| 书目名称 | Comprehending and Speaking about Motion in L2 Spanish | | 副标题 | A Case of Implicit L | | 编辑 | Samuel A. Navarro Ortega | | 视频video | http://file.papertrans.cn/232/231875/231875.mp4 | | 概述 | Demonstrates how subtle aspects of Spanish can successfully be learned in the absence of direct teacher instruction.Contributes to an under-researched area in cognitive semantics that crosses into the | | 图书封面 |  | | 描述 | This book presents a novel analysis of the learning of motion event descriptions by Anglophone students of Spanish. The author examines cross-linguistic differences between English and Spanish, focusing on the verbal patterns of motion events, to explore how learners overcome an entrenched first-language preference to move toward the lexicalization pattern of the additional language. His findings highlight the gradual nonlinear process Anglophones traverse to acquire and produce form-meaning mappings describing motion in Spanish. The author suggests that as motion event descriptions are not normally the focus of explicit instruction, students learn this concept primarily from exposure to Spanish. Given its interdisciplinary nature, this book will be of interest to researchers working in Hispanic linguistics, cognitive semantics, and Spanish language learning and teaching.. | | 出版日期 | Book 2017 | | 关键词 | Applied Hispanic Linguistics; Hispanic linguists; Implicit Learning; L2; Cognitive Semantics; Spanish lan | | 版次 | 1 | | doi | https://doi.org/10.1007/978-3-319-49307-7 | | isbn_softcover | 978-3-319-84128-1 | | isbn_ebook | 978-3-319-49307-7 | | copyright | The Editor(s) (if applicable) and The Author(s) 2017 |
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Front Matter |
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Abstract
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,Introduction, |
Samuel A. Navarro Ortega |
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Abstract
This chapter introduces the concept of motion-event description as a case of implicit learning by adult Anglophone learners of Spanish in a traditional language programme. The concept of motion, despite its frequent appearance in the second-language (L2) Spanish classroom, is not traditionally the focus of explicit presentation. Like other subtly acquired patterns of speech, it is not integrated into the table of contents of language textbooks. As a result, learners assimilate these aspects of the target language largely by hearing or reading (receptive skills) or producing the new language (speaking or writing) over time. This chapter also presents an overview of the entire book; the reader will easily be able to discern the main information and its exact location in the book.
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,The Linguistic Expression of Motion in Language, |
Samuel A. Navarro Ortega |
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Abstract
This chapter reviews the concept of motion in language as a recurrent topic in human communication. Some theoretical positions from cognitive semantics postulate that, across languages, speakers lexicalize motion using lexico-syntactic constructions that emphasize different aspects of the event. In this sense, motion events are a fertile area in which to explore how learners acquire and produce form-meaning mappings to describe motion in a second language. Drawing on Talmy’s (., 2000) classification, English and Spanish have been the source of numerous studies as they are said to represent different language typologies. Findings in oral production indicate that, although the two languages overlap in some lexicalization patterns, their main trends differ. English speakers tend to lexicalize the manner (e.g., .) in the main verb (i.e., to focus on the internal mechanism of motion), whereas Spanish speakers tend to lexicalize the path (e.g., . ‘enter’), and focus on the trajectory of an entity in motion. Anglophones need to learn the central tendency of Spanish in order to package motion events in a way that is idiomatically correct. Talmy’s proposal also guides my analysis of the mot
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,Motion-Event Descriptions a Recurrent Topic in Spanish Discourse, |
Samuel A. Navarro Ortega |
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Abstract
This chapter contextualizes the description of motion events in Spanish language instruction. The Spanish language classroom offers students ample opportunities to watch, talk about, and even write about motion events that involve entities (animate or inanimate) changing location in space and time. The verb-framed typology receives minimal attention in the Spanish curriculum as evidenced by the infrequency with which this content appears in Spanish textbooks. Thus, learners depend primarily on the positive evidence processed from the Spanish language input (e.g., teacher talk) to deduce the underlying rules for mapping the meaning of motion in Spanish. This chapter concludes with a review of the literature in the domain of motion in L2 Spanish. Overall, findings converge at two levels: (1) the interlanguage of low proficiency learners exhibits greater first-language effect when encoding motion to the preferred Spanish morphosyntactic forms. The effect appears gradually to decrease with further exposure to L2 Spanish; and (2) the interlanguage of advanced Spanish learners more systematically resembles the L1 Spanish motion-conflation patterns. What is still unclear is when this conv
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,Motion Events in the Speech + Gesture Interface, |
Samuel A. Navarro Ortega |
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Abstract
This chapter focuses on the expression of motion-event descriptions while considering the speech + gesture interface. Although the book deals with the linguistic tendencies of motion verbs in speech, a review of the interface speech + gesture enables the reader to further understand the complexity of human communication. In particular, gestural patterns unveil aspects of mental imagery and thought processes that remain unobservable when studying speech in isolation. The literature defines gestures as representational movements (namely manual) that speakers perform mostly unconsciously during the evanescent time it takes to articulate, and which become temporarily entwined with speech. For many of us, it was not until we learned a new language that the association of gesture and speech became salient. L2 language textbooks often inform students that there are cultural differences in how native speakers of different communities communicate non-verbally. In the domain of motion, there is suggestive evidence supporting a language-specific relation between the lexicalization of the manner or path and gesture patterns. This means that learners who aspire to achieve high levels of profici
