scholarly journals A COGNITIVE PERSPECTIVE ON THE ARABIC SPATIAL NOUN/ فَوْقَ /FAWQA/ APPLYING THE PRINCIPLE POLYSEMY MODEL

2019 ◽  
Vol 9 (2) ◽  
pp. 154
Author(s):  
Zaqiatul Mardiah ◽  
Afdol Tharik Wastono ◽  
Abdul Muta’ali
Keyword(s):  
Cognitive Linguistics ◽  
Semantic Network ◽  
Spatial Relation ◽  
Semantic Structure ◽  
Cognitive Perspective ◽  
Semantic Variation ◽  
Physical Relation ◽  
Narrow View ◽  
Physical Geometry ◽  
Corpus Data

<p class="TeksAbstrak">The present paper provides a cognitive linguistics (CL) framework for analyzing the semantic structure of Arabic spatial noun <em>fawqa</em> based on <em>Principled Polysemy Model </em>(PPM) of Tyler and Evans (2003). PPM approach can broaden the narrow view of classical cognitive linguists regarding the semantic variation in the concept of physical-geometry of a preposition. As a polysemous lexeme,<em> fawqa</em> used by Arabian native to express a broad range of meanings, not only spatial relation but also  non-spatial relation. The substantial sense of the lexeme is investigated using a large amount of corpus data (<em>corpus.kacst.edu.sa</em>) and applying the five steps of PPM approach. Through this approach, we ascertain that every single usage of <em>fawqa </em>expressing extended senses is always in its semantic network. Our study reveals that the usages of this lexeme in many situations and many cases show non-up down spatial relation, and non-physical relation, but they essentially refer to the primary sense.</p>

A cognitive perspective on the semantics of near

2017 ◽  
Vol 15 (1) ◽  
pp. 121-153 ◽  
Author(s):  
Maria Brenda
Keyword(s):  
Semantic Network ◽  
Semantic Structure ◽  
Conceptual Blending ◽  
Cognitive Perspective ◽  
Spatial Prepositions ◽  
Spatial Sense ◽  
Image Schema ◽  
Schema Transformation ◽  
Metaphor And Metonymy

Abstract The present study investigates the semantic structure of the word near assuming that its distinct senses form a semantic network with a prototypical spatial sense at the center and various extended senses at different distances away from the prototype. In order to explain the extensions of near, the cognitive notions of construal, image schema transformation, metaphor and metonymy are taken into consideration. The conceptual blending theory is used to explain the semantic structure of the complex preposition near to. The research reveals that the word near functions as a preposition (also a part of the complex preposition near to), an adverb, an adjective and a verb, and that its semantic structure is best viewed as a continuum encoding both lexical and grammatical information. At the same time, the analysis shows that the polysemy of near is rather impoverished when compared to the polysemies of other spatial prepositions, such as in, on, at or over.

scholarly journals Applying cognitive linguistics to pedagogical grammar: the english prepositions of verticality

2005 ◽  
Vol 5 (2) ◽  
pp. 11-42 ◽  
Author(s):  
Vyvyan Evans ◽  
Andrea Tyler
Keyword(s):  
Cognitive Linguistics ◽  
Second Language Learners ◽  
Semantic Network ◽  
Spatial Relation ◽  
Spatial Relations ◽  
Good Evidence ◽  
Systematic Account ◽  
English Grammar ◽  
Primary Meaning ◽  
Pedagogical Grammar

In this paper, we illustrate the merit of applying insights from Cognitive Linguistics to pedagogical grammar. We do so by examining English prepositions, long assumed to be one of the most difficult areas of acquisition for second language learners. The approach to the semantics of English prepositions we present is that developed in Evans and Tyler (2004a, b, In prep.) and Tyler and Evans (2001a, 2003). This account offers the following insights: 1) the concepts encoded by prepositions are image-schematic in nature and thus have an embodied basis. In other words, prepositions are not appropriately modelled as constituting linguistic propositions or semantic feature bundles (the received view in formal linguistics); 2) an English preposition encodes an abstract mental idealization of a spatial relation, derived from more specific spatial scenes. This forms the primary meaning component of a semantic network; 3) the idealized spatial relation also encodes a functional element, which derives from the way spatial relations are salient and relevant for human function and interaction with the physical environment; and 4) the additional senses in the semantic network have been extended in systematic, constrained ways. We discuss two key principles of extension: ways of viewing a spatial scene and experiential correlation. We demonstrate the usefulness of a Cognitive Linguistics approach by examining a few aspects of the lexicalization patterns exhibited by in and the four English prepositions of verticality, over, above, under and below. These prepositions provide good evidence that prepositional meanings are extended from the spatial to abstract domains in ways that are regular and constrained. We conclude that a Cognitive Linguistics approach to prepositions provides a more accurate, systematic account that, in turn, offers the basis for a more coherent, learnable presentation of this hitherto seemingly arbitrary aspect of English grammar.

