Categorization and L2 vocabulary learning. A cognitive linguistic perspective. / Duisburger Arbeiten zur Sprach- und Kulturwissenschaft ; Vol. 101.

Xia, Xiaoyan:

ISBN 10: 3631650108 / ISBN 13: 9783631650103

Edité par Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien: Peter Lang, 2014

A propos de cet article

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 --.

N° de réf. du vendeur 1088884

Détails bibliographiques

• Titre: Categorization and L2 vocabulary learning. A cognitive linguistic perspective. / Duisburger Arbeiten zur Sprach- und Kulturwissenschaft ; Vol. 101.
• Éditeur: Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien: Peter Lang
• Date de parution: 2014
• Langue: anglais
• ISBN à 10 chiffres: 3631650108
• ISBN à 13 chiffres: 9783631650103
• Reliure: Original hardcover, 22 cm.
• État de l'article: Sehr gut
• Poids: 550 grammes
• Catalogues du vendeur:
  • Linguistik

A propos de ce titre

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.

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.