Bilingual Strategies from the Perspective of a Processing Model

Autor/in	Hartsuiker, Robert J.
Titel	Bilingual Strategies from the Perspective of a Processing Model
Quelle	In: Bilingualism: Language and Cognition, 16 (2013) 4, S.737-739 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-7289
DOI	10.1017/S1366728913000242
Schlagwörter	Stellungnahme; Bilingualism; Language Processing; Native Language; Second Language Learning; Grammar; Transfer of Training; Models; Language Universals; Language Patterns; Interference (Language); Psycholinguistics; Linguistic Theory + Suchen Sie Ihr Suchwort? Bilingualismus; Sprachverarbeitung; Zweitsprachenerwerb; Grammatik; Training; Transfer; Ausbildung; Analogiemodell; Sprachmodell; Sprachstruktur; Psycholinguistik; Linguistische Theorie
Abstract	Muysken argues for four general "strategies" that characterize language contact phenomena across several levels of description. These strategies are (A) maximize structural coherence of the first language (L1); (B) maximize structural coherence of the second language (L2); (C) match between L1 and L2 patterns where possible; and (D) use universal language processing principles. These strategies are seen as choices that bilingual speakers make, individually and collectively, and that are influenced by multiple social, individual, and linguistic factors. This account has the clear advantage of unifying a seemingly very diverse set of language contact phenomena using a limited set of principles. One such phenomenon is "cross-linguistic structural priming," the tendency of bilingual speakers to copy grammatical structures from a language recently used to another language (e.g., Hartsuiker, Pickering & Veltkamp, 2004), which Muysken considers an example of "bilingual interference". In this domain, I will explore how these strategies can be realized in terms of a psycholinguistic processing model, and whether these strategies can be reduced to even more basic principles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10