[PDF] Learnability And The Lexicon eBook

Author : Alan Juffs
Publisher : John Benjamins Publishing
Page : 296 pages
File Size : 21,50 MB
Release : 1996-08-23
Category : Language Arts & Disciplines
ISBN : 9027285640

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This book provides a critical review of recent theories of semantics-syntax correspondences and makes new proposals for constraints on semantic structure relevant to syntax. Data from several languages are presented which suggest that semantic structure in root morphemes is subject to parametric variation which has effect across a variety of verb classes, including locatives, unaccusatives, and psych verbs.The implications for first and second language acquisition are discussed. In particular, it is suggested that different parametric settings may lead to a learnability problem if adult learners do not retain access to sensitivity to underlying semantic organization and morphological differences between languages provided by Universal Grammar. An experiment with Chinese-speaking learners of English is presented which shows that learners initially transfer L1 semantic organization to the L2, but are able to retreat from overgeneralisations and achieve native-like grammars in this area. Suggestions for further research in this rapidly developing area of theory and acquisition research are also made.

Author : Alan Juffs
Publisher : National Library of Canada = Bibliothèque nationale du Canada
Page : 572 pages
File Size : 11,58 MB
Release : 1993
Category : English language
ISBN :

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"This thesis investigates the knowledge of semantics-syntax correspondences in second language acquisition (SLA) within the Principles and Parameters framework. A parameter of semantic structure is proposed to account for crosslinguistic syntactic differences between two previously unrelated, and superficially distinct, verb classes: change of state locatives and 'psychological' verbs. Chinese and English contrast in terms of the parameter setting. Experimental evidence indicates that adult Chinese learners of English L2 initially transfer parameter settings, but are able to reset the proposed parameter. However, they only acquire L2 lexical properties and concomitant syntactic privileges with ease when L2 input adds a representation to their grammar. When positive L2 input should pre-empt overgeneralizations based on representation transferred from the L1, it is shown that L1 influence may persist until quite advanced stages of acquisition. The implications of the results are discussed for the parameter setting model of SLA." --

Author : Alan Juffs
Publisher :
Page : 572 pages
File Size : 22,99 MB
Release : 1993
Category : English language
ISBN :

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"This thesis investigates the knowledge of semantics-syntax correspondences in second language acquisition (SLA) within the Principles and Parameters framework. A parameter of semantic structure is proposed to account for crosslinguistic syntactic differences between two previously unrelated, and superficially distinct, verb classes: change of state locatives and 'psychological' verbs. Chinese and English contrast in terms of the parameter setting. Experimental evidence indicates that adult Chinese learners of English L2 initially transfer parameter settings, but are able to reset the proposed parameter. However, they only acquire L2 lexical properties and concomitant syntactic privileges with ease when L2 input adds a representation to their grammar. When positive L2 input should pre-empt overgeneralizations based on representation transferred from the L1, it is shown that L1 influence may persist until quite advanced stages of acquisition. The implications of the results are discussed for the parameter setting model of SLA." --

Author : Joe Barcroft
Publisher : John Benjamins Publishing Company
Page : 208 pages
File Size : 48,8 MB
Release : 2015-12-15
Category : Foreign Language Study
ISBN : 9027268053

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This book focuses on theory, research, and practice related to lexical input processing (lex-IP), an exciting field exploring how learners allocate their limited processing resources when exposed to words and lexical phrases in the input. Unit 1 specifies parameters of lex-IP research among other levels of input processing as well as key components (form, meaning, mapping) and contexts (incidental/intentional) of vocabulary learning. Unit 2 highlights theoretical advances, such as the type of processing – resource allocation (TOPRA) model, consistent with research on tasks (sentence writing, word copying, word retrieval) that learners may perform during vocabulary learning. Unit 3 highlights patterns in partial word form learning and input-based effects, including the value of increased exposure, drawbacks of presenting vocabulary in semantic sets, and advantages of input enhancement, particularly with regard to increasing talker, speaking-style, and speaking-rate variability in spoken input. The book unifies a range of research pertinent to lex-IP, summarizes theoretical and instructional implications, and proposes intriguing new directions for future research.

