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A conceptual approach towards the use of prepositional phrases in Norwegian – the case of 'i' and 'på'

100%
Szymańska O.
Folia Scandinavica Posnaniensia
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2010
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vol. 11
173-183
EN
The paper gives an insight into how Polish learners of Norwegian distribute locative prepositions i and på (in and on) in the most basic spatial contexts. The project is set within SLA studies with cognitive theories and conceptual transfer theory as a key-stone. The data which has been analysed is elicited from four main sources. The two most vital ones are based on ASK-corpus (AndreSpråksKorpus) with the total of 800 informants, and a fill-in-the-gaps survey with 90 participants. The overall aim of the project was to discover patterns native speakers of Norwegian use for distributing i and på. Based on this knowledge, I pinpointed potential mistake domains which could motivate conceptual forward transfer for the Polish learners. Thereafter, Polish informants' performance in L2 was analysed with respect to transfer. I propose  four potential transfer domains, i.e. different conceptualization of some objects and places, marking abstract and concrete contexts, marking of dynamic situations and lexicon shortages combined with language diversity of Norwegian, which should be taken into consideration when acquiring Norwegian.
2
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A study on conceptual transfer in the use of prepositions in English writing by Chinese secondary school students

88%
Zhang S., Luo S.
Crossroads. A Journal of English Studies
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2017
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vol. 17
EN
This study addresses the issue of conceptual transfer in Chinese EFL learners’ use of prepositions under the guidance of Image Schema Theory, aiming to explore the cognitive underpinnings of conceptual transfer. By observing linguistic data from the learner corpus WCEL (Writing Corpus of English Learners), part of ICCI (The International Corpus of Crosslinguistic Interlanguage), this study summarises types and manifestations of conceptual transfer in the use of prepositions in English writing by Chinese secondary school students, and analyses corresponding cognitive causes of conceptual transfer. Data processing software, AntConc, is used for observation of concordance lines according to the minimum assumption proposed by Sinclair (2004) in corpus-based studies. It is found that errors made by students in their use of English prepositions are mainly caused by negative conceptual transfer of the Chinese language; positive conceptual transfer also exists. Conceptual transfer is mainly caused by cognitive similarities and differences between English and Chinese, represented by image schemas.
3
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Bi-/multilingualism and the perceptions of the gender of objects

88%
Chłopek Z.
Glottodidactica
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2010
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vol. 36
45-56
EN
The newest research confirms the ‘weak’ version of the linguistic relativity hypothesis, according to which the language we speak influences to some extent the way we think. At the same time, it has been shown that the conceptual representations of reality which have been shaped by the mother tongue from birth play a significant role while using an L2 (L3 etc.), especially when it is weaker than the L1. The present article describes one such conceptual domain – the (non-linguistic) categorization of objects according to their perceived gender, which is influenced by the grammatical gender of their names.
4
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Conceptual and Linguistic Transfer from L2 (Catalan) to L1 (Amazigh) within the Context of Migration

75%
Ferrerós Pagès C.
Theory and Practice of Second Language Acquisition
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2021
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vol. 7
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issue 2
109-132
EN
This paper focuses on the analysis of the lexical and semantic influences of L2 (Catalan) on the L1 (Amazigh) in a basic semantic field: parts of the body. Based on the observation that our participants show differences in their L1 usage related to the amount of time they have been in contact with Catalan, our goal is to analyze and describe these differences to see if they are the consequence of a transfer from the L2 conceptual system. This paper is a qualitative study with a sample size of 14 participants whose L1 is Amazigh and who live in Catalonia. The results show that there are cases of semantic and conceptual influence, although to a lesser degree than in other studies that do not analyze data from basic semantic fields. We will also show that there are extralinguistic factors that influence these transfers (the status of the languages involved and certain characteristics of the speakers).
5
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En polakk i norsk fortid. Om feil de polskspråklige norskinnlærerne gjør i bruk av perfektum og preteritum

63%
Janik M. O.
Folia Scandinavica Posnaniensia
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2010
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vol. 11
87-100
EN
The following paper proves that crosslinguistic influence is the cause of mistakes made by Polish learners of Norwegian as a second language (L2) in their use of Norwegian tenses: perfektum and preteritum. The mistakes seem to be characteristic only for Polish L2 users of Norwegian and not necessarily  for other (at least English and German) L2 users of the language. The paper also mentions some factors which affect the occurrence of transfer. As a conclusion, some arguments are proposed for classifying the transfer as conceptual.
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