scholarly journals The Problems of Conceptualization and Categorization in English Terminology

Discourse ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. 115-124
Author(s):  
S. V. Kiseleva ◽  
M. Yu. Mironova ◽  
N. А. Trofimova
Keyword(s):  
Cognitive Linguistics ◽  
Scientific Work ◽  
Cognitive Approach ◽  
New Words ◽  
System A ◽  
The World ◽  
Central Elements ◽  
Basic Concepts ◽  
Communication Needs

Introduction. The paper focuses on the linguistic concepts of terminology and a term system, provides the views of linguists on the definition and differentiation of these terms, explains the semantics of the word and the term, as well as the role of the cognitive approach in modern terminology. The scientific work defines a concept and a category, and describes the role of the processes of conceptualization and categorization in English terminology. As more than 90 % of new words appearing in modern languages is vocabulary for special purposes, it is increasingly important to study the ways of their formation. The research is relevant since it provides a deeper understanding of the structure and content of concepts that underlie the formation of language categories, the mechanisms of interaction between cognitive and language structures in the process of forming the terminological meaning.Methodology and sources. In light of the cognitive approach to understanding the semantics of a word the authors emphasize anthropocentrist thinking, language picture of the world and lexical-semantic variants of the word. The cognitive approach allows us to reveal the causes and mechanisms of dynamic processes in the field of professional nomination, taking into account the changing cognitive and communication needs of people. The research is made using corpora data.Results and discussion. It has been found out, that cognitive categories are linked to conceptually defined prototypes that are crucial for the formation of categories. The necessary to define the central elements of prototypical categories has been proved, as they make the category logical, understandable and convenient, since all members of the category meet a given list of characteristics. As a result of the research it has been proved that in an investment terminological system a prototype turns out to be the best representative of a category.Conclusion. It has been concluded that the study of conceptualization and categorization processes is extremely important when analyzing terminological systems in general, and investment terminological system of English, in particular, because it allows to identify the basic concepts underlying the formation of terminological systems. The study of the principles and mechanisms of categorization of language units makes it possible to identify and analyze their prototypical semantics in terms of their common properties with the prototype of the category. This possibility is of paramount importance for research in the field of cognitive linguistics, since it is the prototypical semantics of language units that largely determines their use in a sentence to convey a particular meaning.

The Role of Cognitive Patterns in Modelling Reality by Means of Natural Language (The Case Study of the English Cognitive Pattern “Cleanness / Dirtiness”)

2021 ◽  
pp. 69-81
Author(s):  
Ekaterina Savitskaya ◽  
Keyword(s):  
Natural Language ◽  
Cognitive Linguistics ◽  
Human Mind ◽  
Specific Language ◽  
Cognitive Patterns ◽  
Cognitive Pattern ◽  
The World ◽  
Internal Comparison

In the field of cognitive linguistics it is accepted that, before developing its capacity for abstract and theoretical thought, the human mind went through the stage of reflecting reality through concrete images and thus has inherited old cognitive patterns. Even abstract notions of the modern civilization are based on traditional concrete images, and it is all fixed in natural language units. By way of illustration, the author analyzes the cognitive pattern “сleanness / dirtiness” as a constituent part of the English linguoculture, looking at the whole range of its verbal realization and demonstrating its influence on language-based thinking and modeling of reality. Comparing meanings of language units with their inner forms enabled the author to establish the connection between abstract notions and concrete images within cognitive patterns. Using the method of internal comparison and applying the results of etymological reconstruction of language units’ inner form made it possible to see how the world is viewed by representatives of the English linguoculture. Apparently, in the English linguoculture images of cleanness / dirtiness symbolize mainly two thematic areas: that of morality and that of renewal. Since every ethnic group has its own axiological dominants (key values) that determine the expressiveness of verbal invectives, one can draw the conclusion that people perceive and comprehend world fragments through the prism of mental stereo-types fixed in the inner form of language units. Sometimes, in relation to specific language units, a conflict arises between the inner form which retains traditional thinking and a meaning that reflects modern reality. Still, linguoculture is a constantly evolving entity, and its de-velopment entails breaking established stereotypes and creating new ones. Linguistically, the victory of the new over the old is manifested in the “dying out” of the verbal support for pre-vious cognitive patterns, which leads to “reprogramming” (“recoding”) of linguoculture rep-resentatives’ mentality.

scholarly journals Tracing the Roots of Cognitive Linguistics in Hermann Paul’s “Principles of the History of Language”

