The Cognitive Grammar-Based Pedagogical Grammar—Tenses as Coherent Categories

2020 ◽  
pp. 29-48
Author(s):  
Grzegorz Drożdż
Keyword(s):  
Cognitive Grammar ◽  
Pedagogical Grammar

scholarly journals The Role of Metonymy in Teaching the Spanish Verbal System to L2/FL Learners of Spanish

2021 ◽  
Vol 87 ◽  
pp. 71-94
Author(s):  
Alejandro Castañeda Castro ◽  
Adolfo Sánchez Cuadrado
Keyword(s):  
Cognitive Grammar ◽  
Inferential Reasoning ◽  
Teaching Materials ◽  
Verbal System ◽  
Grammar Teaching ◽  
Network Building ◽  
Past Tenses ◽  
Pedagogical Grammar ◽  
Grammar Model

This paper explores the application of conceptual metonymy (Lakoff, 1987; Ruiz de Mendoza, 2000; Langacker, 2009; Panther, Thornburg and Barcelona, 2009; Barcelona, 2013) in the development of pedagogical resources for the teaching of the Spanish verbal system to L2/FL learners. To this end, a description is given of the advantages of introducing inferential reasoning using metonymy based on certain principles taken from the Cognitive Grammar model (Langacker, 1987, 1991, 2000, 2001, 2008, 2009) in grammar teaching materials — both descriptions and activities. We focus on tense uses that involve metonymic processes, particularly, the meaning extensions in two Spanish past tenses: (1) the actional meaning of stative verbs when conveyed in pretérito indefinido (preterit), as in Pudimos comprar la casa 'We could buy the house', metonymically extended to Compramos la casa 'We bought the house'; and (2) the distancing use (uso citativo) of pretérito imperfecto (imperfect) when referring to current facts, as in ¿Cómo te llamabas? (How PRO.REFL.2SG call.IPFV.PST.2SG?) 'What was your name again?', which is metonymically extended to (Se me ha dicho/No recuerdo/No he oído) cómo te llamas [('I have been told/I can't recall/I couldn't hear') how PRO.REFL.2SG call.PRES.2SG]. In order to discuss the kind of contribution that this conceptual standpoint can make to the teaching of the Spanish verbal system, the pedagogical potential of some techniques and resources is explored in terms of (a) metonymic and metaphorical reasoning in pedagogical grammar descriptions, (b) consciousness-raising paraphrase exercises focused on meaning indeterminacy, and (c) network building and the use of (dynamic) images to show variable construals in grammatical meaning

Attitude Datives in Social Context – The Analytic Tools

2018 ◽  
Author(s):  
Youssef A. Haddad
Keyword(s):  
Social Context ◽  
Cognitive Grammar ◽  
Stage Model ◽  
Sociocultural Context ◽  
Present Material ◽  
Situational Context ◽  
Pragmatic Markers ◽  
Activity Types ◽  
Contextualization Cues

This chapter defines attitude datives as evaluative and relational pragmatic markers that allow the speaker to present material from a specific perspective and to invite the hearer to view the material from the same perspective. It identifies three types of context that are pertinent to the analysis of these datives. These are the sociocultural context (e.g., values, beliefs), the situational context (i.e., identities, activity types), and the co-textual context (e.g., contextualization cues). The chapter draws on Cognitive Grammar and Theory of Stance and puts forth a sociocognitive model called the stancetaking stage model. In this model, when a speaker uses an attitude dative construction, she directs her hearer’s attention to the main content of her message and instructs him to view this content through the attitude dative as a filter. In this sense, the attitude dative functions as a perspectivizer and the main content becomes a perspectivized thought.

Tvorbeni Potencial Glagolskih Novotvorjenk Na -Ing + -Irati V Slovenščini

2018 ◽  
Vol 69 (3) ◽  
pp. 572-580
Author(s):  
Irena Stramljič Breznik
Keyword(s):  
Language Use ◽  
Cognitive Grammar ◽  
Slovene Language

Abstract The paper focuses on new verbal formations in Slovene coined from borrowed nouns ending in -ing with the Slovenian morpheme -irati (e.g. šoping-irati) on the basis of analogous phonological and semantic structures in the language, and examines their spread in the sphere of informal language use. The word­formational potential of such verbs is further examined with the basic categories of cognitive grammar, such as morphemic transparency, schematicity of the word­formational pattern and the established status of the phonemic sequence *ingira* in the previously existing lexical units of the Slovene language.

