Phraseology and the advanced language learner:
Acknowledgements -- List of abbreviations -- List of tables -- List of figures -- 1. Introduction -- 2. From a unit of meaning to a meaning-shift unit -- 3. L2 use and processing of multi-word units -- 4. Triangulating usage, exposure and processing -- 5. Meaning-shift units in L2 learning and use:...
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Cambridge, United Kingdom
Cambridge University Press
2019
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Summary: | Acknowledgements -- List of abbreviations -- List of tables -- List of figures -- 1. Introduction -- 2. From a unit of meaning to a meaning-shift unit -- 3. L2 use and processing of multi-word units -- 4. Triangulating usage, exposure and processing -- 5. Meaning-shift units in L2 learning and use: Usage vs. exposure -- 6. Meaning-shift units in L2 processing: Usage vs. word association responses -- 7. Toward the bigger picture -- References -- Appendix A: A sample word association task -- Appendix B: Usage concgrams compared to exposure corpus (Maisa and Kaisa) -- Appendix C: Meaning-based responses are 'harder' to give -- Index |
| Item Description: | Includes bibliographical references and index |
| Physical Description: | XIII, 270 Seiten Diagramme |
| ISBN: | 9781108499804 |
Staff View
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Record in the Search Index
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| adam_text | Contents page vii і List ofFigures List of TabUs Acknowkdgements List ofAbbreviations ix xi xiii 1 Introduction i 2 From a Unit of Meaning to a Meaning-Shift Unit 2.1 2.2 2.5 2.4 2.5 2.6 Unit of Meaning: the Model Single-Word Units Collocation and Meaning Shift: from Firth to Sinclair Co-selection or the Idiom Principle Semantic Prosody as a Communicative Function of a Unit of Meaning 2.5.1 Semantic Prosody: Where Does It Belong? 2.5.2 Semantic Prosody: Connotation and Evaluation 2.5.3 Semantic Prosody: Synchronic vs. Diachronic Perspective 2.5.4 Semantic Prosody and Intuition 2.5.5 Louw’s Semantic Prosody The Theory of Meaning and the Ultimate Dictionary 2.7 Conclusion 9 10 14 17 20 21 22 25 28 29 32 34 36 3 L2 Use and Processing of Multi-Word Units 3.1 L2 Use of MWUs 3.1.1 Phraseology as aMajor Problem in L2 3.1.2 Other Views 3.2 L2 Processing of MWUs 3.2.1 Wray’s Processing Deficiency Hypothesis 3.2.2 Supporting Evidence 3.2.3 Conflicting Evidence 3.2.4 Open Questions 3.3 Variability of L2 Use: Some Insights from ELF Research 3.3.1 Applying Approximation to the Model of a Meaning-Shift Unit 3.3.2 Cognitive Basis of Approximation within the Meaning-Shift Unit 3.4 Conclusion v 38 40 40 48 49 49 51 54 56 57 59 62 64
vi Contents 4 Triangulating Usage, Exposure and Processing 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 Towards the Linguistics of an Individual Usage (Corpus 1) Exposure (Corpus 2) Processing (Word Associations) 4.4.1 Word Association Task as a Research Method 4.4.2 Design of a Word Association Task Operationalising Meaning-Shift Units Triangulation Procedures A Note on Notation Conclusion 5 Meaning-Shift Units in Lz Learning and Use: Usage vs. Exposure 5.1 Are the Patterns of Co-selection Observable in the L2 Texts? 5.2 Where Do the Patterns Come From? 5.2.x The Scope of Usage Patterns under Investigation 5.2.2 Comparing Usage Patterns to Exposure: Do They Match? 5.2.3 How Realistic Is the Automatic Comparison?: A Qualitative Examination 5.3 Matching Patterns 5.3.1 Specialisation of Patterning 5.3.2 How Nuanced Can Matching Be? 5.3.3 Matching but Overused’ Patterns 5.4 Non-Matching Patterns 5.4.1 Content-Related Patterns 5.4.2 Genre-Specific Patterns 5.4.3 Individual Preferences 5.5 Two Processes behind the Mechanism of the Idiom Principle 5.5.1 Approximation 5.5.2 Fixing 5.6 Conclusions 66 69 74 77 83 84 91 92 96 99 99 iox 102 105 105 107 ա 112 113 117 121 126 127 130 131 141 142 146 150 6 Meaning-Shift Units in L2 Processing: Usage vs. Word Association Responses 153 6.1 Classification of Word Association Responses 6.1.1 Meaning-Based Responses 6.1.2 Syntagmatic Responses 6.2 Comparing Word Association Responses to Usage Patterns 6.2.1 Syntagmatic Responses Matching MWU Patterning 6.2.2 Syntagmatic Responses Not Matching MWU Patterning 6.2.3 Meaning-Based Responses Not Matching MWU
