This purpose of this talk is to address the influence of the native language (L1) on a second lan... more This purpose of this talk is to address the influence of the native language (L1) on a second language (L2) in the expression of temporal relationships from a purely cognitive perspective. I will specifically focus on the development of a new theoretica exploring and identifying cross-linguistic differences and influences in the expression of temporal relationships. Taking concepts from Langacker's Cognitive Grammar theory, I attempt to describe how this research may provide insight into how language construal from the first language can affect the stability of the construals that make up the second language. This new approach to addressing cross-linguistic influence would allow for a fine-graded analysis of how L2 development is shaped by the L1 as well as a more precise picture of the linguistic categories, in this case, tense and aspect constructions, in each language.
This volume links Cognitive Grammar explanations to the area of second-language learning and inst... more This volume links Cognitive Grammar explanations to the area of second-language learning and instructed grammar teaching. It represents a contribution to empirically based knowledge promoting a new perspective on the process of teaching and learning about English language structures. The theoretical part of the book provides an overview of the basic tenets of Cognitive Grammar, and discusses elements of the theory that are of crucial importance for understanding English tense and aspect structures. The second part brings together these two fields of study and tests a Cognitive Grammar approach to teaching tense and aspect to less advanced learners of English. To this end, an experimental study was conducted, comparing the effects of Cognitive Grammar-inspired instruction on the language learning process with those of teaching methods which employ more traditional grammatical descriptions. As such, the book is of particular relevance to Cognitive Grammar research, and second-language learning and teaching research, and for learners and teachers of a foreign language.
The present study sets out to construct a semantic network for the German preposition hinter (‘be... more The present study sets out to construct a semantic network for the German preposition hinter (‘behind’) based on the theoretical framework of “principled polysemy”. The analysis regarding the cognitive and pragmatic aspects motivating the meaning extensions of hinter attempts to highlight the importance of varying construal patterns and vantage points as well as the role of real-world knowledge. By means of corpus data, I intend to present six senses of the preposition hinter, hinting at the polysemous nature of prepositions more generally. Furthermore, the theory of conceptual metaphor is applied to account for metaphorical extensions of hinter to more abstract domains of embodied experience.
This article shows how cognitive grammar and cognitive linguistics theory offer a fruitful paradi... more This article shows how cognitive grammar and cognitive linguistics theory offer a fruitful paradigm within which the process of second language acquisition can be examined. The aim is to describe and examine the benefit of using notions developed within the CG and CL frameworks to the study of crosslinguistic influence, especially conceptual transfer, in multilinguals. In recent years, the growth of empirical research concerning the contribution of cognitive-inspired theories to the study of second language acquisition and multilingualism has grown extensively. This article illustrates the possible contribution of CL to SLA by focusing on one particular line of inquiry: that of construal. Specifically, it examines how the notions developed within cognitive grammar theory can be useful tools for the analysis and comparison of conceptualization patterns of events, thus giving rise to transfer effects stemming from the way a person construes and conceptualizes events. The starting hypo...
This paper attempts to offer a state-of-the-art review of recent works that address crosslinguist... more This paper attempts to offer a state-of-the-art review of recent works that address crosslinguistic influence at the conceptual level from the viewpoint of cognitive linguistics. The recent interest in and growth of empirical evidence of a cognitive-oriented analysis of crosslinguistic influence has led to the emergence of an entirely new line of research on mother tongue influence. This review presents points of divergence between cognitive linguistics on the one hand and conceptual transfer on the other, thereby surveying numerous notions within cognitive linguistics that can aid transfer research. The notions that are paid attention to are conceptualisation, categorisation and construal. This also gives an idea of what cognitive linguistics is able to contribute to research on second language acquisition more generally. The second aim of the paper is to point to empirical works that investigate crosslinguistic influence through the lens of cognitive linguistics, thereby highlighting how and to what extent speakers' conceptual representations and cognitive patterns that are prevalent in their L1 influence the acquisition and use of conceptual structures in their L2. Taken collectively, the empirical findings of these studies give rise to the advantageous effect of employing a comprehensive and sophisticated account of language to the study of how conceptualising systems in speakers who use two or more languages influence one another.
