scholarly journals Why Cognitive Linguistics must embrace the social and pragmatic dimensions of language and how it could do so more seriously

2016 ◽  
Vol 27 (4) ◽  
pp. 543-557 ◽  
Author(s):  
Hans-Jörg Schmid
Keyword(s):  
Cognitive Linguistics ◽  
Cognitive Approach ◽  
Cognitive Linguistic ◽  
The Social ◽  
Linguistic Approach ◽  
Pragmatic Aspects ◽  
Do So ◽  
Linguistic Framework

AbstractI will argue that the cognitive-linguistic enterprise should step up its efforts to embrace the social and pragmatic dimensions of language. This claim will be derived from a survey of the premises and promise of the cognitive-linguistic approach to the study of language and be defended in more detail on logical and empirical grounds. Key elements of a usage-based emergentist socio-cognitive approach known as Entrenchment-and-Conventionalization Model (Schmid 2014, 2015) will be presented in order to demonstrate how social and pragmatic aspects can be integrated and operationalized in a cognitive-linguistic framework.

scholarly journals Concept of the time in language and text (contextual time markers)

2021 ◽  
Vol 14 (1(14)/2020) ◽  
pp. 143-149
Author(s):  
Natalia Grushina
Keyword(s):  
Foreign Language ◽  
Cognitive Linguistics ◽  
Dimensional Space ◽  
Human Life ◽  
Three Dimensional ◽  
Cognitive Approach ◽  
The Social ◽  
Russian Literary ◽  
Dimensional Space Time ◽  
Perception Of Time

The aim of this paper is to study different time representations in language and text. Time is an abstract category firmly connected to human life, it can be considered to be the fourth dimension of reality, used to describe events in three-dimensional space. Time has been studied from different points of view and in different aspects. The perception of time can vary depending on the social and cultural environment. That is why it is so important to pay special attention to a variety of time representations when studying a foreign language. In this article I consider different time markers represented in language (English and Russian) and contextual time markers we can find in texts for reading comprehension activities at advanced levels when studying Russian as a foreign language. I compare language and contextual time markers using a cognitive approach to text units. As an example, I take time markers from the texts published in a popular Russian literary magazine Novy mir at the turn of the 21 century. Novy mir is a very famous in Russia for its liberal position and history within the dissident movement during Soviet epoch Keywords: concept of time, time markers, text and discourse, cognitive linguistics

scholarly journals TEACHING SERBIAN LEARNERS ENGLISH PHRASAL VERBS: THE TRADITIONAL APPROACH VS. THE COGNITIVE LINGUISTIC APPROACH

2018 ◽  
Vol 8 (8) ◽  
pp. 175
Author(s):  
Srđan M. Gajdoš
Keyword(s):  
Traditional Approach ◽  
Control Group ◽  
Cognitive Approach ◽  
Phrasal Verbs ◽  
Direct Translation ◽  
Cognitive Linguistic ◽  
Approach To Teaching ◽  
Linguistic Approach ◽  
Experimental Group ◽  
Better Than

This study examines the results obtained by using the traditional and the cognitive approach to teaching phrasal verbs. The control group was taught phrasal verbs using the traditional way i.e. by providing a direct translation into Serbian. In the experimental group the author presented the verbs by explaining the meanings of the very particles and the meanings they develop. Both groups were given a test immediately after they received input. They were also tested on the meanings of untaught phrasal verbs three weeks later. Utilising the cognitive approach helped the students learn the phrasal verbs more successfully. The students who knew various meanings of the particles were able to understand the meanings of the whole phrasal verbs better. The experimental group was able to predict the meanings of the untaught phrasal verbs in the delayed test better than the control group.

Beyond the sentence: Towards a cognitive-linguistic approach to textual reference

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Alexander Ziem
Keyword(s):  
Linguistic Features ◽  
Cognitive Approach ◽  
Reference Resolution ◽  
New Approach ◽  
Fine Grained ◽  
Cognitive Linguistic ◽  
Related Text ◽  
Semantic Frames ◽  
Linguistic Approach

AbstractBased on the results of a cognitive-linguistic study on associative anaphors, the paper introduces a new approach to textual reference at the interface of lexical semantics and text semantics. Theoretical tools and concepts, particularly semantic frames and concept types, also relevant for follow-up studies on related text-linguistic phenomena, are introduced and discussed. In the corpus-based study presented here, anaphors are systematically identified and manually annotated according to linguistic features yielding reference resolution. Investigating contextual features of associative anaphors in a great number of cases facilitates a fine-grained analysis of anaphoric reference, paving the way to a comprehensive cognitive approach to textual reference

scholarly journals THE COGNITIVE-LINGUISTICS ANALYSIS OF THE CONCEPT «TIME» AS EXEMPLIFIED IN THE A. DE CUSTINE’S BOOK «LA RUSSIE EN 1839»

