By Samuel A. Navarro Ortega
This e-book provides a singular research of the educational of movement occasion descriptions via Anglophone scholars of Spanish. the writer examines cross-linguistic ameliorations among English and Spanish, targeting the verbal styles of movement occasions, to discover how rookies triumph over an entrenched first-language choice to maneuver towards the lexicalization trend of the extra language. His findings spotlight the sluggish nonlinear method Anglophones traverse to procure and convey form-meaning mappings describing movement in Spanish. the writer means that as movement occasion descriptions will not be ordinarily the point of interest of particular guide, scholars examine this idea basically from publicity to Spanish. Given its interdisciplinary nature, this publication may be of curiosity to researchers operating in Hispanic linguistics, cognitive semantics, and Spanish language studying and teaching.
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Additional resources for Comprehending and Speaking about Motion in L2 Spanish: A Case of Implicit Learning in Anglophones
1999). Memory, attention, and inductive learning. Studies in Second Language Acquisition, 21, 1–48. Williams, J. N. (2004). Implicit learning of form-meaning connections. ), Form-meaning connections in second language acquisition (pp. 203–218). Mahwah, NJ: Erlbaum. Wong-Fillmore, L. (1985). When does teacher work as input? M. Gass & C. G. ), Input in second language acquisition (pp. 17–50). Rowley, MA: Newbury House Publishers. 1 M otion: An Example of a Universal Concept Basic to human cognition is a conceptual system that underlies crosslinguistic diversity (Talmy, 1988).
Implicit and explicit language learning—An overview. In N. ), Implicit and explicit learning of languages (pp. 1–31). San Diego, CA: Academic Press. Ellis, N. (1994b). Vocabulary acquisition: The implicit ins and outs of explicit cognitive mediation. 211–282). San Diego, CA: Academic Press. Ellis, N. (2002a). Frequency effects in language processing. A review with implications for theories of implicit and explicit language acquisition. Studies in Second Language Acquisition, 24(2), 143–188. Ellis, N.
Analysis of the Korean mothers’ lexical choices revealed a preference for using more verbs than nouns, whereas the Anglophone mothers revealed the opposite pattern. Gopnik and colleagues regarded this crosslinguistic difference as a source for the developmental disparity. 23) describes this contact of children and their first language as some form of training which encompasses both the linguistic and the cognitive domains. Likewise, he argues that the effect of first-language training is such that it is exceptionally resistant to alteration in adult second-language acquisition.