Cognitive-Functional Approaches to the Study of Japanese as by Kaori Kabata, Kiyoko Toratani

By Kaori Kabata, Kiyoko Toratani

This cutting edge and unique quantity brings jointly experiences that follow cognitive and practical linguistics to the research of the L2 acquisition of jap. With each one article grounded at the usage-based version and/or conceptual notions similar to foregrounding and subjectivity, the amount sheds gentle on how cognitive and useful linguistics may help us comprehend points of eastern acquisition which have been ignored by way of traditionalists.

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By Kaori Kabata, Kiyoko Toratani

This cutting edge and unique quantity brings jointly experiences that follow cognitive and practical linguistics to the research of the L2 acquisition of jap. With each one article grounded at the usage-based version and/or conceptual notions similar to foregrounding and subjectivity, the amount sheds gentle on how cognitive and useful linguistics may help us comprehend points of eastern acquisition which have been ignored by way of traditionalists.

Show description

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Extra resources for Cognitive-Functional Approaches to the Study of Japanese as a Second Language

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At this stage, unmarked input is rather redundant, and more diverse input including marked, non-prototypical exemplars, will be more useful for category extension. This, I argue, is how the projection effect is observed in L2 relative clause acquisition. Acquisition of possessive determiners (Zobl 1985) and spatial adpositions (Akiha et al. 2010) can be explained in a similar way, in which learners already had The acquisition of linguistic categories 27 some familiarity with the target category at the time of the experiment.

At this point, it is a hypothesis based on Goldberg and Casenheiser’s (2008) experiments and Bybee’s (2008) interpretation of them, and thus the empirical validity of the two-stage model is still tentative, both in L1 and L2 acquisition. , how they come to know the outer limit of the category and come to know that something that falls out of it is ungrammatical. This can be attained just by positive evidence for native speakers but is notoriously difficult for L2 learners (see Robenalt and Goldberg, to appear, for an attempt to explain the L1–L2 difference in this regard).

Although the benefit interpretation is potentially available in the background whenever the giving verbs are used as auxiliaries, the notion of benefit does not have to be in the spotlight. , Pizziconi 2000b; Shibatani 1996). This can be seen in the following examples (constructed). (3) a. Kinoo denwa o si-te-agete/kurete, iroiro wakatta. ’ b. Kotosi no gakusee wa yoku benkyoosi-te-kureru. ’ In (3a), the benefit reading is still available as pointed above, but the main function of -te-ageru and -te-kureru here is to indicate deictic information such as the directionality of the phone call and the nature of the subject and indirect object.

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