2015 ◽  
Vol 28 (33) ◽  
pp. 81-88
Author(s):  
Tatyana V. Romanova
Keyword(s):  
Personal Experience ◽  
Cognitive Linguistics ◽  
Vantage Point ◽  
Important Work ◽  
Cognitive Approach ◽  
History Of ◽  
German Linguist ◽  
The Individual ◽  
The Impact

The paper examines the impact of Hermann Paul’s ideas on the development of anthropocentric cognitive linguistics in Russia and Europe. The anthropocentric and pragmatic approaches to the study of language, related, in particular, to the consideration of language as “the language of the individual” and a product of personal experience, were formulated by the German linguist Hermann Paul (1846-1921) in his Principles of the History of Language (1920). In this important work, Paul argues that language development is driven by subjective, psychological factors, acknowledging the Man’s central role in the learning process (anthropocentrism). Viewing Paul’s position from the vantage point of modern linguistics, the article seeks to establish the rightness of the cognitive school in linguistics, provides a brief overview of Paul’s key ideas and concludes that he anticipated and formulated the main principles of the cognitive approach to language, namely: language as a product of individual experience, the role of individual notions in forming a word’s meaning, analogy as a mechanism of language acquisition, metaphor as a mechanism of learning and the connection of language with other mental processes.

scholarly journals Os seres humanos fazem parte do meio ambiente? A escrita como instauradora de uma nova realidade / Humans are Part of the Environment? Writing as an Establisher of a New Reality

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Marcos Gonzalez
Keyword(s):  
Environmental Education ◽  
Short Distance ◽  
Cognitive Linguistics ◽  
Environmental Crisis ◽  
Human Knowledge ◽  
Written Text ◽  
Book Of Nature ◽  
The World ◽  
Collateral Effect

ABSTRACTThe relationship between man and the environment is dealt with in a fragmented way in the fields of law, education and in the discourses of social organizations – the humans are out of the medium, assuming the role of supervisor, predator or restrainer. This perception would reveal today a “collateral effect” that is being described as an “environmental crisis” or, as we propose here, “a crisis of massive literacy”. To attest this hypothesis, we performed an exploratory analysis based on the Socio-cognitive Linguistics. We argue that the oral processes are organized around the “short distance” between the “cognizant” and the “cognized”, while, in the written process, the language is interposed “between the cognizant and the cognized an object, which is the written text”. This phenomenon would explain the broad reanalysis of a cosmogony in which the Western man perceived himself as “the center of the world”, understanding himself as a being clearly distinguished from nature (Descartes), a being “outside the world”, that reads this same world as a “book of nature”, as Galileo says. To change this perception, as the contemporary environmental education wants, it would be necessary “to acquire a living sentiment of the unity of the human knowledge”, which means to transform the formal education.RESUMOTanto nas leis como nas propostas educacionais ou nos discursos das organizações sociais, a relação do homem com o ambiente é tratada de maneira fragmentada – o homem está fora do meio, cabendo-lhe o papel de fiscalizador, predador ou controlador. Tal percepção revelaria hoje um “efeito colateral” que vem sendo descrito como uma “crise ambiental” ou, como queremos, uma “crise do letramento massivo”. Para atestá-lo, empreendemos uma análise exploratória fundamentada na Linguística Sociocognitiva. Argumentamos que os processos orais se organizam em torno da “pouca distância” que o “conhecedor” tem do “conhecido”, enquanto que, com a escrita, a linguagem interpõe “entre o conhecedor e o conhecido um objeto que é o texto escrito”. O fenômeno explicaria a ampla reanálise de uma cosmogonia em que o homem ocidental se via no “centro do mundo” e passou a compreender-se como um ser que distingue claramente o eu e a natureza (Descartes), um ser “fora do mundo”, que o lê como um “livro da Natureza”, como dirá Galileu. Para mudar tal percepção, como quer a educação ambiental contemporânea, será necessário “adquirir um sentimento vivo da unidade do saber humano”, o que significará transformar a educação formal.

scholarly journals How Readers Construct New Testament Characters: The Calling of Peter in the Gospels in Cognitive-Narratological Perspective

2021 ◽  
Vol 29 (4-5) ◽  
pp. 430-451
Author(s):  
Cornelis Bennema
Keyword(s):  
Narrative Analysis ◽  
Real World ◽  
Cognitive Linguistics ◽  
Narrative Criticism ◽  
Social Knowledge ◽  
The World ◽  
Cognitive Narratology ◽  
Role Of The Reader

