SciELO - Scientific Electronic Library Online

 
vol.49 número92Des/legitimación de las memorias históricas: Valoración en discursos pedagógicos intermodales de enseñanza básica chilena índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Revista

Articulo

Indicadores

Links relacionados

  • En proceso de indezaciónCitado por Google
  • No hay articulos similaresSimilares en SciELO
  • En proceso de indezaciónSimilares en Google

Compartir


Revista signos

versión On-line ISSN 0718-0934

Resumen

RAHIMI, Meisam  y  TAVAKOLI, Mansoor. The effect of learning English as a foreign language on the temporal and spatial perception of Persian learners. Rev. signos [online]. 2016, vol.49, n.92, pp.403-424. ISSN 0718-0934.  http://dx.doi.org/10.4067/S0718-09342016000300007.

The findings of the current research on language and thought provide supporting evidence for the idea that language can have a profound effect on thought. In two studies, the authors examined the effect of learning English as a foreign language on the temporal and spatial perception of Persian learners. In the first study, 99 participants and in the second study 92 participants were recruited. The participants were assigned to three groups of monolinguals, low level bilinguals and high level bilinguals based on their performance on the Oxford Quick Placement Test (QPT). Drawing on the assumptions of Construal Level Theory (CLT, Trope & Liberman, 2003), we primed global processing in participants through Navon’s task (1977). Having completed the task, participants were required to estimate temporal and spatial distances in a number of situations. The results of the studies suggest that learning a foreign language can have an impact on the temporal and spatial cognition of language learners.

Palabras clave : Level of construal; construal level theory; psychological distance; bilingualism; linguistic relativity.

        · resumen en Español     · texto en Inglés     · Inglés ( pdf )

 

Creative Commons License Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons