Comprehending and speaking about motion in L2 Spanish : a case of implicit learning in Anglophones / Samuel A. Navarro Ortega.
This book presents a novel analysis of the learning of motion event descriptions by Anglophone students of Spanish. The author examines cross-linguistic differences between English and Spanish, focusing on the verbal patterns of motion events, to explore how learners overcome an entrenched first-lan...
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| Format: | eBook |
| Language: | English |
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Cham, Switzerland :
Palgrave Macmilan,
[2017]
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Table of Contents:
- Dedication; Acknowledgements; Contents; List of Figures; List of Tables; 1: Introduction; 1.1 The Purpose ofThis Book; 1.2 Spanish intheSecond-Language Classroom; 1.3 Explicit andImplicit Knowledge inL2 Spanish Language Learning; 1.4 Being Unaware ofLearning L2 Spanish; 1.5 About This Book; References; 2: The Linguistic Expression ofMotion inLanguage; 2.1 Motion: AnExample ofaUniversal Concept; 2.2 The Internal Structure oftheConcept ofMotion; 2.3 Talmy's Typological Framework; 2.4 Anglophones' Preference inTalking AboutMotion Events.
- 2.5 Hispanophones' Preference inTalking AboutMotion Events2.6 Manner ofMotion: Do Hispanic Speakers Ever Talk AboutIt?; 2.7 Some Constraints ontheUse ofManner intheSpanish Discourse; 2.8 Motion Conflation: Central Tendencies Rather ThanCrosslinguistic Differences; 2.9 How theMeaning ofMotion Surfaces onMeaning-Form Mappings; References; 3: Motion-Event Descriptions aRecurrent Topic inSpanish Discourse; 3.1 Conversations AboutMotion Events inL2 Spanish Language Learning; 3.2 Teachability andLearnability oftheSpanish Motion Meaning-Form Mappings.
- 3.3 Empirical Evidence intheDomain ofMotion inSecond/Foreign LanguageReferences; 4: Motion Events intheSpeech + Gesture Interface; 4.1 Gestures inSpeech; 4.2 Types ofGestures; 4.3 Child Speech + Gesture; 4.4 Gestures intheL2 Language Classroom; 4.5 Gestures: Are They Teachable Content?; 4.6 Gestures intheDomain ofMotion; 4.7 Mixed Evidence ofAcquisition oftheL2 Speech + Gesture Interface; References; 5: Investigating Learner Sensitivity tothePath Conflation inL2 Spanish; 5.1 Design oftheStudy; 5.2 Three Groups ofAdult Anglophone Learners ofL2 Spanish.
- 5.3 An Implicit Learning oftheMeaning-ƯForm Mappings ofMotion inL2 Spanish5.4 Dynamic Visual Stimuli for Comprehending and Speaking AboutMotion; 5.5 A Comparison ofMotion-Event Descriptions inFirst andSecond Language; References; 6: Sensitivity tothePath Conflation inWritten L2 Spanish; 6.1 Comprehension Precedes Production ofL2 Vocabulary; 6.2 Receptive Task forInvestigating thePath Conflation inWritten L2 Spanish; 6.3 Procedure forInvestigating thePath Conflation inWritten L2 Spanish; 6.4 Expected Outcomes ofInvestigating thePath Conflation inWritten L2 Spanish.
- 6.5 Findings ofInvestigating thePath Conflation inWritten L2 Spanish6.6 What Findings Tell Us AboutthePath Conflation inWritten L2 Spanish; 6.6.1 Consistency fortheManner ofMotion inL1 English; 6.6.2 The Path ofMotion: ABenchmark intheReceptive Task inL2 Spanish; 6.6.3 Advanced L2 Spanish Learners' Performance inMonolingual Mode; 6.6.4 Low Proficiency L2 Spanish Learners' Performance inBilingual Mode; References; 7: Sensitivity tothePath Conflation inOral L2 Spanish; 7.1 Experimental Context fortheOral Production Task.