Fossilized mistakes in Spanish relative clauses learned by Chinese students

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
María Guijarro Sanz
Keyword(s):  
Teaching Methods ◽  
Relative Clauses ◽  
Chinese Students ◽  
Construction Grammar ◽  
Cognitive Grammar ◽  
Restrictive Relative Clauses ◽  
The Impact

Abstract This article demonstrates how Cognitive Grammar and Construction Grammar can prevent Chinese students learning Spanish from fossilizing mistakes in restrictive relative clauses at the A2-B1 level of the European Framework of Reference for Languages. To address this issue, first, relative clauses in Spanish and Chinese were contrasted and, second, tailored solutions based on Cognitive Grammar were proposed. Among the cognitive based tailored solutions, certain geometry forms, colours and basic mathematics metaphors were compared with syntactic characteristics such as noun order, subordination hierarchy or resumption. To elucidate the impact of such teaching methods, an experiment with 74 Chinese students was performed. The results indicate that the efficacy of the proposed materials is statistically significant and as such, the Chinese students avoid fossilized mistakes while producing subject, object and locative relative clauses in Spanish.

World-switch and mind style in The Barracks: a cognitive approach to ideology

2021 ◽  
Vol 50 (1) ◽  
pp. 43-59
Author(s):  
Salvador Alarcón-Hermosilla
Keyword(s):  
Figurative Language ◽  
World View ◽  
Cognitive Grammar ◽  
Irish Society ◽  
Frame Semantics ◽  
Cognitive Approach ◽  
Conceptual Metaphor Theory ◽  
Minor Characters ◽  
Metaphor Theory ◽  
Linguistic Level

Abstract The aim of this paper is to take a close look at John McGahern’s mind style through the language of the heroine Elizabeth Reegan and other characters, in his 1963 novel The Barracks. Specifically, attention will be drawn to how the linguistic choices shape the figurative language to cast the author’s controversial views on the religion-pervaded puritan Irish society that he knew so well. This will be done from two different perspectives. One perspective is through the breast cancer afflicted heroine, who asserts herself as a free thinker and a woman of science, in a society where priests have a strong influence at all social levels, and most women settle for housekeeping. The other is also through Elizabeth, together with other minor characters, who dare question some of the basic well-established ideological assumptions, in a series of examples where the author skilfully raises two parallel dichotomies, namely, FAITH versus REASON, and DARKNESS versus LIGHT. At a linguistic level, the present analysis relies on precepts from Frame Semantics, Conceptual Metaphor Theory, and Cognitive Grammar. These insights prove a most useful method of approach to a narrative text while unearthing the author’s ideological world view.

How Saussure is misinterpreted in Cognitive Grammar

Semiotica ◽  
2021 ◽  
Vol 2021 (239) ◽  
pp. 243-264
Author(s):  
Yanfei Zhang ◽  
Shaojie Zhang
Keyword(s):  
Cognitive Grammar ◽  
Linguistic Development ◽  
Syntactic Structures ◽  
Ferdinand De Saussure ◽  
Internal Relation ◽  
Inherent Nature

Abstract As the father of modern linguistics, Ferdinand de Saussure influences all aspects of linguistic development with no exception of Cognitive Grammar. A scrutiny of how Saussure is understood in Cognitive Grammar indicates that Saussurean linguistics is misinterpreted in terms of five core ideas: (1) langue, rather than parole, is given highest priority; (2) the internal relation of “signifier-signified” counts as the pairing of “form-meaning”; (3) “arbitrariness” is contradictory to “symbolicity”; (4) “arbitrariness” means “unmotivatedness”; (5) arbitrariness is not the inherent nature of morphological and syntactic structures. This paper is intended to reassess these five ideas and argue that they depart further from Saussure’s thought.

Null se constructions in Brazilian and European Portuguese: morphosyntactic deletion or emergence of new constructions?

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Augusto Soares da Silva ◽  
Susana Afonso ◽  
Dafne Palú ◽  
Karlien Franco
Keyword(s):  
Statistical Methods ◽  
External Factors ◽  
Important Predictor ◽  
Cognitive Grammar ◽  
Multivariate Statistical Methods ◽  
Multivariate Statistical ◽  
Passive Construction ◽  
European Portuguese ◽  
Change Of State ◽  
The Moment

Abstract Se constructions designate a set of polysemous constructions along a transitivity continuum marked by the clitic se that perform various functions: reflexive/reciprocal, middle, anticausative, passive, and impersonal. A counterpart of these constructions without the clitic – the null se construction – is also attested. Based on an extensive usage-feature and profile-based analysis, and using multivariate statistical methods, we analyze, considering Cognitive Grammar, the conceptual, structural, and lectal factors that determine the choice between overt and null se constructions. The results of the study show that the null constructions are far more frequent in Brazilian (BP) than in European Portuguese (EP). In BP, the focus on the moment of change is a crucial factor for the overt/null variation in reflexive/reciprocal, middle, anticausative, and impersonal constructions. If the moment of the change of state is profiled, the overt se construction is usually produced. If the moment of change is not profiled, the null se construction is preferred. External factors also play a role in the variation. Register is an important predictor for the observed variation of the anticausative construction, and the only predictor for the overt/null variation in the case of the passive construction. In EP, the null se variant is mainly limited to anticausative constructions. In all cases of null constructions, there is a shift to an absolute construal, which has an impact on the way that the transitivity continuum is conceptualized.

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