By Istvan Kecskes, Tnde Papp
This can be the 1st booklet that discusses the impact of international language studying on first language processing. The authors argue that multilingual improvement is a dynamic and cumulative procedure characterised via move of alternative nature, and leads to a typical underlying conceptual base with or extra language channels that continually engage with one another.
Language illustration and processing are mentioned from a cognitive-pragmatic instead of a lexical-syntactic point of view. This required the overview of numerous an important problems with L2 acquisition, equivalent to move, vocabulary improvement, conceptual fluency, and pragmatic abilities. The authors additionally reviewed a wide physique of literature concerning cognitive psychology, linguistics, psycholinguistics, SLA, philosophy, and schooling on the way to clarify multilingual improvement and the confident influence of overseas language studying at the first language.
a huge learn for linguists and language educators alike, this quantity:
* makes an attempt to provide an explanation for multilingual improvement from a cognitive-pragmatic point of view,
* argues that international language studying has a favorable influence at the improvement and use of mom tongue talents,
* depends upon study findings of a number of diverse disciplines,
* builds at the result of quantitative study performed by way of the authors, and
touches on quite a lot of literature.
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Additional info for Foreign language and mother tongue
A. (now 25 years old) can consciously function like an American but his conceptual base, value system and natural reactions are Hungarian-based. In his case reconceptualization occurs from Hungarian to English. T. is the other way round. For her modifications occur in the other direction: from English to Hungarian. Her underlying conceptual system is Englishbased, which is not the case with A. The example of these children also demonstrates that the major difference between SLA and FL learning boils down to what Danesi calls “conceptual fluency,” which is more accessible for students in a SLE than in a FLE.
The third test was administered at the end of the experiment, one year after the second test. Students had already been in high school for 2 years when the third test was given to them. By that time they were supposed to have developed writing styles of their own and be able to handle any kind of writing exercise in their own way, so the task was chosen accordingly. Students received several classified advertisements from newspapers in Hungarian and the FLs. They had to respond to one advertisement in the L1 and to respond to a different one in the FL they studied.
Papp, 1991). In this experiment we concentrated mainly on the use of syntactic structures for two reasons. First, well-structured sentences and the adequate use of more complex sentence structures are the best signs of the developmental level of mother tongue use. 4 How does measuring structural well-formedness fit into our theoretical framework? Is there not a contradiction between what was claimed earlier about the nature of transfer and the method selected to measure L1 development? How can findings based on structural well-formedness support the claim that the L2→L1 transfer is primarily cognitive and pragmatic in nature?
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