2021 ◽  
pp. 29-37
Author(s):  
Сергей Александрович Гашков
Keyword(s):  
Cognitive Linguistics ◽  
Cognitive Semantics ◽  
Cognitive Linguistic ◽  
Linguistic Approach

Идеи когнитивной лингвистики (Дж. Лакофф, М. Джонсон, В.А. Маслова и другие) находят широкое применение не только в лингвистике, но и в междисциплинарной сфере. Целью статьи является применить когнитивно-лингвистический анализ к концепту ВРЕМЯ в книге А. де Кюстина «Россия в 1839 году». Доказывается, что алогичность и двойственность образа России у де Кюстина связана, в том числе, со спецификой понимания им концепта ВРЕМЯ. The ideas of the cognitive semantics (J. Lakoff, М. Johnson, R. Langacker, L. Talmy) are used not only in linguistics, but in interdisciplinary sphere. The paper aims to apply the cognitive-linguistic approach to the concept TIME as exemplified in the A. de Custine’s book «La Russie en 1839». We prove that the ambiguous image of Russia is partly due to the specificity of the Custine’s concept of TIME.

scholarly journals Competition Frame on MotoGP Articles: A Cognitive Linguistic Approach

2018 ◽  
Vol 4 (1) ◽  
pp. 20-33
Author(s):  
Yessy Purnamasari
Keyword(s):  
Key Words ◽  
Qualitative Method ◽  
Cognitive Linguistics ◽  
Cognitive Linguistic ◽  
Syntactic Approach ◽  
Six Elements ◽  
Linguistic Approach ◽  
Descriptive Qualitative

This paper is entitled “Competition Frame on MotoGP Articles: A Cognitive Linguistic Approach.” This research is aimed to identify two main points: (1) the elements of the competition frame found in MotoGP articles and (2) to identify the most frequent element that occurs in MotoGP articles. This research employs the syntactic approach and uses the descriptive qualitative method. The siginificance of this study is to give information about the competition frame on sport articles as part of linguistic variety. The result of this research shows there are six elements used on the articles: competition, participant, place, prize, rank and score and value. Then, the most frequent words that occur on the MotoGP articles are dominated by the participant elements (92.85%) and rank and score elements (28.57%).Key words: frame semantic, cognitive linguistics, competition element

Toward a Poetics of the Biblical Mind: Language, Culture, and Cognition

2009 ◽  
Vol 59 (2) ◽  
pp. 222-243 ◽  
Author(s):  
Job Jindo
Keyword(s):  
Cognitive Linguistics ◽  
Cognitive Approach ◽  
Biblical Literature ◽  
Work In Progress ◽  
Culture And Cognition ◽  
Cognitive Linguistic ◽  
Ancient Israel ◽  
The World ◽  
Complex Relationships ◽  
Linguistic Account

AbstractThis article shows how cognitive investigation of biblical metaphors enables us to fathom the basic categories through which biblical writers conceived of God, humans, and the world. This investigation is part of a work-in-progress that employs recent studies in cognitive linguistics to explore the Weltanschauung of ancient Israel as reflected in the use of language in biblical literature. The article first explains the cognitive linguistic account of metaphor; it next illustrates how this discipline can be applied to the study of the complex relationships between language, culture, and cognition; and it then exemplifies how this cognitive approach can enhance our understanding of such relationships in biblical literature.

Cognitive Linguistics

2019 ◽  
pp. 241-270
Author(s):  
Paul Chilton
Keyword(s):  
Cognitive Linguistics ◽  
Design Feature ◽  
Cognitive Approach ◽  
Lexical Meaning ◽  
The Social ◽  
Cognitive Frame ◽  
Socially Relevant ◽  
The Many ◽  
Social Uses

This chapter aims to show the reader how social cognition also includes language. Neither cognitive sociology nor cognitive linguistics can logically ignore one another’s perspectives and empirical findings. The chapter aims to introduce cognitive sociologists to leading strands of research in cognitive linguistics that have a bearing on the structure and processes of society. In explaining the cognitive basis of language, linguists are now beginning to recognize its dialogic nature, the importance of dialogue in language acquisition, and thus the dependence of language on early socialization. This design feature enables the many social uses of the human language faculty that are termed “discourse.” There are many approaches to “discourse” but here the focus is on the recently developed cognitive approaches that are able to handle the complexities of grammatical detail as well as lexical meaning, without ignoring pragmatics. These approaches include cognitive frame theory, which describes lexical meaning and phenomena such as grammatically triggered attention shifts. A widely used approach analyzes conceptual metaphor, where “metaphor” is understood as a mental framing device that works by linking different conceptual domains, including image schemata. A third cognitive approach to socially relevant conceptualization emphasizes the role of spatial cognition, in particular containing spaces and the dimensions of direction and distance. In all cases, this overview relates the social and linguistic aspects to cognitive science and neuroscience.

