Sociolinguistic and Crosslinguistic Aspects of the Acquisition of English by Lithuanian University Students ; Sociolingvistiniai ir tarpkalbiniai lietuvių studentų anglų kalbos įsisavinimo aspektai

Algis Braun

Sujets

• Cognitive linguistics
• Conceptual blending
• Crosslinguistic influence
• Philology
• Psycholinguistics
• Sociolinguistics

Informations

• Publié par: vilnius_university
• Publié le: 01 janvier 2009
• Nombre de lectures: 23
• Langue: English
• Poids de l'ouvrage: 2 Mo

Extrait

VILNIUS UNIVERSITY





Algis Braun








SOCIOLINGUISTIC AND CROSSLINGUISTIC ASPECTS
OF THE ACQUISITION OF ENGLISH
BY LITHUANIAN UNIVERSITY STUDENTS




Doctoral dissertation
Humanities, philology (04H)


















Vilnius, 2009
1
Research for this project was carried out from 2005–2009 at Vilnius
University, Kaunas Faculty of Humanities.




Research supervisor:

Doc. Dr. Ala Likhachiova (Vilnius University, Humanities, Philology – 04H)
2
VILNIAUS UNIVERSITETAS





Algis Braun








SOCIOLINGVISTINIAI IR TARPKALBINIAI
LIETUVIŲ STUDENTŲ ANGLŲ KALBOS ĮSISAVINIMO ASPEKTAI





Daktaro disertacija
Humanitariniai mokslai, filologija (04H)
















Vilnius, 2009
3
Disertacija rengta 2005–2009 metais Vilniaus universiteto Kauno
humanitariniame fakultete.




Mokslinis vadovas:

Doc. Dr. Ala Lichačiova (Vilniaus universitetas, humanitariniai mokslai,
filologija – 04H)
4
CONTENTS
INTRODUCTION .............................................................................................. 9
1. MODELING SPEECH PRODUCTION ...................... 16
1.1 Levelt‟s Speaking Model .................................... 16
1.1.1 The conceptualizer ........................................... 17
1.1.2 The lexicon and lexical items .......................................................... 19
1.1.2.1 The lexicon ................ 20
1.1.2.2 Lexical items ............. 22
1.1.3 The formulator and the articulator ................... 28
1.1.3.1 Grammatical encoding and lemmas .......................................... 28
1.1.3.2 Phonological encoding xemes ......... 32
1.1.3.3 Articulation ............................................... 34
1.1.4 The monitor ...................................................... 36
1.2 Multilingual Speech Production .......................... 39
1.2.1 Models of multilingualism ............................... 41
1.2.1.1 The revised hierarchical model ................. 41
1.2.1.2 The inhibitory control model .................................................... 44
1.2.1.3 The competition model ............................. 46
1.2.1.4 The dynamic model of multilingualism .................................... 50
1.2.2 Concepts ........................................................... 57
1.2.2.1 The common underlying conceptual base . 58
1.2.2.2 Lexical concepts and cognitive models .... 61
1.3 Summary and Discussion .................................................................... 64
2. SOCIOLINGUISTIC ASPECTS OF THE ACQUISITION OF ENGLISH 66
2.1 Society, Culture, Language . 66
2.2 Sociocultural Language Use Survey ................................................... 71
2.2.1 Demographic data ............................................ 72
2.2.2 Language history data ...... 73
2.2.3 Cultural data ..................... 81
2.3 Summary and Discussion .................................... 98
3. CROSSLINGUISTIC ASPECTS OF ENGLISH SPEECH PRODUCTION
......................................................................................................................... 106
3.1 Types of Crosslinguistic Influence .................... 106
3.2 CLI in Speech Production ................................. 110
3.2.1 Hesitation ....................... 111
3.2.2 Code-switching .............................................. 114
3.2.3 Neologisms and foreignizing ......................................................... 122
3.2.4 Transfer .......................... 125
3.2.5 Phonology ...................... 130
3.2.6 Interactional strategies ................................................................... 134
3.2.7 Pragmatic failures .......... 138
3.3 Summary and Discussion .. 140
4. CROSSLINGUISTIC ASPECTS OF ENGLISH WRITING PRODUCTION
......................................................................................................................... 146
5
4.1 Learner Constructions and Conceptual Blending ............................. 147
4.1.1 The acquisition of constructions .................................................... 148
4.1.2 Grammatical blending .................................................................... 154
4.1.3 Crosslinguistic blending 160
4.1.4 Chunks, blending, and learner constructions . 166
4.1.5 Analyzing the transfer mechanism: methodology ......................... 170
4.2 Crosslinguistic Blending in Writing.................................................. 174
4.3 Summary and Discussion .................................................................. 196
CONCLUSIONS ............................................................ 199
REFERENCES ............................... 201
Appendix 1 ...... 214 2 ...................................................................................................... 217
Appendix 3 ...... 222 4 ...... 223

