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DTSTART:20220101T000000
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DTSTART;TZID=Asia/Shanghai:20221110T153000
DTEND;TZID=Asia/Shanghai:20221110T170000
DTSTAMP:20260625T170649
CREATED:20221102T015358Z
LAST-MODIFIED:20221111T024624Z
UID:4743-1668094200-1668099600@linguistics.hku.hk
SUMMARY:How do people understand implausible sentences? - Dr. Zhenguang G. Cai\, The Chinese University of Hong Kong
DESCRIPTION:People sometimes interpret implausible sentences nonliterally\, for example treating The mother gave the candle the daughter as meaning the daughter receiving the candle.  But how do they do so? In this talk\, I contrast a nonliteral syntactic analysis account\, according to which people compute a syntactic analysis appropriate for this nonliteral meaning\, with a nonliteral semantic interpretation account\, according to which they arrive at this meaning via purely semantic processing. The former but not the latter account postulates that people consider not only a literal-but-implausible double-object (DO) analysis in comprehending The mother gave the candle the daughter\, but also a nonliteral-but-plausible prepositional-object (PO) analysis (i.e.\, including to before the daughter). I will present findings from structural priming experiments. Participants heard a plausible or implausible DO or PO prime sentence. Then they answered a comprehension question (where we measured whether a sentence was literally or nonliterally interpreted). Finally\, they described a picture of a dative event (where we measured how picture description was influenced by the syntactic representation participants had computed for the plausible/implausible prime sentence). The results show that\, in accord with the nonliteral syntactic analysis account\, priming was reduced following implausible sentences than following plausible sentences\, and was reduced following nonliterally interpreted implausible sentences than literally interpreted implausible sentences. The results suggest that comprehenders constructed a nonliteral syntactic analysis\, which I argue was predicted early in the sentence. I also present experiments where I tested how people understand implausible sentences produced by non-native speakers. Participants had an increased tendency to nonliterally interpret non-native implausible sentences than native ones\, but they had no increased tendency to syntactically revise non-native implausible sentences than native ones. It is proposed that people rely more on semantic cues and less on syntactic cues in comprehending non-native speech. \nZoom link: https://hku.zoom.us/j/97258842055
URL:https://linguistics.hku.hk/event/how-do-people-understand-implausible-sentences-dr-zhenguang-g-cai-cuhk/
CATEGORIES:Event,Seminars
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BEGIN:VEVENT
DTSTART;TZID=Asia/Shanghai:20221117T153000
DTEND;TZID=Asia/Shanghai:20221117T170000
DTSTAMP:20260625T170649
CREATED:20221111T024546Z
LAST-MODIFIED:20221111T024609Z
UID:4749-1668699000-1668704400@linguistics.hku.hk
SUMMARY:Image schematic diagrams and second language processing of English prepositions - Dr. Helen Zhao\, The University of Melbourne
DESCRIPTION:Intertwining with human cognition and arising from sensorimotor experiences\, image schemas are recurring and dynamic patterns of human perception. Schemas\, such as UP-DOWN\, CONTAINMENT\, and FORCE\, are not visual images or mental images but are multimodal analogue representations that provide a holistic conceptual summary of perceived spatial relations and movements and function to structure experience and ground meaning. A schematic diagram is what cognitive linguists often use to visually illustrate the underlying spatiotemporal relationships of schemas and the externalised linguistic representations. In recent years\, schematic diagrams have been increasingly used in cognitive linguistics inspired second language (L2) pedagogy to help learners comprehend complex meanings in grammar and lexicon such as English prepositions and particles. This talk will introduce three studies that investigate the psycholinguistic effects of image schematic diagrams in influencing L2 learning and processing of English prepositions. Two studies (one behavioural study and one ERP study) show that diagram-supported explicit instruction motivates significant improvements of learners’ L2 preposition use and significant changes in brain potentials. The third study shows that the diagrams’ mediating effects on L2 learners’ on-line processing of prepositions differ as a function of the complexity of the prepositional meaning. A diagram can also interfere learners’ language processing. The findings of the studies may help us understand the psychological reality of image schemas and have important implications for cognitive linguistics inspired pedagogy. \nDate: Thursday\, November 17\, 2022\nTime: 3:30-5:00 pm\nZoom: https://hku.zoom.us/j/97258842055\n(Meeting ID: 972 5884 2055) \n 
URL:https://linguistics.hku.hk/event/image-schematic-diagrams-and-second-language-processing-of-english-prepositions-dr-helen-zhao-the-university-of-melbourne/
CATEGORIES:Event,Seminars
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