scholarly journals Cognitive Linguistics’ seven deadly sins

2016 ◽  
Vol 27 (4) ◽  
pp. 479-491 ◽  
Author(s):  
Ewa Dąbrowska
Keyword(s):  
Individual Differences ◽  
Cognitive Linguistics ◽  
Mental Representations ◽  
Social Aspects ◽  
Cognitive Approach ◽  
Generative Linguistics ◽  
Seven Deadly Sins ◽  
Patterns Of Use ◽  
The Social ◽  
Linguistic Inquiry

AbstractCognitive Linguistics is an approach to language study based on three central premises: that the function of language is to convey meaning, that linguistic description must rely on constructs that are psychologically real, and that grammar emerges from usage. Over the last 40 years, this approach to studying language has made enormous strides in virtually every aspect of linguistic inquiry, achieving major insights as well as bringing about a conceptual unification of the language sciences. However, it has also faced problems, which, I argue, must be addressed if the approach is to continue to flourish. Some of these are shared with generative linguistics, while some are peculiar to the cognitive approach. The former include excessive reliance on introspective evidence; paying only lip service to the Cognitive Commitment; too much focus on hypothesis formulation (and not enough on hypothesis testing); ignoring individual differences; and neglecting the social aspects of language. The latter include assuming that we can deduce mental representations from patterns of use and equating distribution with meaning. I conclude by sketching out how these pitfalls could be avoided.

An Empirical Study of Chinese EFL Classroom Teaching: A Cognitive Linguistic Approach

2014 ◽  
Vol 37 (4) ◽  
Author(s):  
Youmei Gao ◽  
Yun Zhang
Keyword(s):  
Statistical Analysis ◽  
Empirical Study ◽  
Foreign Language ◽  
Classroom Teaching ◽  
Cognitive Approach ◽  
Efl Learners ◽  
Cognitive Linguistic ◽  
Linguistic Approach ◽  
Learning English

AbstractAn empirical study of Chinese EFL learners has been carried out in the authentic Chinese EFL classroom on the campus of Tianjin Foreign Studies University, with an aim to verify how and why the cognitive linguistic approach can facilitate L2 or FL learners in the process of learning English as a second or a foreign language. The statistical analysis of the data showed that the EC outperformed the CC both on lexical and grammatical proficiency and on their metaphorical and pragmatic or sociolinguist competence after the classroom treatment. The study has concluded that using CMs and IMs as the motivator and organizer in the process of learning English as a foreign language, the cognitive approach benefits L2 or FL learners with respect to comprehension and retention of memory.

scholarly journals Modality, Medium, and More: A Toolkit for the Multimodal Cognitive Linguist. Sidenotes on “Understanding Abstract Concepts across Modes in Multimodal Discourse: A Cognitive-Linguistic Approach” (2020) by Elżbieta Górska

2020 ◽  
Vol 58 ◽  
pp. 189-202
Author(s):  
Michał Szawerna
Keyword(s):  
Cognitive Processes ◽  
Cognitive Linguistics ◽  
Review Article ◽  
Multimodal Communication ◽  
The Other ◽  
Abstract Concepts ◽  
Multimodal Discourse ◽  
Cognitive Linguistic ◽  
The One ◽  
Linguistic Approach

The focus of this review article is on Understanding Abstract Concepts across Modes in Multimodal Discourse: A Cognitive-Linguistic Approach (2020), the latest monograph by professor Elżbieta Górska of Warsaw University, a leading Polish researcher in the area of multimodality studies informed by cognitive linguistics. The goal of this article is twofold. On the one hand, the article aims at evaluating Górska’s monograph on its own merits, as a self-contained study of the cognitive processes involved in the interpretation of multimodal works of art by Janusz Kapusta, with an emphasis on conceptual metaphor, conceptual metonymy, and their interplay. On the other hand, the article aims at considering a number of thorny concepts underlying much of the current linguistically informed research into multimodal communication (notably, modality/mode, medium, and genre) by using Górska’s monograph as a springboard for their discussion.

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