Animation of grammar – Interplay of cognitive linguistics and multimedia learning: The example of German modal auxiliaries

2016 ◽  
Vol 4 (1) ◽  
pp. 135-152 ◽  
Author(s):  
Katsiaryna El-Bouz
Keyword(s):  
Empirical Study ◽  
Foreign Language ◽  
Cognitive Linguistics ◽  
Multimedia Learning ◽  
Point Of View ◽  
Cognitive Linguistic ◽  
Modal Auxiliaries ◽  
Linguistic Approach ◽  
Educational Aspect ◽  
Root Modality

Abstract This article explores German modal auxiliaries as a means of expressing root modality from a cognitive linguistic point of view. Special attention is paid to the educational aspect in the context of teaching German as a foreign language. The article presents an innovative didactic concept for German modal auxiliaries based on the cognitive linguistic approach and implemented through animations. The effectiveness of this concept was tested in an empirical study, the findings of which also presented and discussed in the article.

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 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 Pragmatic functions of anglicisms in the Montenegrin language

2021 ◽  
Vol 86 ◽  
pp. 171-186
Author(s):  
Jovana Đurčević ◽  
Nataša Kostić
Keyword(s):  
Point Of View ◽  
Cognitive Linguistic ◽  
Linguistic Approach

This paper deals with the traditional distinction between necessary and unnecessary loanwords as a problematic one because it marginalises the functions of so-called unnecessary loanwords. By adopting a cognitive-linguistic approach, this paper aims to highlight the importance of both types of loanwords from a language user’s point of view. To this end, we examine anglicisms in Montenegrin on the basis of a new pragmatic model which distinguishes between catachrestic and non-catachrestic loanwords (Onysko, Winter-Froemel 2011). Our study has shown that the pragmatic distinction of anglicisms is possible in Montenegrin, thereby proving it is unacceptable to divide them into necessary and unnecessary ones. The results also show that anglicisms do not always have all the characteristics typical of their categories, which brings us back to the cognitive-linguistic approach we have taken in our study.

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

An SLA-Informed and Cognitive Linguistic Approach to the Teaching of L2 Catalan Tense-Aspect

2021 ◽  
Vol 87 ◽  
pp. 95-120
Author(s):  
Llorenç Comajoan-Colomé ◽  
Ares Llop Naya
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Cognitive Linguistics ◽  
Point Of View ◽  
Processing Instruction ◽  
Tense And Aspect ◽  
Input Processing ◽  
The University ◽  
Linguistic Approach ◽  
Past Tenses

This article explores the relationship between second language acquisition and language teaching presenting the design of a teaching sequence on past tenses that integrates the results of research on tense and aspect in a second language (the Aspect and Discourse Hypotheses and Input processing instruction). By implementing the principles of cognitive linguistics, the article presents the design of activities to teach the meanings of perfective, imperfective, and perfect morphology with the introduction of the notions of space of action, verbal action, and the speaker's point of view. All concepts are illustrated with activities implemented in a Catalan classroom at the University of Cardiff (A1 and A2 levels).

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 Distinguishing of natural properties of language in the history of scientific research

2016 ◽  
Vol 3 (3) ◽  
pp. 3-10
Author(s):  
V.V. Varin
Keyword(s):  
19Th Century ◽  
Cognitive Linguistics ◽  
Point Of View ◽  
Vital Importance ◽  
Natural Properties ◽  
Complex Organization ◽  
History Of Linguistics ◽  
History Of ◽  
Linguistic Approach ◽  
The 19Th Century

The author of this article points out that different approaches of determining the nature of language distinguish one property of the whole set. These properties belong to the language in all its complex organization. The author focuses his attention on the modern comprehension of the language as activity phenomenon. He appeals retrospectively to the theory of W. Humboldt. The main goal of the article consists in the assertion of communicative essence that is so characteristic for the linguistic approach that deals with the language as activity phenomenon. In this connection it is of vital importance to draw attention to the leader of the Neogrammarians in the history of linguistics at the end of the 19th century H. Paul. “The psychological principal” implemented in H. Paul’s conception is of great interest both in theory of modern cognitive linguistics and from the point of view of modern communicative syntax.

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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