This purpose of this talk is to address the influence of the native language (L1) on a second lan... more This purpose of this talk is to address the influence of the native language (L1) on a second language (L2) in the expression of temporal relationships from a purely cognitive perspective. I will specifically focus on the development of a new theoretica exploring and identifying cross-linguistic differences and influences in the expression of temporal relationships. Taking concepts from Langacker's Cognitive Grammar theory, I attempt to describe how this research may provide insight into how language construal from the first language can affect the stability of the construals that make up the second language. This new approach to addressing cross-linguistic influence would allow for a fine-graded analysis of how L2 development is shaped by the L1 as well as a more precise picture of the linguistic categories, in this case, tense and aspect constructions, in each language.
This volume links Cognitive Grammar explanations to the area of second-language learning and inst... more This volume links Cognitive Grammar explanations to the area of second-language learning and instructed grammar teaching. It represents a contribution to empirically based knowledge promoting a new perspective on the process of teaching and learning about English language structures. The theoretical part of the book provides an overview of the basic tenets of Cognitive Grammar, and discusses elements of the theory that are of crucial importance for understanding English tense and aspect structures. The second part brings together these two fields of study and tests a Cognitive Grammar approach to teaching tense and aspect to less advanced learners of English. To this end, an experimental study was conducted, comparing the effects of Cognitive Grammar-inspired instruction on the language learning process with those of teaching methods which employ more traditional grammatical descriptions. As such, the book is of particular relevance to Cognitive Grammar research, and second-language learning and teaching research, and for learners and teachers of a foreign language.
The present study sets out to construct a semantic network for the German preposition hinter (‘be... more The present study sets out to construct a semantic network for the German preposition hinter (‘behind’) based on the theoretical framework of “principled polysemy”. The analysis regarding the cognitive and pragmatic aspects motivating the meaning extensions of hinter attempts to highlight the importance of varying construal patterns and vantage points as well as the role of real-world knowledge. By means of corpus data, I intend to present six senses of the preposition hinter, hinting at the polysemous nature of prepositions more generally. Furthermore, the theory of conceptual metaphor is applied to account for metaphorical extensions of hinter to more abstract domains of embodied experience.
This article shows how cognitive grammar and cognitive linguistics theory offer a fruitful paradi... more This article shows how cognitive grammar and cognitive linguistics theory offer a fruitful paradigm within which the process of second language acquisition can be examined. The aim is to describe and examine the benefit of using notions developed within the CG and CL frameworks to the study of crosslinguistic influence, especially conceptual transfer, in multilinguals. In recent years, the growth of empirical research concerning the contribution of cognitive-inspired theories to the study of second language acquisition and multilingualism has grown extensively. This article illustrates the possible contribution of CL to SLA by focusing on one particular line of inquiry: that of construal. Specifically, it examines how the notions developed within cognitive grammar theory can be useful tools for the analysis and comparison of conceptualization patterns of events, thus giving rise to transfer effects stemming from the way a person construes and conceptualizes events. The starting hypo...
This paper attempts to offer a state-of-the-art review of recent works that address crosslinguist... more This paper attempts to offer a state-of-the-art review of recent works that address crosslinguistic influence at the conceptual level from the viewpoint of cognitive linguistics. The recent interest in and growth of empirical evidence of a cognitive-oriented analysis of crosslinguistic influence has led to the emergence of an entirely new line of research on mother tongue influence. This review presents points of divergence between cognitive linguistics on the one hand and conceptual transfer on the other, thereby surveying numerous notions within cognitive linguistics that can aid transfer research. The notions that are paid attention to are conceptualisation, categorisation and construal. This also gives an idea of what cognitive linguistics is able to contribute to research on second language acquisition more generally. The second aim of the paper is to point to empirical works that investigate crosslinguistic influence through the lens of cognitive linguistics, thereby highlighting how and to what extent speakers' conceptual representations and cognitive patterns that are prevalent in their L1 influence the acquisition and use of conceptual structures in their L2. Taken collectively, the empirical findings of these studies give rise to the advantageous effect of employing a comprehensive and sophisticated account of language to the study of how conceptualising systems in speakers who use two or more languages influence one another.
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