scholarly journals Cognitive Approach to Word Formation

2013 ◽  
pp. 1-24
Author(s):  
Lina Inčiuraitė
Keyword(s):  
Morphological Analysis ◽  
Cognitive Theory ◽  
Word Formation ◽  
Cognitive Grammar ◽  
Cognitive Approach ◽  
Cognitive Domains ◽  
Linguistic Unit ◽  
Cognitive Semantic ◽  
General Meaning ◽  
Derivational Morphemes

Structural approach to word formation in Lithuanian is still dominant, meanwhile cognitive insights have not been applied yet. The object of this paper is the aspects of cognitive grammar to word formation. In the article, cognitive semantic notions and their application to the morphological analysis of cognitive grammar are introduced.In the cognitive theory of grammar, symbolicity plays a significant role. The essence of cognitive grammar is based on the idea that language units are bipolar language signs. A linguistic unit consists of phonological and semantic poles which are linked by a symbolic structure.A category is a network of meanings of a derivational morpheme, which, as in the case of lexical category, is structured in terms of prototype and periphery. The prototype of a category is considered to be the most typical member, whereas other senses of the prototype comprise the periphery.Morphological expressions are closely related to each other and comprise cognitive domains. A domain is perceived as knowledge in terms of which derivational morphemes can be interpreted.Compositionality is a process when the composite structure is determined by the meanings of its constituents. This process plays an integral part in understanding the senses of new morphological expressions. Full and partial compositionality types are typical of morphological expressions. In compounding, full compositionality is endocentric, meanwhile partial compositionality is exocentric.A large number of units are pertinent to each other by schema and instance relations. A schema is defined as a general model made of instances. The schema reflects the general meaning of instances. Due to further elaboration the instance becomes a basis for a new schema and its elaborating elements become new instances.

Conquer and Score: A Word Formation Game for Language Learners

2019 ◽  
Vol 3 (1) ◽  
pp. 10
Author(s):  
Anealka Aziz Hussin ◽  
Tuan Sarifah Aini Syed Ahmad
Keyword(s):  
Language Learners ◽  
Cognitive Skills ◽  
English Language ◽  
Word Formation ◽  
Language Games ◽  
Safe Environment ◽  
Learning Path ◽  
Derivational Morphemes ◽  
And Linguistics ◽  
Formation Game

Engaging students in language activities can sometimes be challenging for language educators. One of the ways to engage students in language activities is through language games. Language games can motivate students to communicate, strengthens their ability to comprehend the language and enhance their problem-solving and cognitive skills. Language games also have a vast potential to increase engagement of the students, thus lead to the creation of the Conquer & Score: The Derivational Island. It is a word formation enrichment game catering to students learning lexicology and linguistics. The topic was chosen based on the result of an online quiz on the types of morphemes. The game focuses on the derivational morphemes used to form the English language words. The game requires knowledge of morphology as well as basic lexical analysis skills. The game provides educators a fun and engaging reinforcement activity for the students. Gamification elements used in the game such as rewards, flexible learning path and progress indicator offer a safe environment for competition, which can motivate students to outdo each other to win the game. This paper also highlights some important aspects of games in learning.

scholarly journals Joint Semantic Synthesis and Morphological Analysis of the Derived Word

2018 ◽  
Vol 6 ◽  
pp. 33-48 ◽  
Author(s):  
Ryan Cotterell ◽  
Hinrich Schütze
Keyword(s):  
Neural Networks ◽  
Recurrent Neural Networks ◽  
Probabilistic Model ◽  
Morphological Analysis ◽  
Semantic Representation ◽  
English Word ◽  
Word Formation ◽  
Additive Models ◽  
Segmentation Accuracy ◽  
Morphological Productivity