FIGURES
Figure 1. Levelt‟s model of speech production. ............................................... 17
Figure 2. Incremental speech production. ......................... 18
Figure 3. The lexicon as a spreading activation network. ................................ 21
Figure 4. Structure of a lexical item. ................................ 23
Figure 5. Revised structure of a lexical item. ................... 24
Figure 6. Intra- and crosslinguistic links for features of the lexical item RED.26
Figure 7. Proposed structure ofm. ................................................. 27
Figure 8. Grammatical encoding. ..................................... 28
Figure 9. Constituent assembly. ........ 30
Figure 10. The revised hierarchical model. ...................... 42
Figure 11. The “re-revised” hierarchical model. .............................................. 44
Figure 12. The inhibitory control model. .......................... 45
Figure 13. Evidence and analogy in the competition model. ........................... 47
Figure 14. Language system development in the DMM. ................................. 54
Figure 15. Effect of LME on LS development. ................ 55
Figure 16. Development of a multilingual language system. ........................... 56
Figure 17. Proposed amendments to the DMM. ............................................... 56
Figure 18. Development of a bilingual CUCB. ................ 61
Figure 19. Facets, cognitive models, lexical concepts, and word forms. ......... 63
Figure 20. Ethnic distribution in Lithuania and in the AnRK study program. . 72
Figure 21. Preferred direction of translation..................................................... 80
Figure 22. Cultural stereotypes among students of AnRK. .............................. 84
Figure 23. l stereotypes as a function of nationality. ............................ 86
Figure 24. AnRK identification with Lithuanian culture. ................................ 90
Figure 25. identification with Russian culture. ..... 91
Figure 26. AnRK identification with British/American culture. ...................... 92
Figure 27. Lithuanian scores with corresponding Russian and English. .......... 93
Figure 28. Russian scores with corresponding Lithuanian and English. 94
6
Figure 29. Lithuanian sub-group scores sorted on Lithuanian culture. ............ 94
Figure 30. Minority sub-group scores sorted on Lithuanian culture. ............... 96
Figure 31. Lithuanian sub-group scores sorted on Russia. ................. 97
Figure 32. Minority sub-group scores sorted on Russian culture. .................... 97
Figure 33. Russian-only scores sorted on Russian culture. .............................. 98
Figure 34. Lexical acquisition proceeds from lexeme to lemma to concept. . 150
Figure 35. Incorrect access route when L2 lexeme links to L1 lemma. ......... 151
Figure 36. Overt and implicit constructions at the lemma level. .................... 153
Figure 37. Two equivalent representations of one conceptual blend. ............ 157
Figure 38. Grammatical blending in the double object construction. 159
Figure 39. Translation as two independent blending operations. ................... 161
Figure 40. Lemma information in the resultative construction. ..................... 162

CONCEPTUAL BLENDS
Blend 1. “I wiped my glasses clean.” ............................................................. 162
Blend 2. “Švariai nusišluosčiau akinius.” ...................... 163
Blend 3. “Aš nušluosčiau mano akinius švarūs.” ........................................... 165
Blend 4. “not into her voice” .......................................... 175
Blend 5. “we with our team” 177
Blend 6. “have and their bad side” ................................. 180
Blend 7. “almost didnt broke” ........ 182
Blend 8. “weddings” ....................................................................................... 185
Blend 9. “the last