Abstract The discipline of cognitive narratology applies insights of cognitive linguistics to narrative analysis. This study seeks to demonstrate the value of cognitive narratology by exploring the role of the reader and the extent of the reader’s knowledge in constructing characters. While traditional narrative criticism often limits itself to the world of the text, cognitive narratology recognizes that the reader’s knowledge from other texts and the real world also contributes to the construction of characters. This study will show that the extent of the reader’s literary and social knowledge of a text affects the construction of characters. As a case study, we will examine the calling of Peter in the canonical Gospels and show how four readers with varying degrees of knowledge will arrive at different constructions of Peter’s character.

scholarly journals The Concepts Of "Goodness" And "Evil" In The Linguistic Image Of The World And Their National-Cultural Characteristics

2021 ◽  
Vol 03 (05) ◽  
pp. 372-379
Author(s):  
Farrukh Komiljon Ugli Normamatov ◽  
Keyword(s):  
Cognitive Linguistics ◽  
Cultural Characteristics ◽  
The World ◽  
Cultural Features

This article discusses the linguistic image of the world and the views of various scholars and researchers on it, the concept term as one of the controversial problems of cognitive linguistics and linguocultural studies, the role of the concepts of "goodness" and "evil" in the linguistic image of the world. The national-cultural features of the concepts of "goodness" and "evil" are also illustrated by the use of English idioms and synonyms of goodness and evil.

scholarly journals Concepts as explanatory theories: Evidence from word learning and the development of lexical flexibility

2018 ◽  
Author(s):  
Mahesh Srinivasan
Keyword(s):  
Language Development ◽  
Recent Work ◽  
Word Learning ◽  
Conceptual Development ◽  
New Words ◽  
The World ◽  
Recent Developments ◽  
Insight Into

By some theories, children are guided by explanatory frameworks, which motivate them to understand why objects have the properties they do. In this chapter, I describe how language development can inform such theories, by reviewing previous work on how children extend new words, and more recent work on how children learn to use words flexibly, with multiple, related meanings (e.g., shattered/drinking glass; thirsty/tasty chicken). Interestingly, some scholars have proposed that the different meanings of flexible words reflect different modes of explanation, raising the possibility that children’s understanding of flexible words will lend insight into the role of explanatory structures in conceptual development. To this end, this chapter presents a background on lexical flexibility, and brings together recent evidence on how it is acquired, represented, and instantiated across languages. Together, these recent developments provide new support for the idea that explanatory frameworks shape how children conceptualize the world.

scholarly journals ON THE INTRODUCTION OF THE TERM «COGNITIVE TOPONYMY»

2020 ◽  
pp. 142-150
Author(s):  
Ирина Анатольевна Мартыненко
Keyword(s):  
Cognitive Linguistics ◽  
Mapping Method ◽  
Gis Mapping ◽  
Complex Method ◽  
Cognitive Approach ◽  
Word Combination ◽  
Place Naming ◽  
Goals And Objectives ◽  
Terminology System

Географические названия, несмотря на их денотативный характер, до недавнего времени не были объектом пристального внимания ученых-когнитивистов. Однако недавние исследования в области когнитивной лингвистики дали толчок развитию топонимики в этом направлении. Когнитивный аспект является основополагающим по отношению к топонимам в рамках той среды, в которой они функционируют, и делает возможным комплексное исследование топонимии региона. В ментальной системе с целостным мышлением язык и, внутри языка, топонимические представления, составляющие часть ментального лексикона, взаимосвязаны с пространственными представлениями. В статье анализируется как российская, так и зарубежная современная научная литература по когнитивному подходу к изучению топонимики, которая показывает, что в целом исследователи осторожно относятся к терминологии в когнитивно-топонимическом контексте, предпочитая заменять словосочетание «когнитивная топонимика» длинными описательными конструкциями. Тем не менее складывающаяся в мире ономастики ситуация говорит о постепенной интеграции данного понятия в лингвистическую термино¬систему. Автор задается вопросом о целесообразности введения термина «когнитивная топонимика» и обосновывает вывод о его необходимости в системе ономастической терминологии. В статье разрабатываются определения понятий «когнитивная топонимика» и «когнитивный топоним», делаются предположения о целях и задачах когнитивной топонимики как науки. Тесная связь между научно-познавательным подходом и топонимикой подтверждается примерами. Особое внимание уделяется роли зрительного и ментального восприятия в географических наименованиях. В рамках когнитивной топонимики, по оценкам автора, в дальнейшем будут изучаться воплощения информации в географических названиях, а также особенности использования топонимической лексики по сравнению с другими формами актуализации информации. По мнению автора, особо эффективным станет комплексный метод изучения топонимических единиц в рамках когнитивного анализа географических названий в сочетании со статистическим анализом, историко-географической реконструкцией, дескриптивным методом и методом картографирования ГИС. Place names, in spite of their denotative character, haven't been the object of close attention of cognitive scientists until recently. However, recent studies in cognitive linguistics have given impetus to the development of toponymy in this direction. The article analyzes both Russian and foreign scientific literature on the cognitive approach to the study of toponymics, which shows that, in general, researchers are cautious with terminology in the cognitive-toponymic context, preferring to replace the word combination «cognitive toponymy» with descriptive constructions. The author asks the question about the expediency of introducing the term «cognitive toponymy» and substantiates the conclusion about its necessity in onomastic terminology system. The article develops definitions for the concepts of «cognitive toponymy» and «cognitive toponym», makes assumptions about the goals and objectives of cognitive toponymy as a science. The close connection between scientific-cognitive approach and toponymy is supported by examples. Particular emphasis is made on the role of visual and mental perception in place naming. In the author’s opinion, the future lies with the complex method of studying toponymic units within the cognitive analysis of geographical names in combination with statistical analysis, historical and geographical reconstruction, descriptive method and GIS mapping method.