Much like sentences are composed of words, words themselves are composed of smaller units. For example, the English word questionably can be analyzed as question+ able+ ly. However, this structural decomposition of the word does not directly give us a semantic representation of the word’s meaning. Since morphology obeys the principle of compositionality, the semantics of the word can be systematically derived from the meaning of its parts. In this work, we propose a novel probabilistic model of word formation that captures both the analysis of a word w into its constituent segments and the synthesis of the meaning of w from the meanings of those segments. Our model jointly learns to segment words into morphemes and compose distributional semantic vectors of those morphemes. We experiment with the model on English CELEX data and German DErivBase (Zeller et al., 2013) data. We show that jointly modeling semantics increases both segmentation accuracy and morpheme F1 by between 3% and 5%. Additionally, we investigate different models of vector composition, showing that recurrent neural networks yield an improvement over simple additive models. Finally, we study the degree to which the representations correspond to a linguist’s notion of morphological productivity.

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.

Teaching Turkic-speaking school students the morphemic structure of the word in the Russian language classes: ethno-cognitive approach

2020 ◽  
pp. 87-95
Author(s):  
Elena A. Zheleznyakova
Keyword(s):  
Cognitive Abilities ◽  
Word Formation ◽  
Russian Language ◽  
School Students ◽  
Cognitive Approach ◽  
Word Structure ◽  
Language Classes ◽  
Turkic Languages ◽  
Group Words ◽  
Linguistic Material

In a modern Russian school, together with Russian-speaking school students, children of migrants study, for most of whom are native Turkic languages. For foreigners, traditional lessons should be supplemented with corrective lessons in Russian as a non-native language, the effectiveness of which will be high provided that an ethno-cognitive approach to teaching is followed. Learning the morphemic structure of a word based on an ethno-cognitive approach is the subject of this study. The aim is to develop methodic recommendations based on the analysis of the features of the morphemic structure of Turkic words, to identify possible difficulties in mastering the morphemic structure of the Russian word by Turkic-speaking students, and to highlight methods and techniques based on the principles of consciousness and the development of students’ cognitive abilities. Two main difficulties in the field of the morphemic word structure for foreign children are highlighted: Russian inflection and morphological ways of word formation: prefix and prefix-suffix. When working with these topics, the teacher should develop students’ ability to think analytically, comparing and identifying the essential features of a linguistic phenomenon, make assumptions and find confirmation for them. Mastering inflection will be more effective if you group words thematically, work according to ready-made patterns and models of inflection, increase the number of tasks “for substitution” and “for replacement”. The following stages of work on concepts are substantiated: analysis of linguistic material and highlighting the main fea-tures of a concept; generalization of signs, establishing a connection between them and introducing the desired term; concretization of concepts based on new linguistic material.

scholarly journals Terms of morphemic and word-formation in the East Slavic grammars of the 16th century

2017 ◽  
pp. 16-21
Author(s):  
Olga Ariskina
Keyword(s):  
Semantic Analysis ◽  
Word Formation ◽  
Russian Language ◽  
16Th Century ◽  
Important Place ◽  
Linguistic Unit ◽  
Special Area ◽  
Transfer Of Information ◽  
The Russian Language ◽  
Logical Semantic

The work is devoted to a multidimensional consideration of the terminology of morphology and word-formation in the East Slavic grammars of the 16th century. (The Grammar of 1586, The Grammar "Adelfotis" in 1591, The Grammar of Lavrеntii Zizanii in 1596) The term is a linguistic unit for special purposes, which is the verbalized result of professional thinking, which denotes the concept of a certain scientific theory and serves to coding (concentration, fixation, storage), transmission (transfer of information), communicate, transmutation of knowledge (cognition: comprehension, processing, augmentation) and orientation in a certain special area, therefore an important place in describing the terminology of the past is assigned to the orientational aspect, which allows us to analyze the terms not only from the perspective of origin, word-formation, functioning, but also from the perspective of the explanation of the rationality of the author's nomination and the appropriateness of the perception of it by the addressee. Terminology is explored through the prism of the linguistic persona of grammarians by using the method of logical-semantic analysis. At the stage of generation of the terminology of the doctrine of morphemic and word formation, the large number of calquing terms (almost 50% of the total number) was used. The Russian basis of the calquing was found out, which consists in the existence in the Russian language of the lexical-semantic method of derivation. Also for this stage, the functioning of terms formed by substantivation is characterized. Dynamics of the exponent of terms of morphology and word-formation of the XVI century is due to the variation and synonymy, the dynamics of significatum – the reality (changes in language) and the development of scientific knowledge. In the XVI century the terminological system in the field of word-formation is formed as a system, with enough clearly appeared hypo-hyperonical relations.