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,Investigating Learner Sensitivity to the Path Conflation in L2 Spanish, |
Samuel A. Navarro Ortega |
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Abstract
This chapter introduces the study as an addition to the limited evidence thus far of bilingual expression of motion events in adult Anglophones learning Spanish in a traditional programme. The study attempted to determine how and at which proficiency level (beginner, intermediate, advanced) adult Anglophone learners’ interlanguage evidenced the identification and use of the motion-verb typology for the Romance language. Although this was not a case of action research, there was an attempt to reproduce a classroom environment, at least with respect to what students most often do with L2 Spanish: comprehend and produce. The learners were counterbalanced to complete a receptive task and a production task described in Chaps. . and . respectively. From an acquisition point of view, this study was cross-sectional (Gass & Selinker, ., 2008) as it incorporated L2 learners completing Spanish classes with substantially different goals and objectives which were, however, tested once at a specific point in time. The absence of explicit instruction on the meaning-form mapping of motion verbs in Spanish, either during the experimental phase or as teachable content in the programme curriculum, ma
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,Sensitivity to the Path Conflation in Written L2 Spanish, |
Samuel A. Navarro Ortega |
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Abstract
This chapter deals with an experiment in which all learners completed a written forced-choice meaning-judgement survey and screened 20 dynamic motion scenes. The survey contained synonymous written motion descriptions for each animation: one written with a manner verb and the other with a path verb. After viewing each animation, participants read the synonymous sentences and chose the one that to them read more naturally as a description for the motion scene. There were English and Spanish versions of the survey, and participants completed them both. The tendencies of the bilingual L1 English–L2 Spanish groups were compared with those of a native Spanish control group. Results of a two-way ANOVA test upheld the anticipated outcome. Across the three L2 Spanish groups, learners chose significantly more sentences with path verbs in Spanish written descriptions compared to L1 English descriptions. Furthermore, results confirmed that advanced learners chose significantly more sentences with path verbs than did beginner and intermediate learners, and that they were not reliably distinguishable from the control group. Findings suggested that even the more novice learners were sensitive to
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,Sensitivity to the Path Conflation in Oral L2 Spanish, |
Samuel A. Navarro Ortega |
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Abstract
This chapter presents the oral production task. The participants from the receptive task watched silent film clips of a cartoon and retold the stories in L1 English and L2 Spanish to native-speaker interviewers of both languages. Findings were compared with those of the same L1 Spanish control group and submitted to language-group and corpus-based analysis. The two methodologies indicated different trends for the composition of the vocabulary of motion verbs in L2 Spanish and L1 Spanish. While the language-group analysis presented higher percentages of path types than manner across the four groups, the corpus-based analysis revealed that the percentages of path decreased proportionally with the levels of proficiency in L2 Spanish. The L1 Spanish manner types corroborated a similar trend. The preliminary evidence from the corpus-based analysis identifies low-frequency manner (not path) mapped onto verb predicates as an indicator of lexical sophistication in the Spanish vocabulary. This suggests that in connected speech, the expression of motion in Spanish may not rely entirely on high frequencies of path, but rather on a vocabulary that is rich in manner verb types. What this means
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,Conclusion, |
Samuel A. Navarro Ortega |
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Abstract
This chapter concludes the book by summarizing the main findings and themes of the study. As an independent measure of implicit learning, the results of the three groups of Anglophone learners suggested differential levels of sensitivity to the idiomatic preferences of Spanish for comprehending and speaking about motion. Crucial indicators were the comparison of trends in the receptive task, the composition of the vocabulary of motion verb types, and the proportions of highest path token frequencies of learners in their fifth and sixth semesters compared to those of the control group. The evidence showed that when mastery of Spanish and accumulated exposure to the language was still limited, learners tended to rely more on first-language knowledge to comprehend and produce motion expressions. Prolonged formal instruction combined with immersion in a Hispanic community appeared as reasonably safe predictors that the advanced learners would in time entrench the path conflation across usage events. For a conceptual category like motion, about which Anglophone learners of Spanish hear, and read about, listen to, and even enact within and outside of an instructional context, the lexico-
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Back Matter |
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Abstract
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