چکیده:
This paper attempts to introduce the dimensions of bi/multi-lingualism as a
cognitive linguistic phenomenon, which can be thought over in sociological,
biolinguistic, cultural and psycholinguistic perspective. The main research
question being asked as how bi/multilingualism is a cognitive phenomenon and
what are the bilinguality problems and how do they represents in linguistics?
Linguistic interference, bilingual acquisition, and mental lexicons notions and
multi lingual representation in the brain are the main problems of the subject.
There are, at least, two different types of linguistic transfer, positive and
negative or interference. The mental lexicon is the constituent of the grammar
consisting of phonological, morphological, semantic, syntactic, and pragmatics
information which speakers have stored about individual words and morphemes in
their minds.The paper, therefore, is an attempt to answer and deschibe the above
questions.
خلاصه ماشینی:
"Key words: bi/multilingualism, cognitive linguistics, transfer, mental lexicon, bilingual acquisition.
Through descriptive- analytic methodology, such as review of literature, taking note, collecting and classifying linguistic theoretical data in bi/multilingualism, this study has attemted to answer the research questions in two parts(a) theoretical and proctical discussion,(b) acquisition of lexicon in bilingual acqusition category.
Vivian Cook (2002: 66) in replying the question “what does bilingualism imply for cognition in the individual?” states that recent research with monolinguals has revived the Sapir-Whorf hypothesis that people who use different languages, “think” differently.
To sum up, an overall aim of the above issues is to establish links between psycholingustic investigation into the mental lexicon and pedagogically oriented studies of the bi/multilingual acquisition process and cognitive linguistics offer a distinctive perspective on the nature of language, its organization, lexiconacquisition and use as well.
Conclusion In psycholinguistic perspective, linguistic realization such as, vocabulary, phonetics, phonology, grammar, meaning and language choice (pragmatics), are based on cognitive linguistics which contain linguistic transfer in positive or negative (interferfernce) froms, language acquisition, learning memorizing and bilingual brain organizationgn fact bi/multi-lingual is a complicated cogitive linguistic process in which cognitive flexibilicty, divergent thinking and conceptual elaboration can be stated as positive aspects but according to this investigaton as a problematic pedagogical issue in educational system of Iran for pre-primary students and early years (first and second year) of primary school students who are not master in Persian in Ardabil and khozestan provinces as a negative aspect."