Cognitive Implications for Raising Cross-language Awareness in Foreign Language Acquisition

2023
ISBN: 978-3-031-27831-0
Verlag: Springer Nature Switzerland

Buch, Englisch, 197 Seiten, Format (B × H): 148 mm x 210 mm, Gewicht: 296 g

This book focuses on the role of cross-language awareness in foreign language learning, especially unrelated languages as a third or additional language. It brings together theoretical and empirical approaches to the study of foreign language acquisition, with special emphasis on the role of discrepancies in the cognitive processing of typologically different languages. The author defines unrelated languages in the context of methodological approaches to foreign language acquisition, investigates cross-language awareness competence in the context of unrelated language acquisition, establishes cognitive approaches to foreign language acquisition, and provides empirical evidence of discrepancies between languages using verbal aspect as an example. Finally, the empirical results are put into practice through guidelines and recommendations for raising cross-language awareness in third language acquisition. The interdisciplinary understanding of foreign language acquisition presented in this book will make it appealing to a wide readership of graduate students, faculty members and academic researchers in the fields of Second Language Acquisition (SLA), Third Language Acquisition (TLA), Psycholinguistics, Cognitive Psychology and Education.

Zielgruppe

Research

Autoren/Hrsg.

¿Ok, Tina

Cok, Tina

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Angewandte Sprachwissenschaft
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

1. Introduction.- 2. Cognitive Approaches to Foreign Language Acquisition.- 3. Classification of Verbal Actions in Typologically Unrelated Languages.- 4. Empirical Evidence of Conceptual Discrepancies Between Languages.- 5. Guidelines and Recommendations for Raising Crosslanguage Awareness in TLA.- 6. Implications of the Topic and Directions for Practice and Future Research.

Über Autor(innen)

Tina Cok is an Assistant Professor at the Faculty of Humanities, University of Primorska, Slovenia and a research fellow at the Scientific and Research Centre Koper, Slovenia. Her main research area concerns the cognitive aspects of language learning and teaching, with a focus on learning and teaching of Standard Chinese to Indo-European native speakers. She has studied and conducted research at several universities in China, most recently as a visiting researcher at Peking University.