scholarly journals COGNITIVE GRAMMAR IN AN ENGLISH CLASSROOM, OR, HOW TO MAKE LIFE FOR RUSSIAN STUDENTS EASIER

2013 ◽  
pp. 83-89
Author(s):  
A. V. Kravchenko
Keyword(s):  
Simple Algorithm ◽  
Cognitive Grammar ◽  
Cognitive Approach ◽  
Tense And Aspect ◽  
Grammar Acquisition ◽  
Efl Teacher ◽  
Functional Logic ◽  
English Classroom ◽  
And Function ◽  
Metalinguistic Knowledge

Every EFL teacher who teaches native speakers of Russian knows that the main roadblocks encountered in the classroom pertain to acquisition of articles, prepositions, and grammatical forms of the verb. With regard to articles, the situation is clear: as there are none in Russian, the student needs to understand their role and function in English. It's a bit different with prepositions: even though there are prepositions in Russian, their number and usage in English very often cause confusion. Finally, as far as the so-called tenses go – which are, in fact, tense-aspect forms – many students experience difficulties in developing necessary skills for a simple reason. Being used to the three tenses in Russian (the present, the past, and the future), they are often incapable of understanding the organizational and functional logic of a system which comprises twelve forms in the active voice. With this in mind, the problem of tense acquisition is shown to be rooted in inadequate metalinguistic knowledge pertaining to the meaning and function of the categories of tense and aspect in Russian. Since cognitive structures underlying these grammatical categories are grounded in perceptual experience and are similar in both languages, a cognitive approach, by using the native language as scaffolding, allows the student to benefit from a simple algorithm for choosing a tense in discourse. This radically facilitates grammar acquisition, eliminating many imaginary difficulties. The described approach to instructed tense–aspect acquisition has been successfully used by the author and his disciples and colleagues in educational institutions of different levels for over twenty years, proving to be much more efficient than traditional techniques.

PROPER NAMES AS TERMINOLOGY IN SOCIAL SCIENCE

2021 ◽  
Author(s):  
Olga Maximova ◽  
Tatiana Maykova
Keyword(s):  
Social Science ◽  
Natural Language ◽  
American Culture ◽  
Proper Names ◽  
Word Formation ◽  
Cultural Experience ◽  
Proper Name ◽  
Derivational Morphemes

Proper names reflect the interaction between society and language. They identify unique entities and are used to refer to them. At the same time, it is not uncommon of proper names to serve as a source for word-formation. It should be noted, however, that while in a natural language (notably English) proper names mostly give rise to denominal verbs or adjectives, terminologies are different. Most units that count as terms are nouns, which makes their semantics somewhat special. The paper originates as one of a series towards a typology of sociological terminology and endeavors to analyze the terms whose etymology refers to a proper name (that is, eponymic terms). The research poses the following questions: whether this type of terms is common in Social Science, what are their structural and semantic distinctions as well as mechanisms behind their motivation, whether they are culture specific. The terms were manually retrieved from a set of data of 2500 terminological units extracted from a number of dictionaries and other sources. They were further grouped by structural criteria and the nature of eponymous components and made subject to morphological and semantic analyses. The research shows that structurally eponymic terms are morphological derivatives or two-(or more)-word compounds, with their prevalence estimated at 2%. The authors come to conclusion that terms of this type feature substantial diversity with regard to their eponymous components; they are motivated through the combination of encyclopedic knowledge of the entity, represented by the eponym, and the semantics of derivational morphemes or appellative components. Mythology-based eponymous terminology is represented by two groups, the first tracing back to Antiquity or biblical tradition, and the second of later origin, which requires a specific cultural experience for the meaning to be retrieved. Further analysis shows that the latter type along with toponym-based terminology is culture-specific in relation to American culture.

