By Michel Paradis (auth.), Istvan Kecskes, Liliana Albertazzi (eds.)
A distinct characteristic of this e-book is that chapters want that line of cognitive linguistics which makes a transparent contrast among actual global and projected global. info conveyed via language needs to be concerning the projected global. either the experimental effects and the systematic claims during this quantity demand a susceptible kind of whorfianism. additionally, chapters upload a few quite unexplored problems with bilingualism to the well known ones, similar to gender structures within the bilingual brain, context and activity, synergic innovations, mixing, the connection among lexical categorization and ontological categorization between others.
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Additional resources for Cognitive Aspects of Bilingualism
4. W H AT I S I N A W O R D ? The dynamic model of meaning (DMM) was developed by Kecskes (2003) to explain the content and structure of lexical units. It claims that actual contextual meaning is constructed in the dynamic interplay of the conceptual system (relying on prior, encoded knowledge, blending schemes, mapping, and other cognitive operations) and the actual contextual operations triggered by the merging of lexical units and extralinguistic situational elements in action. The DMM (see Figure 1) demonstrates the two faces of word (lexical unit) meaning: coresense and consense.
And others. However, in the Spanish sense (c) is missing. The following conversation illustrates this case: (3) American professor: So you say you went to school at Berkeley for three semesters. Spanish student: No, I went to the university at Berkeley. This conversation shows where non-native speakers usually go wrong. Lexical level equivalency does not mean conceptual level equivalency. The conceptual load attached to the word “school” in English and the equivalent lexical item “escuela” in Spanish is different.
C O N C L U S I O N The language subsystems are connected to a single conceptual system where conceptual features are grouped together in accordance with the specific lexical semantic constraints of words in each language and the relevant pragmatic circumstances at the time of their use. The conceptual base of a bilingual speaker’s L2 differs only quantitatively from that of L1: What is represented may differ from L2 native speakers’ representations but the principles of conceptual organization and processing are the same as those of L1.