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L2 English Thinking-for-Speaking of ...

Noguchi, Hiromi.

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L2 English Thinking-for-Speaking of Advanced Japanese Learners.

Record Type:	Electronic resources : Monograph/item
Title/Author:	L2 English Thinking-for-Speaking of Advanced Japanese Learners./
Author:	Noguchi, Hiromi.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	388 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
Subject:	English as a second language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10256823
ISBN:	9781369792423

L2 English Thinking-for-Speaking of Advanced Japanese Learners.
Noguchi, Hiromi.

L2 English Thinking-for-Speaking of Advanced Japanese Learners. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 388 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2017.

This dissertation seeks possible factors of fossilization during adult second language acquisition (SLA) in first language (L1) influence on cognition while using a second language (L2). The research is motivated by previous studies on thinking-for-speaking (TFS), which examined how information of events is construed for verbalization through analysis of form-meaning-function mappings of linguistic categories.

ISBN: 9781369792423Subjects--Topical Terms:

516208
English as a second language.

L2 English Thinking-for-Speaking of Advanced Japanese Learners.
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100 1 $a Noguchi, Hiromi. $3 3287374
245 1 0 $a L2 English Thinking-for-Speaking of Advanced Japanese Learners.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 388 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Peter Gordon.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2017.
520 $a This dissertation seeks possible factors of fossilization during adult second language acquisition (SLA) in first language (L1) influence on cognition while using a second language (L2). The research is motivated by previous studies on thinking-for-speaking (TFS), which examined how information of events is construed for verbalization through analysis of form-meaning-function mappings of linguistic categories.
520 $a Given dispersed findings so far, this study adopted a comprehensive approach to draw a more comprehensive picture of L2 TFS patterns. Specifically, the study examines L2 English TFS patterns of 25 adult Japanese at the advanced level and compares it to their L1 TFS patterns, as well as TFS patterns of monolingual Japanese and English speakers, to provide evidence of (a) acquired features, (b) L1-L2 converged vs. co-existing features, and (c) relationships between TFS patterns at the lexical, sentential and discourse level. This study further seeks to highlight possible factors for fossilization, by examining (a) clarity of form-meaning-function relationships in the target-language, (b) subtlety of L1-L2 differences, and (c) differences between the addition of L2 categories and the suppression of existing L1 categories in SLA.
520 $a The study employed a mixed-methods research design. Oral narrative data were qualitatively and quantitatively analyzed. The results revealed that the learners' TFS patterns exhibited only local change, and the overall traits of event conceptualization, in other words, which aspects of events are selected and how the selected information is linguistically presented, remained heavily L1 influenced. In monolingual narratives, form-meaning-function mappings at the lexical (i.e., local) level played an important role in forming language-specific event conceptualization patterns at the discourse (i.e., global) level. However, the local-global interaction was not observed in the bilingual data. This study concludes that the TFS patterns of the source language, rather than the target-language, influenced the L2 ultimate attainment. L2 categories tended to be easily acquired if their L1 equivalents were salient and drew much attention in narratives. Therefore, the findings imply that a learners' attention to the categories is a prerequisite for L2 acquisition while acquisition of target-like meanings and functions remained a challenge for the learners, being an influential factor in L2 fossilization.
590 $a School code: 0055.
650 4 $a English as a second language. $3 516208
650 4 $a Foreign language education. $3 3172512
650 4 $a Linguistics. $3 524476
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690 $a 0290
710 2 $a Teachers College, Columbia University. $b Arts and Humanities. $3 2093559
773 0 $t Dissertation Abstracts International $g 78-10A(E).
790 $a 0055
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10256823