Conceptual tools for the description and acquisition of the German posture verb sitzen

2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Sabine De Knop
Keyword(s):  
Cognitive Linguistics ◽  
Spatial Relation ◽  
Semantic Networks ◽  
Conceptual Metaphors ◽  
French Speaking ◽  
Cloze Test

AbstractThe study of German posture verbs has attracted the interest of many linguists, e.g. Berthele (2004 and 2006), Fagan (1991), Kutscher-Schultze-Berndt (2007) and Serra-Borneto (1996). It is surprising that most studies disregard the posture verbThe study aims at making up for these deficits. With examples from the German corpora from the Digitales Wörterbuch der Deutschen Sprache (DWDS), it first describes the different uses of the verbIn the framework of Cognitive Linguistics the study also proposes some ‘conceptual tools’ to facilitate the learning of the more abstract uses of the verb sitzen. These tools are semantic networks, visuals, and conceptual metaphors. Spatial distinctions such as those between container and contact are extended to more abstract areas of experience, especially in the context of situations describing abstract states. Here one of the main issues for the learner is to find out whether the abstract goal is conceptualized as a container, a contact or still another basic spatial relation. The efficiency of these conceptual tools is tested with a cloze test conducted with French-speaking students.

scholarly journals Verbs of falling and their argument structure in Circassian languages

2020 ◽  
Vol XVI (1) ◽  
pp. 723-756
Author(s):  
I. Bagirokova ◽  
◽  
D. Ryzhova ◽  
◽  
Keyword(s):  
Argument Structure ◽  
Cognitive Linguistics ◽  
Initial Point ◽  
Surface Expression ◽  
Special Importance ◽  
Vertical Orientation ◽  
Caucasian Family ◽  
Different Types ◽  
Corpus Data ◽  
Initial Source

This paper describes the semantics of falling in Adyghe and Kuban Kabardian from a typological perspective. The analysis is based on corpus data, accompanied by the results of elicitation. Although they represent the same Circassian branch of the Northwest Caucasian family, Adyghe and Kabardian still demonstrate some differences in the way their predicates of falling are lexicalized: while in Adyghe we have a distributive system which includes special lexical means for different types of falling (verbal root -fe- for falling from above, wəḳʷerejə- for losing vertical orientation, -zǝfor detachment, and verbs from adjacent semantic domains such as -we- ‘beat’ for destruction), there is only one dominant (-xwe-) and several peripheral predicates in the Kabardian language. What is peculiar about these languages, when compared to the available typological data, is that the parameter of orientation to the initial (Source) vs. final point (Goal) of movement is of special importance in lexicalizing cases of falling. In Circassian languages, simultaneous surface expression of Source and Goal of movement within a clause is prohibited for morphosyntactic reasons, and the lexemes denoting falling are divided into Source- vs. Goal-oriented ones. For some verbal roots, this orientation is an intrinsic semantic property (cf. -zǝ- which is always Source-oriented); in other cases, it is marked with specifi c affi xes (cf. a locative combination je-…-xǝ ‘down’ which marks re-orientation to the Source of falling of the initially Goal-oriented Adyghe verb -fe-). Thus, our analysis of the material may not only help to contribute to the general typology of falling but may throw light on such a phenomenon in cognitive linguistics as the emphasis on the fi nal point of movement in opposition to the initial point, also known as goal bias

scholarly journals PECULIARITIES OF ENGLISH FAIRY TALE SEMANTIC STRUCTURE

2019 ◽  
Vol 1 (16) ◽  
pp. 137-143
Author(s):  
N. F. Yeremeieva
Keyword(s):  
Knowledge Representation ◽  
Fairy Tale ◽  
Conceptual Analysis ◽  
Cognitive Linguistics ◽  
Mental Representations ◽  
Cognitive Semantics ◽  
Semantic Structure ◽  
New Approach ◽  
Psychological Space ◽  
Conceptual Space

The article deals with semantics of English folk fairytales. Conceptual analysis is considered to be a new approach to the learning of folk fairytales. This analysis is performed in terms of cognitive linguistics which deals with structures of knowledge representation, which form language signs and speech patterns. The purpose of the investigation is to identify the patterns of structuring of mental representations which form conceptual (psychological) space of folk fairytale texts. They are considered to be the main prerequisite for both the folk fairytale formation and its understanding. While investigating the folk fairytale texts we have used the frame approach for modeling the conceptual space of a folk fairytale as a sign which is characterized by certain semantics .Our investigation develops Propp’s ideas and is connected with conceptual (cognitive) semantics Nowadays formal apparatus for modeling verbalized knowledge is developed within this field of science.