Author : Chiara Alina Sachwitz
Publisher : GRIN Verlag
Page : 11 pages
File Size : 47,32 MB
Release : 2021-10-04
Category : Foreign Language Study
ISBN : 3346504700

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Seminar paper from the year 2019 in the subject Didactics - English - Pedagogy, Literature Studies, grade: 2,0, University of Hildesheim, language: English, abstract: In order to understand how children acquire lexical meaning, this term paper focuses on the development of children’s mental lexicon and how children manage to store words in their mind. Everyday conversation requires most people to use several thousands of words in the course of an average day, while most of the time, people appear having relatively little difficulty in bringing the corresponding terms to their minds. Yet, speakers of a language are mostly unaware of the complex system allowing them to cope with these words and to use them appropriately. When learning a new language, however, adults are likely to reconsider their view on the human word-store, especially, when observing a three-year-old child using a for them difficult-to-learn language effortlessly. How is it possible that children acquire lexical meaning of thousands of words even before they are able to dress themselves properly? When thinking about the question, one might assume the learning of meaning of words as a simple task, imagining a word learning situation where the child is looking at a storybook while one of the parents is naming the depicted object by its respective name.

Author : Birgit Harley
Publisher :
Page : 340 pages
File Size : 24,55 MB
Release : 1995
Category : Language Arts & Disciplines
ISBN :

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The empirical studies in this text address key issues in the development and use of vocabulary by child bilinguals and older second-language learners. The thematic focus in this collection of articles is on the assessment of lexical development in bilinguals at different points in the lifespan.

Author : Ulrike Miske
Publisher : GRIN Verlag
Page : 37 pages
File Size : 50,29 MB
Release : 2010-02-03
Category : Biography & Autobiography
ISBN : 3640522664

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Seminar paper from the year 2005 in the subject English Language and Literature Studies - Linguistics, grade: 1,3, University of Paderborn, course: Vocabulary Teaching, 13 entries in the bibliography, language: English, abstract: Words are considered the basis - possibly the most important factor - when learning a new language. In order to make yourself understood, it is essential to know a wide range of words. Every learner of a foreign language knows the challenge of learning vocabulary items by heart. At times, coping with a certain amount of words can be a rather difficult or even frustrating task for the individual learner. This is where the foreign language teacher is supposed to step in and assist the students in their learning process by providing relevant learning material. First of all, however, the language teacher needs to be aware of the different physical and psychological prerequisites of the students. One very important question to ask is: where in the brain are vocabulary items stored? A good knowledge about the procession of new incoming data can help the language teacher to draw helpful conclusions to facilitate language learning. In fact, students will find it easier to learn new items if the teacher takes into consideration how the mind functions. Although, of course, not all students have the same approach to learning and might have different learning styles. Still, if there is a universal principle for processing concepts, this should not be neglected. Linguists have started to use a variety of other terms such as "concept" or "vocabulary item" to avoid the use of "word". It is necessary to know that "words" in the mind always include a certain view of the world, which is better rendered by the term "concept" or "(vocabulary) item". In the this paper, I will discuss the processing of words in the Mental Lexicon and show how it can help to teach vocabulary items to students. First of all, I will give a definition of the term Mental Lexicon a

Author : Brigitta Dóczi
Publisher : Oxford University Press
Page : 232 pages
File Size : 31,54 MB
Release : 2015-12-01
Category : Language Arts & Disciplines
ISBN : 0190606495

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Words are the building blocks of human communication and provide a strong foundation for the development of skilled language production and comprehension. Learning words in a language other than one's own requires long-term commitment and substantial engagement. This research monograph offers a summary of how learners of additional languages acquire vocabulary in instructed foreign language contexts and in English for Academic Purposes programs in the target language environment. After a thorough introduction of the most important constructs in the first chapter, the book provides a comprehensive description of the processes of longitudinal development in learners' growth of vocabulary size and depth of word knowledge. In the second half, the authors make novel connections between the fields of second language acquisition and vocabulary research. They then show how individual differences between learners can influence the processes and outcomes of vocabulary learning. The book concludes with evidence-based practical guidance to language teachers on how to enhance their students' lexical knowledge.