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Case, cognition and categorization: ...

Jarvis, Catherine Ellen.

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Case, cognition and categorization: A second language acquisition study of Russian.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Case, cognition and categorization: A second language acquisition study of Russian./
作者:	Jarvis, Catherine Ellen.
面頁冊數:	246 p.
附註:	Source: Dissertation Abstracts International, Volume: 59-06, Section: A, page: 1997.
Contained By:	Dissertation Abstracts International59-06A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9838003
ISBN:	9780591916737

Case, cognition and categorization: A second language acquisition study of Russian.
Jarvis, Catherine Ellen.

Case, cognition and categorization: A second language acquisition study of Russian. - 246 p.

Source: Dissertation Abstracts International, Volume: 59-06, Section: A, page: 1997.

Thesis (Ph.D.)--The University of Texas at Austin, 1998.

This dissertation is a second language acquisition study carried out with students in second-year Russian at the University of Texas. It examines the acquisition of grammatical case in Russian by adult learners whose native language does not have morphological case. The theoretical issues under study are interdisciplinary, drawing from both linguistics and cognitive psychology. The theoretical framework is adapted from theoretical linguistics and cognitive psychology to construct a model of language and language knowledge. By combining both the linguistic explanation and an account of the cognitive processing of language, the link between linguistic structure and human cognitive capacities can be elucidated. If grammar is treated as the encoding of conceptual content, and certain concepts such as agent are cognitively fundamental and salient, then the acquisition of a grammatical system like case should proceed along a similar path for all learners. Evidence of a pattern in the students' learning of case, is evidence for the validity of the claims of cognitive linguistics.

ISBN: 9780591916737Subjects--Topical Terms:

543175
Education, Higher.

Case, cognition and categorization: A second language acquisition study of Russian.
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245 1 0 $a Case, cognition and categorization: A second language acquisition study of Russian.
300 $a 246 p.
500 $a Source: Dissertation Abstracts International, Volume: 59-06, Section: A, page: 1997.
500 $a Supervisor: Thomas J. Garza.
502 $a Thesis (Ph.D.)--The University of Texas at Austin, 1998.
520 $a This dissertation is a second language acquisition study carried out with students in second-year Russian at the University of Texas. It examines the acquisition of grammatical case in Russian by adult learners whose native language does not have morphological case. The theoretical issues under study are interdisciplinary, drawing from both linguistics and cognitive psychology. The theoretical framework is adapted from theoretical linguistics and cognitive psychology to construct a model of language and language knowledge. By combining both the linguistic explanation and an account of the cognitive processing of language, the link between linguistic structure and human cognitive capacities can be elucidated. If grammar is treated as the encoding of conceptual content, and certain concepts such as agent are cognitively fundamental and salient, then the acquisition of a grammatical system like case should proceed along a similar path for all learners. Evidence of a pattern in the students' learning of case, is evidence for the validity of the claims of cognitive linguistics.
520 $a Previous research in cognitive studies has been based primarily on the learning of experimental sequences in laboratories, or has addressed questions of memory and information processing. No studies thus far have looked at the learning of a system of bound morphemes (such as case) in natural language in a classroom setting, using a cognitive framework. Many of the earlier morpheme-acquisition studies relied on only one type of elicitation to gather data, and used only one type of analysis, error analysis, to draw their conclusions. I study acquisition in a more holistic way, using what students consciously report knowing, and how they use this knowledge in production in various types of oral and written communication tasks.
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