sample of the 14 superordinate categories and their respective instances use. N° de réf. du vendeur 1088884
Acheter D'occasion
EUR 28
Expédition à EUR 40
Expédition depuis Allemagne vers Etats-Unis
Expédition depuis Allemagne vers Etats-Unis
Quantité disponible : 1 disponible(s)
Image fournie par le vendeur
Categorization and L2 Vocabulary Learning
Edité par
Peter Lang Jun 2014, 2014
ISBN 10 : 3631650108
ISBN 13 : 9783631650103
Neuf
Couverture rigide
Vendeur : BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Allemagne
Évaluation du vendeur 5 sur 5 étoiles
Buch. Etat : Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -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. 320 pp. Englisch. N° de réf. du vendeur 9783631650103
Acheter neuf
EUR 84,35
Expédition à EUR 23
Expédition depuis Allemagne vers Etats-Unis
Expédition depuis Allemagne vers Etats-Unis
Quantité disponible : 2 disponible(s)
Image fournie par le vendeur
Categorization and L2 Vocabulary Learning
impression à la demandeVendeur : moluna, Greven, Allemagne
Évaluation du vendeur 5 sur 5 étoiles
Etat : New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. 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 influ. N° de réf. du vendeur 112477123
Acheter neuf
EUR 84,35
Expédition à EUR 48,99
Expédition depuis Allemagne vers Etats-Unis
Expédition depuis Allemagne vers Etats-Unis
Quantité disponible : Plus de 20 disponibles
Image fournie par le vendeur
Categorization and L2 Vocabulary Learning
Edité par
Peter Lang, Peter Lang Jun 2014, 2014
ISBN 10 : 3631650108
ISBN 13 : 9783631650103
Neuf
Couverture rigide
Vendeur : buchversandmimpf2000, Emtmannsberg, BAYE, Allemagne
Évaluation du vendeur 5 sur 5 étoiles
Buch. Etat : Neu. This item is printed on demand - Print on Demand Titel. Neuware -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. 320 pp. Englisch. N° de réf. du vendeur 9783631650103
Acheter neuf
EUR 84,35
Expédition à EUR 60
Expédition depuis Allemagne vers Etats-Unis
Expédition depuis Allemagne vers Etats-Unis
Quantité disponible : 1 disponible(s)
Image fournie par le vendeur
Categorization and L2 Vocabulary Learning : A Cognitive Linguistic Perspective
Vendeur : AHA-BUCH GmbH, Einbeck, Allemagne
Évaluation du vendeur 5 sur 5 étoiles
Buch. Etat : Neu. Druck auf Anfrage Neuware - Printed after ordering - 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. N° de réf. du vendeur 9783631650103
Acheter neuf
EUR 84,35
Expédition à EUR 62,64
Expédition depuis Allemagne vers Etats-Unis
Expédition depuis Allemagne vers Etats-Unis
Quantité disponible : 1 disponible(s)
Image fournie par le vendeur
Categorization and L2 Vocabulary Learning | A Cognitive Linguistic Perspective
impression à la demandeVendeur : preigu, Osnabrück, Allemagne
Évaluation du vendeur 5 sur 5 étoiles
Buch. Etat : Neu. Categorization and L2 Vocabulary Learning | A Cognitive Linguistic Perspective | Xiaoyan Xia | Buch | Englisch | 2014 | Peter Lang | EAN 9783631650103 | Verantwortliche Person für die EU: Lang, Peter GmbH, Gontardstr. 11, 10178 Berlin, r[dot]boehm-korff[at]peterlang[dot]com | Anbieter: preigu Print on Demand. N° de réf. du vendeur 104067890
Acheter neuf
EUR 84,35
Expédition à EUR 70
Expédition depuis Allemagne vers Etats-Unis
Expédition depuis Allemagne vers Etats-Unis
Quantité disponible : 5 disponible(s)