Renata Geld. Wednesday, 18 March 2015, 4:00-5:30pm. Crawford Hall, room 618. Title: Multimodality in second-language offline processing. Renata Geld is a professor in the Faculty of Humanities and Social Sciences at the University of Zagreb.
Abstract: Learning implies engagement. Even though there are two rather distinct types of learning – implicit and explicit – it is literally impossible to acquire the conceptual complexity behind a particular word without a certain degree of conscious attention being directed to its properties and relations. The issue of engagement becomes even more significant if we know that retention of what has been learnt is greatly affected by the depth of processing that takes place while learning. Marketing experts seem to have learnt this fact very well. A great number of images selected to advertise new products or services have moved to engaging interplay between the visual and the verbal that tricks potential consumers into thinking, relating, re-thinking, making sense, guessing, inferring. The process is generally based on compressed blends (Turner 2006), which transforms knowledge into structures suitable to human-scale understanding. The ultimate goal, at least its first step, is long-term retention. However, this kind of wise cognitive manipulation, unfortunately, does not happen too often in other areas of life. For example, foreign language textbooks are loaded with images whose main purpose is to attract students’ attention, which significantly contributes to the affective side of their learning. However, does it help cognitively? Students often remember an attractive photo of a beach on the Pacific Coast but still fail to remember the vocabulary introduced on the same page in the unit. We suggest that one of the reasons why this happens is lack of meaningful and motivated semantic anchoring and reinforcement. The images selected fail to provoke and support the analysis of the conceptual structure and content provided in the text; in other words, they are not conducible to compression. This is especially evident in teaching demanding linguistic structures such as particle-verb constructions or tenses. Still, research into cognitive learning strategies has shown that experienced language learners activate a variety of processes and develop various abilities that mirror general cognitive processes described as aspects of construal within the cognitive linguistic theoretical framework (Geld and Letica Krevelj 2011, Geld and Maldonado 2011). In other words, learners’ strategic construal often goes beyond what we have called “verbal and visual paraphrase” and instantiates cognitively motivated links, both within the structure in question and between the structure and its pictorial representation. We argue that this realization can be included into textbooks by employing the emic approach, based on a corpus of student-provided illustrations of figurative senses of phrasal verbs.
Geld, Renata and Stela Letica Krevelj. 2011. “Centrality of space in the strategic construal of up in English particle verbs”. In Space and Time in Language. Edited by Brdar, Mario; Omazić, Marija; Buljan, Gabrijela; Bagarić, Vesna; Gradečak-Erdeljić, Tanja. Frankfurt / New York: Peter Lang Verlag, pp. 145-166.
Geld, Renata and Ricardo Maldonado. 2011. “Strategic construal of in and out in English PVs.” Language Value, 3 (1), Multiword patterns: considering phrasal verbs and their underlying semantic systems. Servei de Publicacions de la Universitat Jaume I: Castelló, Spain, pp. 76-113.
Turner, Mark. 2006. “Compression and Representation.” Language and Literature 15 (1): 17–27. doi:10.1177/0963947006060550.
Pre-colloquium introduction to possibilities for research in the Distributed Little Red Hen Lab. Mark Turner. Wednesday, 28 January 2015, 4:00-5:00pm Room 206. Clark Hall. 11130 Bellflower Road.
Colloquium: Mark Turner. Wednesday, 28 January 2015, 5-6pm. Room 206, Clark Hall. 11130 Bellflower Road. Title: Viewpoint Blends. Mark Turner is Institute Professor and Professor of Cognitive Science at Case Western Reserve University.
Abstract: A participant in any scene of communication is embodied, and so has a viewpoint. An individual person is in a particular spot, in a particular time, with a particular perceptual focus and attention. If I say, “I can help you now with that by looking here,” what I have said is unintelligible unless you understand something about my viewpoint, and accordingly what I might mean by “I,” “you,” “now,” “that,” and “here,” words that could mean many different things in different situations, depending on the viewpoint of the person who says them. All languages have many expressions for expressing viewpoint, but they also have plenty of expressions for expressing blends of viewpoint. “I will come to your party” takes the “I” from the viewpoint of the speaker but the “come” from the viewpoint of the addressee. Literary texts frequently use pyrotechnic constructions of blended viewpoint. This talk will present types of blended viewpoint in language, literature, and media.
This event is sponsored by the Department of Classics and the World Literature Colloquium and is free and open to the public.