The Language-Cognition Interface in Bilinguals: An evaluation of the Conceptual Transfer Hypothesis Jolanta Latkowska

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Table of сontents

 

Acknowledgements / 9

 

Introduction / 11

 

1. The architecture of the bilingual mental lexicon / 15

1.1. The Hierarchical Model of Bilingual Memory / 15

1.1.1. Unity of the semantic and conceptual levels / 17

1.1.2. Separation of semantic and conceptual representations / 19

1.2. The concept of concept / 21

1.2.1. Feature listings / 22

1.2.2. Prototypes / 23

1.2.3. Frames / 26

1.2.4. Conceptual metaphor and image schemas / 27

1.2.5. Grounded cognition / 30

1.3. Lexical(ized) concepts / 31

1.4. Analysing lexicalized concepts: Natural Semantic Metalanguage / 36

1.4.1. Semantic explications / 39

1.4.2. Semantic molecules / 40

1.4.3. Neo-Whorfianism, Wierzbicka style / 41

1.5. Language-mediated processes in the bilingual lexicon / 42

1.5.1. Lexical and semantic transfer / 42

1.5.2. Conceptual transfer / 45

1.5.2.1. Linguistic relativity / 45

1.5.2.2. The Conceptual Transfer Hypothesis / 47

1.6. Conclusion / 47

 

2. Linguistic relativity / 49

2.1. The Sapir-Whorf Hypothesis: Perspectives from research design / 49

2.1.1. The domain-specific approach / 50

2.1.2. The structure-centred approach / 55

2.1.3. The bilingual perspective / 57

2.2. The Thinking for Speaking Hypothesis / 62

2.2.1. Background to the Thinking for Speaking Hypothesis: Talmy’s typology of motion verbs / 63

2.2.2. Critique of Talmy / 65

2.2.3. Directed motion in Polish / 67

2.2.4. The Whorfian dimension of Thinking for Speaking / 71

2.2.5. Thinking for Speaking effects in gestural communication / 74

2.2.6. Bilingual research / 75

2.3. Conceptualization via event construal: The von Stutterheim paradigm / 79

2.3.1. Processes of conceptualization / 80

2.3.2. Evidence from Slavic languages / 85

2.3.3. Conceptualization in bilinguals and second/foreign language learners / 87

2.4. Linguistic relativity: General perspective / 90

2.5. Conclusion / 98

 

3. The Conceptual Transfer Hypothesis / 100

3.1. Assessing the scope of the phenomenon / 101

3.2. Issues in investigating the linguistic/non-linguistic interface / 102

3.3. Methodological concerns / 105

3.4. The linguistic dimension / 110

3.5. Conclusion / 114

 

4. Study 1: Investigating semantic and conceptual categorization in the domain of interpersonal relationships in Polish and English / 115

4.1. Naming interpersonal relationships in Polish and English / 117

4.2. Study 1a / 121

4.2.1. Research questions / 122

4.2.2. Participants / 122

4.2.3. Materials / 124

4.2.4. Procedure / 130

4.2.5. Analysis / 131

4.2.6. Results / 132

4.2.6.1. Intra-group variables / 154

4.2.6.2. Category core features / 158

4.2.7. Discussion and summary of findings / 160

4.2.7.1. Bilingual categorization patterns in the L2 / 160

4.2.7.2. Bilingual categorization patterns in the L1 / 162

4.2.7.3. The processes at work in the bilingual lexicon / 163

4.2.7.4. The L2 and L1 in natural and formal learning contexts / 165

4.2.7.5. Factors influencing naming patterns in bilinguals / 167

4.2.7.6. On the application of Natural Semantic Metalanguage and linguistic analyses in research into semantic and conceptual levels / 169

4.3. Study 1b / 172

4.3.1. Research objectives / 172

4.3.2. Participants / 173

4.3.3. Materials / 173

4.3.4. Procedure / 174

4.3.5. Analysis / 175

4.3.6. Results and discussion / 175

4.3.7. Conclusion / 180

 

5. Study 2: Conceptualization in event construal. The case of Polish‑English bilinguals / 181

5.1. Study 2a / 183

5.1.1. Selection / 183

5.1.2. Research objectives / 184

5.1.3. Participants / 185

5.1.4. Materials / 186

5.1.5. Procedure / 187

5.1.6. Analysis / 187

5.1.7. Results / 189

5.1.8. Discussion / 200

5.1.8.1. Selection: A cross-linguistic analysis / 201

5.1.8.2. The setting of L2 learning and use / 202

5.1.8.3. The influence of individual background variables / 203

5.1.8.4. Implications for conceptualization processes / 204

5.1.9. Conclusion / 204

5.2. Study 2b / 205

5.2.1. Segmentation / 205

5.2.2. Structuring / 206

5.2.3. Research objectives / 208

5.2.4. Materials and procedure / 208

5.2.5. Analysis / 209

5.2.5.1. Segmentation units / 209

5.2.5.2. The event/state distinction / 210

5.2.5.3. Temporal structuring / 211

5.2.5.4. Statistical analysis / 212

5.2.6. Results / 212

5.2.7. Discussion / 232

5.2.7.1. Event segmentation: A cross-linguistic perspective / 232

5.2.7.2. Temporal structuring in Polish and English / 233

5.2.7.3. The setting of L2 learning and use / 234

5.2.7.4. The influence of individual background variables / 236

5.2.7.5. Implications for conceptualization processes / 237

5.2.8. Conclusion / 238

 

6. Concluding remarks / 240

6.1. Theoretical issues and suggestions for future research / 240

6.2. Practical implications of Studies 1 and 2 / 243

6.3. Evaluation of the research / 246

 

Appendix / 248

Bibliography / 259

Index / 279

 

Streszczenie / 281

Zusammenfassung / 282

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