Salient ordering of free verse and its translation

2000 ◽  
Vol 9 (2) ◽  
pp. 170-181 ◽  
Author(s):  
Elzbieta Wójcik-Leese
Keyword(s):  
Visual Perception ◽  
Cognitive Linguistics ◽  
Cognitive Strategies ◽  
Visual Design ◽  
Semantic Structure ◽  
Free Verse ◽  
Poetic Form ◽  
Late 20Th Century ◽  
Sensory Imagery ◽  
Ground Organization

In the first Polish attempt to systematically describe free verse Urbafska (1995) argues that this poetic form requires ‘visual perception during mental (silent) reading’. As free verse gradually adapts to late 20th-century culture, where the visual supersedes the oral, the intonation and rhythm of a poem increasingly come to depend on its graphic segmentation. Consequently, the visual design of the poem constitutes its meaning. As cognitive linguistics admits that sensory imagery, also visual, ‘plays a substantial role in conceptual and semantic structure’ (Langacker, 1983), it seems possible to employ the cognitive parameters of focal adjustments to analyse a poem composed in free verse. If we assume that reading such a poem involves ‘scanning through a domain’ of the page and ‘along a line’ of the poem ‘until a contrast is registered’ (Langacker, 1983), then we can discuss the whole poem in terms of the figure/ground organization. The whole poem can thus be treated both as the figure in itself and as the background to each of the verses, which demands from its readers constant readjustment of the viewpoint. Therefore the awareness of the cognitive strategies of focal adjustments may help to analyse syntactic and stylistic resources of the salient ordering offered by free verse. Moreover, it may assist the translation of poems composed in free verse and the assessment of translated texts.

SECONDARY PHENOMENA IN THE LINGUISTIC WORLDVIEW (COGNITIVE PERSPECTIVE)

2021 ◽  
pp. 47-54
Author(s):  
S.G. Vinogradova ◽  
Keyword(s):  
Cognitive Linguistics ◽  
English Language ◽  
Word Formation ◽  
Cognitive Perspective ◽  
Conceptual Structures ◽  
Secondary Meaning ◽  
Human Thinking

The article opens with a brief overview of approaches to the study of secondary phenomena in the linguistic worldview. In particular, the author indicates the main reasons for secondary meaning formation including linguistic economy based on minimum of efforts aspiration and the associative and creative nature of human thinking. The author argues that in the framework of cognitive linguistics secondary meanings result from interpretation and the accompanying conceptual derivation and metarepresentation as processes of cognition. Such processes reflect a new understanding of the previously acquired knowledge, generating secondary conceptual structures, and choosing best ways of their anchoring in language considering cognitive dominants of linguistic consciousness as certain templates for construing reality through language. In the context of the above processes, the author examines secondary phenomena of the linguistic worldview analysing the examples of lexical and grammatical units of the English language. The discussion is focused on the outcomes of word formation in lexis, secondary interjections, secondary predicative structures, composite sentences.

Beyond the sentence

2010 ◽  
Vol 2 (2) ◽  
pp. 185-207 ◽  
Author(s):  
Kerstin Fischer
Keyword(s):  
Language Learning ◽  
Cognitive Linguistics ◽  
Construction Grammar ◽  
Frame Semantics ◽  
Cognitive Perspective ◽  
Pragmatic Markers ◽  
Grammatical Mood ◽  
Spoken Interaction ◽  
Interactive Experience ◽  
Grammatical Structures

Construction grammarians are still quite reluctant to extend their descriptions to units beyond the sentence. However, the theoretical premises of construction grammar and frame semantics are particularly suited to cover spoken interaction from a cognitive perspective. Furthermore, as construction grammar is anchored in the cognitive linguistics paradigm and as such subscribes to meaning being grounded in experience, it needs to consider interaction since grammatical structures may be grounded not only in sensory-motor, but also in social-interactive experience. The example of grounded language learning experiments demonstrates the anchoring of grammatical mood in interaction. Finally, phenomena peculiar to spoken dialogue, such as pragmatic markers, may be best accounted for as constructions, drawing on frame semantics. The two cognitive linguistic notions, frames and constructions, are therefore particularly useful to account for generalisation in spoken interaction.

On the principled polysemy of -kai in Chinese resultative verbs

2015 ◽  
Vol 6 (1) ◽  
pp. 2-27 ◽  
Author(s):  
Ben Pin-Yun Wang ◽  
Lily I-wen Su
Keyword(s):  
Real World ◽  
Perspective Taking ◽  
Semantic Network ◽  
Conceptual Structure ◽  
Meaning Construction ◽  
Context Sensitive ◽  
Force Dynamics ◽  
Corpus Data ◽  
Complex Verbs ◽  
Textual Cues

The present study sets out to construct a semantic network for -kai in Chinese resultative verbs based on the framework of Principled Polysemy. Our analysis concerning the cognitive-pragmatic motivations for the meaning extensions of postverbal -kai pinpoints the significance of perspective-taking and real-world force dynamics in the conceptual structure of Chinese resultative verbs. With the aid of corpus data, we further demonstrate how pertinent textual cues help to disambiguate polysemous V-kai complex verbs and evoke metaphorical readings of the gestalt V–V constructions, hinting at the distributed and context-sensitive nature of the meaning construction of Chinese resultative verbs.

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