Cognitive Linguistics, Sociocultural Theory and Content and Language Integrated Learning: Researching Development of Polysemous L2 Lexis

2020 ◽  
Vol 6 (2) ◽  
pp. 133-157
Author(s):  
Kent Hill
CCIT Journal ◽  
2014 ◽  
Vol 8 (1) ◽  
pp. 101-115
Author(s):  
Untung Rahardja ◽  
Khanna Tiara ◽  
Ray Indra Taufik Wijaya

Education is an important factor in human life. According to Ki Hajar Dewantara, education is a civilizing process that a business gives high values ??to the new generation in a society that is not only maintenance but also with a view to promote and develop the culture of the nobility toward human life. Education is a human investment that can be used now and in the future. One other important factor in supporting human life in addition to education, which is technology. In this globalization era, technology has touched every joint of human life. The combination of these two factors will be a new innovation in the world of education. The innovation has been implemented by Raharja College, namely the use of the method iLearning (Integrated Learning) in the learning process. Where such learning has been online based. ILearning method consists of TPI (Ten Pillars of IT iLearning). Rinfo is one of the ten pillars, where it became an official email used by the whole community’s in Raharja College to communicate with each other. Rinfo is Gmail, which is adapted from the Google platform with typical raharja.info as its domain. This Rinfo is a medium of communication, as well as a tool to support the learning process in Raharja College. Because in addition to integrated with TPi, this Rinfo was connected also support with other learning tools, such as Docs, Drive, Sites, and other supporting tools.


2018 ◽  
Vol 8 (1) ◽  
pp. 84-99
Author(s):  
Eleonora Sasso

This paper takes as its starting point the conceptual metaphor ‘life is a journey’ as defined by Lakoff and Johnson (1980) in order to advance a new reading of William Michael Rossetti's Democratic Sonnets (1907). These political verses may be defined as cognitive-semantic poems, which attest to the centrality of travel in the creation of literary and artistic meaning. Rossetti's Democratic Sonnets is not only a political manifesto against tyranny and oppression, promoting the struggle for liberalism and democracy as embodied by historical figures such as Napoleon, Mazzini, Cavour, and Garibaldi; but it also reproduces Rossetti's real and imagined journeys throughout Europe in the late nineteenth century. This essay examines these references in light of the issues they raise, especially the poet as a traveller and the journey metaphor in poetry. But its central purpose is to re-read Democratic Sonnets as a cognitive map of Rossetti's mental picture of France and Italy. A cognitive map, first theorised by Edward Tolman in the 1940s, is a very personal representation of the environment that we all experience, serving to navigate unfamiliar territory, give direction, and recall information. In terms of cognitive linguistics, Rossetti is a figure whose path is determined by French and Italian landmarks (Paris, the island of St. Helena, the Alps, the Venice Lagoon, Mount Vesuvius, and so forth), which function as reference points for orientation and are tied to the historical events of the Italian Risorgimento. Through his sonnets, Rossetti attempts to build into his work the kind of poetic revolution and sense of history which may only be achieved through encounters with other cultures.


2016 ◽  
Vol 1 (2) ◽  
pp. 251-269
Author(s):  
Keding Zhang

The imperative-conditional construction (ICC) in English is a type of construction which consists of an ordinary imperative clause and an ordinary declarative clause connected by the connective and or or. This article deals with the speaker intentions of ICCs and their motivations from a cognitive-pragmatic approach. Based on the concept of construction in cognitive linguistics, an ICC can be called a complex symbolic structure which, though composed of two components, should be regarded as a single pragmatic processing unit. It is demonstrated that, in everyday communication, the ICC can usually convey three kinds of speaker intentions: a prohibitive intention, an inducing/forcing intention, and an advisory intention. The first refers to the intention of the speaker to prohibit the hearer from carrying out the act described by the imperative. The second is the intention of the speaker to induce or force the hearer to bring about the act described by the imperative. The third refers to the intention of the speaker to advise the hearer to carry out the act described by the imperative. These speaker intentions are highly motivated. The motivations include the constructional context, the conditional relation between the imperative and the declarative, the directive force of the imperative, the pragmatic enrichment of the declarative, and the complementary and interactive relationship between the imperative and declarative clauses, among which the constructional context serves as an overall motivation, and the rest may be seen as specific motivations.


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