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Pregled bibliografske jedinice broj: 405918

Gradience in L2 procesing: the importance of the non-protoypical


Geld, Renata; Đurđek, Snježana
Gradience in L2 procesing: the importance of the non-protoypical // Cognitive Approaches to English: Fundamental, Methodological, Interdisciplinary and Applied Aspects / Brdar, Mario ; Omazić, Marija ; Pavičić Takač, Višnja (ur.).
Newcastle upon Tyne: Cambridge Scholars Publishing, 2009. str. 363-383


Naslov
Gradience in L2 procesing: the importance of the non-protoypical

Autori
Geld, Renata ; Đurđek, Snježana

Vrsta, podvrsta i kategorija rada
Poglavlja u knjigama, znanstveni

Knjiga
Cognitive Approaches to English: Fundamental, Methodological, Interdisciplinary and Applied Aspects

Urednik/ci
Brdar, Mario ; Omazić, Marija ; Pavičić Takač, Višnja

Izdavač
Cambridge Scholars Publishing

Grad
Newcastle upon Tyne

Godina
2009

Raspon stranica
363-383

ISBN
978-1-4438-1111-8

Ključne riječi
Present perfect, L2, gradience, the non-prototypical, schematic meaning, list of rules

Sažetak
According to cognitive grammar, one of the fundamental assumptions concerning the nature of language is that “ much in language is a matter of degree” (Langacker, 1987:14). The issue of discreteness is discussed in terms of the following aspects of linguistic categories and linguistic relationships: (a) the inadequacy of simple categorical judgments, (b) doubtful cognitive validity of the criterial-attribute model, (c) the inappropriateness of applying a sharply dichotomous organization on gradient phenomena, and (d) the question whether an integrated system is adequately described componentially (Langacker, 1987). This paper discusses the importance of gradience in L2 processing and the implications of the traditional grammatical/ungrammatical dichotomy prevalent in teaching a second language. We claim that traditional textbooks and grammars do not accommodate for learners’ judgments of “ well-formedness along a continuous scale of values” (Langacker 1987: 15) but encourage assessments based on a variety of plus/minus features in the form of lists of rules related either to the form or the function of a particular linguistic structure. Furthermore, we suggest that, in case of the present perfect tense, textbooks fail to stress the important distinction between the time frame or the time sphere (Radden and Dirven, 2007), which includes both the event and the speech event, and adjuncts of time that locate the event at some point anterior to the reference time. Finally, we show that even in the case of very proficient learners, non-prototypical instances are not integrated in language teaching material and syllabus, which results in students’ incapacity to go beyond the explicitly learned rules, make personal inferences about non-prototypical cases, and thus recognize the most schematic and unifying schema that keeps the category together. In order to support our hypotheses, first we analyzed the most frequently used English textbooks in Croatian schools to demonstrate the content and sequence of teaching the present perfect, and then we conducted research into strategic construal (Geld 2006) of two non-prototypical uses of the present perfect tense. The paper analyzes the answers obtained from 175 English majors and discusses the results that support the above stated hypotheses. It has been found that even proficient learners of English largely rely on the learned rules and in doing so fail to (re)consider contextual clues that point to a particular example being construed as a valid member of the present perfect category.

Izvorni jezik
Engleski

Znanstvena područja
Filologija



POVEZANOST RADA


Projekt / tema
130-1301001-0988 - Usvajanje engleskoga jezika od rane dobi: analiza učenikova međujezika (Jelena Mihaljević-Djigunović, )

Ustanove
Filozofski fakultet, Zagreb

Autor s matičnim brojem:
Renata Geld, (249824)