Patterning 6.2.4 Syntagmatic Responses with No Corresponding MTWU 6.2.5 Meaning-Based Responses with No Corresponding MWU 154 156 159 163 164 171 174 180 182
Contents 6.3 Revisiting the Main Tendencies Observed 6.3.x Core Meaning Effect 6.3.2 Does Syntagmatic Association Develop Only inside a Meaning-Shift Unit? 6.3.3 Collocational Response vs. Semantic Preference or Colligation 6.3.4 Contiguity and the Strength of Representation 6.3.5 The Direction of Syntagmatic Association 6.3.6 Word Association Responses vs. Usage: a Quantitative Look 6.3.7 Is It Implicit Memory Which Is Tapped? 6.3.8 Continuity between Usage, Exposure and Word Association Responses 6.3.9 Are Approximation and Fixing Psycholinguistically Real? 6.4 Conclusions 7 Towards the Bigger Picture 7.1 7.2 7.3 7.4 The Availability of the Idiom Principle to Second Language Users Developing the Model of a Meaning-Shift Unit The Processes behind the Phraseological Tendency of Language Limitations, Open Questions and Future Work Appendix A A Sample Word Association Task Appendix В Usage Concgrams Compared to Exposure Corpus Appendix C Meaning-Based Responses Are ‘Harder’ to Give References Index vii 184 184 186 190 192 192 195 198 201 201 203 206 208 209 212 216 220 224 239 245 264
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| spelling | Vetchinnikova, Svetlana ca. 20./21. Jh. (DE-588)1141236354 aut Phraseology and the advanced language learner Svetlana Vetchinnikova (University of Helsinki) Cambridge, United Kingdom Cambridge University Press 2019 XIII, 270 Seiten Diagramme txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Acknowledgements -- List of abbreviations -- List of tables -- List of figures -- 1. Introduction -- 2. From a unit of meaning to a meaning-shift unit -- 3. L2 use and processing of multi-word units -- 4. Triangulating usage, exposure and processing -- 5. Meaning-shift units in L2 learning and use: Usage vs. exposure -- 6. Meaning-shift units in L2 processing: Usage vs. word association responses -- 7. Toward the bigger picture -- References -- Appendix A: A sample word association task -- Appendix B: Usage concgrams compared to exposure corpus (Maisa and Kaisa) -- Appendix C: Meaning-based responses are 'harder' to give -- Index Phraseologie (DE-588)4076108-3 gnd rswk-swf Fremdsprachenlernen (DE-588)4071461-5 gnd rswk-swf Phraseology / Study and teaching Language and languages / Study and teaching Figures of speech Idioms Second language acquisition / Study and teaching Fremdsprachenlernen (DE-588)4071461-5 s Phraseologie (DE-588)4076108-3 s DE-604 Digitalisierung UB Regensburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=031843569&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Vetchinnikova, Svetlana ca. 20./21. Jh Phraseology and the advanced language learner Phraseologie (DE-588)4076108-3 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd |
| subject_GND | (DE-588)4076108-3 (DE-588)4071461-5 |
| title | Phraseology and the advanced language learner |
| title_auth | Phraseology and the advanced language learner |
| title_exact_search | Phraseology and the advanced language learner |
| title_full | Phraseology and the advanced language learner Svetlana Vetchinnikova (University of Helsinki) |
| title_fullStr | Phraseology and the advanced language learner Svetlana Vetchinnikova (University of Helsinki) |
| title_full_unstemmed | Phraseology and the advanced language learner Svetlana Vetchinnikova (University of Helsinki) |
| title_short | Phraseology and the advanced language learner |
| title_sort | phraseology and the advanced language learner |
| topic | Phraseologie (DE-588)4076108-3 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd |
| topic_facet | Phraseologie Fremdsprachenlernen |
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