scholarly journals Linguacognitive and Linguoculturological Features of the Opposition Concept Good and Bad in Different Structural Languages (In English and Uzbek)

2021 ◽  
Vol 9 (12) ◽  
pp. 1243-1247
Author(s):  
Hasanov Elyorjon Odiljonovich
Keyword(s):  
Language Learning ◽  
Cognitive Linguistics ◽  
Point Of View ◽  
Human Knowledge ◽  
Cognitive Approach ◽  
Mental Processes ◽  
Linguistic Units

Annotation: The relevance of this study is due to its connection with the modern direction of language learning - cognitive linguistics, which makes it possible to identify the specifics of the representation of human knowledge, including evaluative ones, in the semantics of linguistic units. The prospect of the cognitive approach in studying the processes of evaluative conceptualization and evaluative categorization is explained by the fact that it makes it possible to assess the role of a person in the perception and evaluation of the surrounding reality and the formation of evaluative values, taking into account the interaction of cognitive and linguistic factors. Accordingly, the evaluative categories "good" and "bad" in this study are considered from the point of view of the mental processes of evaluative conceptualization and evaluative categorization and their refraction in linguistic meanings. Keywords: concept, language, linguacultural study, linguacultural concept "bad", linguacultural concept "good", linguistic materialization of a concept, linguacultural research.

THE COGNITIVE POTENTIAL OF METAPHOR IN SCIENTIFIC DISCOURSE

2021 ◽  
pp. 120-129
Author(s):  
Anastasiya A. Pyatunina ◽  
Keyword(s):  
Spiritual Growth ◽  
Cognitive Linguistics ◽  
Meaning Making ◽  
Research Field ◽  
Point Of View ◽  
Cognitive Mechanisms ◽  
Cognitive Approach ◽  
Efficient Communication ◽  
Science And Culture

The article is devoted to metaphor: its definition, classification, and various approaches to its study. The author attempts to analyze metaphor outside the research field of rhetoric (which traditionally interprets it as a tool of efficient communication) and uses a linguo-cognitive approach to consider it. Within the framework of this approach, metaphor is equated with the cat- egory of thinking and is interpreted as a way of exploring the world and one of the most important cognitive mechanisms used by an individual in the process of his spiritual growth. Since the role of metaphor was completely re-estimated from the point of view of cognitive linguistics, metaphor was no longer considered as a factor inhibiting the formation of scientific knowledge. It was discovered as a unify- ing principle, a semantic potential, which eventually revealed in it the signs of anthropometry that, in turn, served as an impetus for the development of cognitive science. Re-estimation of the role and place of metaphor in the post-nonclassical epistemological field presupposes the evolution of its status: from a common linguistic technique to a meaning-making center, a bridge between being and knowing, subject and object, language and world, science and culture.

Information and Reputation

Reputation ◽  
2019 ◽  
pp. 171-194
Author(s):  
Gloria Origgi
Keyword(s):  
Case Studies ◽  
Cognitive Approach ◽  
Construction Of Knowledge ◽  
The World ◽  
People First ◽  
The Web ◽  
Extract Information

This chapter contains case studies of the epistemology of reputation and its implications through the Web. It talks about how people use the reputation of both humans and things to extract information from the world around them. This chapter provides a “cognitive” approach to reputation, focusing on how it is used to understand surroundings. It explores the epistemological role of reputation in three pivotal areas of cognitive life: the circulation of information, the training of taste, and the construction of knowledge. When people first come into contact with a new domain of learning, their access to facts is inevitably determined by the opinions, values, and preferences of others.

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