scholarly journals A Cognitive Approach to the Semantics in the Sacred Context: Semantic and Symbolic Function of Sacred Words

2018 ◽  
Vol 7 (3) ◽  
pp. 1
Author(s):  
Rajdeep Singh
Keyword(s):  
Social Process ◽  
Small Scale ◽  
Semantic Model ◽  
Cognitive Approach ◽  
Symbolic Function ◽  
European Languages ◽  
The Social ◽  
Cognitive Semantic ◽  
Word Origin ◽  
The Mind

One of the intriguing features of language interaction with society and culture is the position of certain words as sacred within that society. Thus, it is important to analyze the social process through which sacred words present their particular features. In this paper, we show how sacred words gain their symbolic prominence. Furthermore, we propose a cognitive-semantic model based on the hypothesis of historic automaticity chain that explains well the reason behind the loss of semantics of the sacred words. In this paper, we compare some sacred words across many Indo-European languages and analyze how the very same sacred words lost ground to other words and became almost empty of semantics and word origin, while still preserving the symbolic notion. This study brings the notion of abstraction to the sacred word framework and clarifies the ways the mind processes sacred semantics. In order to support our hypothesis, we performed two small-scale psycho-linguistic experiments and the results confirmed our hypothesis.

scholarly journals A cognitive approach to teaching deictic motion verbs to German and Italian students of Spanish

2019 ◽  
Vol 57 (1) ◽  
pp. 71-95
Author(s):  
Marina Anna Colasacco
Keyword(s):  
First Language ◽  
Cognitive Grammar ◽  
Motion Verbs ◽  
Processing Instruction ◽  
Cognitive Approach ◽  
Basic Principles ◽  
The Third ◽  
Students First ◽  
Approach To Teaching ◽  
Method Of Instruction

AbstractIn this study we compare two instruction approaches (cognitive and traditional) to the teaching of Spanish deictic motion verbs –ir, venir, llevarandtraer– to German and Italian learners. We also analyse whether the students’ first language (Italian or German) influences the results of the cognitive methodology we applied. The Cognitive Instruction combined the basic principles of Cognitive Grammar with those of Processing Instruction for activities in which students practice both comprehension and production. We carried out a survey of 274 university students who were learning Spanish (Level B1) at universities in Italy and Germany. Students carried out a test prior to receiving the instruction and three tests subsequently, one immediately afterwards, the second a week later and the third, a month later. The cognitive methodology proved to be beneficial and positive. The students who received cognitive instruction made better form-meaning connections and showed higher performances in the use of deictic motion verbs than those who received traditional instruction. The learners’ L1 did not appear to influence the results of the groups that received the cognitive method of instruction.

Contra de linguïstische preutsheid : Over -gate en andere libfixen

2020 ◽  
Vol 25 (2) ◽  
pp. 319-332
Author(s):  
Camiel Hamans
Keyword(s):  
Morphological Analysis ◽  
Word Formation ◽  
The Other ◽  
Productive Process ◽  
New Formation

Abstract Against linguistic prudishness. About -gate and other libfixesThis study aims to discuss libfixing as a non-morphemic process of word formation. Libfixes are ‘liberated’ elements that originate from the reanalysis of existing words, usually opaque forms or blends. A well-known example of a libfix is -gate from Watergate, whose borrowing and spreading in Dutch has been discussed by Hüning (2000). Among the other examples that are discussed are English -cation as in mancation, Franken- as in Frankenfood and Dutch -naise as in yogonaise and -talië as in Kapitalië. This contribution shows how widespread the process of libfixing is. Moreover, it is claimed that libfixing operates systematically and can therefore be a subject of morphological analysis and theory. In addition, it is shown in this analysis that it is irrelevant whether a new formation is consciously formed or that it is the result of an unconscious productive process. What counts is whether the neologism is acceptable as a word in the language in question. Examples that are discussed in this article come from English and Dutch.

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