Bidirectional cross-linguistic influence in event conceptualization? Expressions of Path among Japanese learners of English

Brown, Amanda; Gullberg, Marianne

doi:10.1017/s1366728910000064

Cited by 97 publications

(83 citation statements)

References 38 publications

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“…This is in line with the findings of many other scholars in the field (Brown & Gullberg, 2011;Degroot, Dannenburg & Vanhell, 1994;Fischer, 2003;Hohenstein, Eisenberg & Naigles, 2006;Mennen, 2004;Pavlenko & Jarvis, 2002;Su, 2001;Su, 2010;and Su, 2012, to name only a few).…”

Section: Discussionsupporting

confidence: 91%

Bidirectional Crosslinguistic Influence in Language Learning: Linguistic Aspects and Beyond

Moattarian

2013

IJL

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The term crosslinguistic influence is used to describe the cognitive process of applying the knowledge of one language to that of another. Dealing with transfer as a fact in the process of language learning, one should not only consider the linguistic differences but also many other factors such as social, cultural, pragmatic, conceptual, etc., which all play crucial roles in the process of language learning. This descriptive study was thus set to find out different kinds of transfer crosslingually. To this end, 70 Iranian junior EFL university students were randomly selected and assigned to two groups of 35 to do translation tasks; in one, they were required to translate a text from L1 to L2 (Persian to English) and in the other group, the participants were asked to translate the same text but this time from L2 to L1 (English to Persian). The data was then analyzed based on a ten-item taxonomy provided by Jarvis and Pavlenko (2008). Close analysis of the data along with relevant statistical analysis revealed that there was a significant difference between the use of transfer in these two tasks. Moreover, the participants not only transferred linguistically but also conceptually.

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Section: Discussionsupporting

confidence: 91%

Bidirectional Crosslinguistic Influence in Language Learning: Linguistic Aspects and Beyond

Moattarian

2013

IJL

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“…In particular, the three-year residence threshold for L1 effects of multicompetence observed in some research (e.g. Cook et al earlier studies (Brown, 2008;Brown and Gullberg, 2008;2011) were at Cambridge First Certificate in English (FCE) level. According to its creators, the FCE exam is a midlevel exam, preceded by two lower level exams and followed by two higher level exams, which aligns with level B2 of the CEFR.…”

Section: Discussionmentioning

confidence: 95%

“…While in some cases L2 proficiency was internally controlled through the use of standardized tests (Athanasopoulos, 2006;Brown, 2008;Brown and Gullberg, 2008;2011;Chen, 2006;Su, 2010) for example, lexicalization patterns, pragmatics, or color perception. Furthermore, monolingual controls are rarely if ever truly monocompetent such that they have never had exposure to a second language.…”

Section: Multicompetence and Variation In Native Language Productionmentioning

confidence: 99%

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Multicompetence and native speaker variation in clausal packaging in Japanese

Brown

Gullberg

2012

Second Language Research

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Native speakers show systematic variation in a range of linguistic domains as a function of a variety of sociolinguistic variables. This paper addresses native language variation in the context of multicompetence, i.e. knowledge of two languages in one mind (Cook, 1991). Descriptions of motion were elicited from functionally monolingual and nonmonolingual speakers of Japanese, with analyses focusing on clausal packaging of Manner and Path. Results revealed that (1) acquisition of a second language (L2) appears to affect how speakers distribute information about motion in and across clauses in their first language (L1); (2) these effects can be seen with rather less knowledge of a second language than the advanced bilingual proficiency level typically studied; and (3) there appears to be little effect of L2 immersion in this domain since Japanese users of English as a second language (ESL) did not differ from Japanese users of English as a foreign 2 language (EFL). We discuss the findings with respect to characterizations of emerging multicompetent grammars, and to implications for the construct of 'the native speaker', for language pedagogy and language assessment.

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“…The lexical preferences of Path shown by Japanese learners of English indicated a pattern that resembled a gradual convergence between the L1 and the L2 (Brown & Gullberg 2011). These authors observed that the distribution of verbs and adverbials in the L2 production was midway between source and target languages.…”

Section: Lexical Realizations Of Noun-verb Constructionsmentioning

confidence: 93%

Counterfactual Conceptualizations in L2 French: From Cognitive Principles to Semantic and Lexical Realizations

Repiso

2017

SHS Web Conf.

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Abstract. This preliminary survey examines how 30 native speakers and 30 Spanish learners of French evoke counterfactual scenarios from a semantic and a lexical perspective. Counterfactual thinking is a universal cognitive process in which reality is confronted with an imagined view of what might have been (Kahneman & Tversky 1982). The world as we know it is based on a set of enabling conditions that can be mutated, i.e., modified in order to evoke counterfactual worlds. This can be done by modifying various elements in a sentence. For example, speakers might produce counterfactual scenarios by replacing an accusative (1) or by changing some attribute of the subject (2).(1) I should have had coffee at breakfast rather than tea.(2) If I were a man, my life would have been quite different. In each case, a specific language property is changed. Example (1) results from a modification operated on transitivity, and example (2) on affectedness. While counterfactual thinking is universal, its concrete form is only shaped in childhood together with the acquisition of the first language. Is this concrete form preserved or changed in second language acquisition? Earlier research has shown that speakers of different languages have different preferences to do that (Repiso 2013). This survey compares whether non-native speakers of French adopt the same preferences which native speakers have at the level of Verb-Argument Constructions (VACs).Résumé. Conceptualisations contrefactuelles en français L2: des principes cognitifs aux realisations sémantiques et lexicales. Cette étude préliminaire explore la façon dont 30 locuteurs natifs et 30 locuteurs hispanophones du français relate des scénarios contrefactuels dans une perspective sémantique et lexicale. La pensée contrefactuelle est un processus cognitif dans lequel la réalité est confrontée à une vision imaginaire de ce qui aurait pu se passer (Kahnenan & Tversky 1982). Le monde tel que nous le connaissons repose sur un ensemble de conditions de possibilité qui peuvent être changées, c'est-à-dire modifiées afin d'évoquer des mondes contrefactuels. Par exemple, les locuteurs peuvent produire des scénarios contrefactuels en remplaçant un complément d'objet par un autre (1) ou en changeant un attribut du sujet (2). (1) J'aurais dû avoir un café plutôt qu'un thé au petit déjeuner.(2) Si j'étais un homme, ma vie aurait été assez différente. A chaque fois, une propriété langagière spécifique est modifiée. L'exemple (1) témoigne d'une modification du ressort de la transitivité, et l'exemple (2) de l'ordre de l'affectedness. Alors que la pensée contrefactuelle est universelle, sa forme concrète est façonnée durant l'enfance lors de l'acquisition de la langue première. Cette forme concrète est-elle préservée ou changée dans l'acquisition de la langue seconde ? Des recherches antérieures ont montré que des locuteurs de langues différentes ont des préférences différentes pour le faire (Repiso 2013). Cette étude observe de façon contrastive si des locuteurs non natifs du français adopte...

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Bidirectional cross-linguistic influence in event conceptualization? Expressions of Path among Japanese learners of English

Cited by 97 publications

References 38 publications

Bidirectional Crosslinguistic Influence in Language Learning: Linguistic Aspects and Beyond

Bidirectional Crosslinguistic Influence in Language Learning: Linguistic Aspects and Beyond

Multicompetence and native speaker variation in clausal packaging in Japanese

Counterfactual Conceptualizations in L2 French: From Cognitive Principles to Semantic and Lexical Realizations

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