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Record Nr. |
UNINA9910418273003321 |
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Autore |
Grimm Anja |
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Titolo |
Reformulierungen in der sprache der geisteswissenschaften [[electronic resource] ] : untersuchungen zu linguistischen, literaturwissenschaftlichen und rezensierenden Russischen texten / / Anja Grimm |
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Pubbl/distr/stampa |
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Munich, Germany, : Verlag Otto Sagner, 2012, c1999 |
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Descrizione fisica |
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1 online resource (550 p.) |
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Collana |
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Specimina Philologiae Slavicae, , 0170-1320 ; ; Band 63 |
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Soggetti |
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Russian language - Standardization |
Russian language - Reform |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references. |
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Sommario/riassunto |
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Reformulierungen sind Reproduktionen, die Sprechen, oder allgemeiner: Sprachproduktion, und Verstehen zu grossen Teilen ausmachen. Sie sind somit gleichermassen kognitive und verbale Handlungen; sie sind kognitive und verbale Reproduktionen. Reformulierungen treten in nahezu allen Formen und Bereichen menschlicher Kommunikation auf, und selbst sprachliche Aktivitäten, die unter anderen Begriffen erfasst werden, enthalten eine häufig als solche nicht wahrgenommene - reformulierende Qualität. Die Vorgehensweise dieser Arbeit ist bemüht, dieser Komplexität und Vielseitigkeit Rechnung zu tragen, indem sie dem Reformulierungsgedanken auch bis in Randbereiche der (rein) sprachlichen Kommunikation folgt und darzustellen versucht, wie elementar das Verbalisieren von Reformulierungen als sprachliche Fähigkeit, als Teil der menschlichen Sprachkompetenz ist. Durchsuchbare elektronische Faksimileausgabe als PDF. Digitalisiert im Rahmen des DFG-Projektes Digi20 in Kooperation mit der BSB München. OCR-Bearbeitung durch den Verlag Otto Sagner. |
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2. |
Record Nr. |
UNINA9910782766203321 |
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Autore |
Slabakova Roumyana |
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Titolo |
Meaning in the second language [[electronic resource] /] / by Roumyana Slabakova |
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Pubbl/distr/stampa |
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Berlin, : Mouton de Gruyter, c2008 |
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ISBN |
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1-281-99957-1 |
9786611999575 |
3-11-021151-3 |
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Descrizione fisica |
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1 online resource (340 p.) |
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Collana |
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Studies on language acquisition, , 1861-4248 ; ; 34 |
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Classificazione |
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Disciplina |
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Soggetti |
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Grammar, Comparative and general |
Second language acquisition |
Semantics |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references (p. [284]-321) and index. |
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Nota di contenuto |
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Frontmatter -- Table of contents -- Chapter 1. Introduction -- Chapter 2. Architecture of the language faculty -- Chapter 3. Psycholinguistic models of sentence comprehension -- Chapter 4. What are imaging and ERP studies of bilinguals really testing? -- Chapter 5. The Bottleneck Hypothesis -- Chapter 6. Evidence from behavioral studies: Simple Syntax-Complex Semantics -- Chapter 7. Evidence from behavioral studies: Complex Syntax-Simple Semantics -- Chapter 8. Implications -- Backmatter |
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Sommario/riassunto |
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This book reviews recent research on the second language acquisition of meaning with a view of establishing whether there is a critical period for the acquisition of compositional semantics. A modular approach to language architecture is assumed. The book addresses the Critical Period Hypothesis by examining the positive side of language development: it demonstrates which modules of the grammar are easy to acquire and are not subject to age effects. The Bottleneck Hypothesis is proposed, which argues that inflectional morphology and its features present the most formidable challenge, while syntax and phrasal semantics pose less difficulty to learners. Findings from the neurofunctional imaging (PET, fMRI) and electrophysiology (ERPs) of L2 |
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comprehension are reviewed and critically examined. Since it is argued that experimental tasks in those studies are mostly in need of linguistic refinement, evidence from behavioral studies of L2 acquisition of semantics are brought to bear on comprehension modeling. Learning situations are divided into two types: those presenting learners with complex syntax, but simple semantics; and those offering complex semantic mismatches in simple syntactic contexts. The numerous studies of both types reviewed in the book indicate that there is no barrier to ultimate success in the acquisition of phrasal semantics. |
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