scholarly journals Cognitive Models of Concepts Transformation in Some German Sports Terms Borrowed from English

2021 ◽  
Vol 13 (1) ◽  
pp. 41-56
Keyword(s):  
Cognitive Linguistics ◽  
English Language ◽  
Professional Sports ◽  
Conceptual Structure ◽  
Cognitive Models ◽  
German Language ◽  
Original Structure ◽  
Cognitive Mechanisms ◽  
Cognitive Approach ◽  
Linguistic Units

The article examines the linguistic aspects of the process of borrowing terms from the English language into the sports sphere of the German language from the perspective of a cognitive approach. It analyses the features of cognitive interaction of the conceptual systems of professional spheres. The paper describes transformation models of cognitive structures into the recipient language in the process of terminological borrowing on the material of sports Anglicisms of the German language. The study shows that loanwords most often convey a conceptual structure in the recipient language, which is generated on the basis of already existing mental structures in the source language. Various cognitive models of the transformation of the “alien” concept are defined: preserving the original structure of the prototype concept; developing new conceptual features in the recipient language; narrowing the conceptual structure of the concept prototype. The research contributes to the problem of the representation of knowledge in a term, the identification of linguistic and cognitive mechanisms of knowledge representation through borrowed linguistic units. The results can be used in the courses on cognitive linguistics, lexicology, in research practice and lexicographical descriptions, as well as in teaching practical language skills in professional sports. Keywords: Borrowing, terms, sports terminology, cognitive terminology, professional knowledge.

scholarly journals Cognitive Approach to the Classification of Phraseological Units With the Component “Water”

2020 ◽  
Vol 6 (7) ◽  
pp. 433-436
Author(s):  
M. Mirjalilova
Keyword(s):  
Cultural Values ◽  
Cognitive Linguistics ◽  
English Language ◽  
Focus Of Attention ◽  
Cognitive Models ◽  
Cognitive Approach ◽  
Language Level

Phraseology has been at the focus of attention in different fields of linguistics because of its important role in verbalization of a particular nation’s mentality and cultural values. According to cognitive linguistics, phraseological units verbalize on language level cognitive models produced in our minds by comparing one phenomenon to another. This article is aimed to analyze phraseological units with the component of “water” in English language according to a cognitive parameter and to group them in accordance with the metaphorical meanings they denote.

scholarly journals Linguo-cognitive and Linguo-cultural Analysis of the English Phraseological Units With the Fire Component

2020 ◽  
Vol 6 (4) ◽  
pp. 532-535
Author(s):  
M. Mirjalilova
Keyword(s):  
Cultural Values ◽  
Cognitive Linguistics ◽  
English Language ◽  
Cognitive Models ◽  
Cultural Analysis ◽  
Knowledge Structures ◽  
The Core ◽  
Idiomatic Expressions ◽  
Linguistic Units ◽  
Linguistic Means

At present, special attention is paid in the cognitive linguistics to the problem of linguistic units that represent different knowledge structures. Phraseological units, being one of the core linguistic means of verbalization of different knowledge structures, are ought to be analyzed thoroughly. Further to this, idiomatic expressions and proverbs are vital signals in verbalization of cultural values and national specific concepts which leads to the necessity of linguo-cultural analysis of these units. This article is aimed to analyze phraseological units with the fire component in English language according to cultural and cognitive parameters and to identify cultural values and cognitive models that are presented by these expressions.

Teaching English on a linguocognitive basis: a phraseological aspect

2021 ◽  
pp. 35-45
Author(s):  
Sergei V. Motov
Keyword(s):  
Language Learning ◽  
Group Work ◽  
Cognitive Linguistics ◽  
English Language ◽  
Experimental Studies ◽  
Foreign Language Learning ◽  
Cognitive Mechanisms ◽  
Teaching English ◽  
Cognitive Approach ◽  
Idiomatic Expressions

Phraseological units are a significant element of English. Being culturally conditioned, these units reflect the peculiarities of conceptualization of reality by native speakers. We substantiate the possibility of teaching the phraseological level of English on a linguocognitive basis within the framework of the communicative-cognitive approach. The importance and prospects of the communicative-cognitive approach to teaching English in the current educational reality has been substantiated. We present experimental studies that prove the high potential of foreign language learning on a linguocognitive basis. Classifications of phraseological units in the English language, proposed both in the field of traditional linguistics and cognitive linguistics, are considered. The study connects idiomatic expressions with cognitive mechanisms such as conceptual metaphor and provides examples of conceptual metaphors in English in relation to respective idiomatic expressions. We describe successful experimental studies on teaching English phraseological units on a linguocognitive basis. The importance of group work in the study of English phraseological units is substantiated and an example of the distribution of roles during group work is provided. The study considers possible difficulties and peculiarities of teaching English phraseological units and suggests ways of overcoming them. The study substantiates the importance of using cognitive linguistics as a linguistic basis for teaching English based on the communicative-cognitive approach.

scholarly journals COGNITIVE ASPECT OF THE UZBEK IDIOMATIC WORDS AND THEIR EQUIVALENTS IN ENGLISH

2019 ◽  
pp. 77-85
Keyword(s):  
Cognitive Linguistics ◽  
Research Work ◽  
Word Formation ◽  
Learning Approaches ◽  
Cognitive Mechanisms ◽  
Cognitive Approach ◽  
Cognitive Aspect ◽  
Conceptual Connection ◽  
Linguistic Units

The progressing of the Uzbek linguistics and learning approaches to language, especially, problems of cognitive linguistics have been analyzed in the article. The results show that cognitive approach and methods of cognitive language materials carried out legislation of lexical units of the Uzbek language, as the materials of the Uzbek language indicate the reasons of conceptual connection of linguistic units, including the semantic factor of cognitive linguistic connection were illuminated in the article. The main characteristics of idiomatic units were based on conceptual connection. Some idiomatic words of the Uzbek language were translated into English with their equivalents. A variety of Uzbek language materials is based on the perception of reality, knowledge, opportunities linguistic memory of people. The article is dedicated to the research of ways of idiomaticity in the Uzbek word formation. It describes various causes of emergence of idiomaticity in compound words. The aim of the research work is the study of the cognitive aspect of idiomatic words of the Uzbek language. The role of cognitive mechanisms in word formation and verbalization of language units is considered as one of the topical problems of linguistics. The author of the article analyzes the cognitive bases of the formation of the idiomatic words in the Uzbek language. Conceptual metonymy, conceptual metaphor and metaphtonymy were demonstrated as basic cognitive mechanisms in the formation of idiomatic words. Moreover, the article covers the problems of engendering of idiomatic words as a result of human being’s understanding of the world, their reflection in human being's cognition and the process of reflection of cognitive mechanisms in the formation of the concept.

scholarly journals INVESTIGATING COMMUNICATIVE-PRAGMATIC FUNCTIONS OF GRADATION

2020 ◽  
pp. 421-423
Author(s):  
Makhmudova Nilufarkhon Ravshanovna
Keyword(s):  
Cognitive Linguistics ◽  
English Language ◽  
Scientific Literature ◽  
Human Mind ◽  
Human Knowledge ◽  
Knowledge Processes ◽  
Structural Linguistics ◽  
Separate Object ◽  
Object Of Study ◽  
Linguistic Units

In this article has been illuminated the communicative-pragmatic functions of gradation in English and Uzbek languages. In the scientific literature, cognitive linguistics is also described as “connected semantics” because it deals mainly with semantics. While linguistic units serve to express objects that exist in the world and the actions that take place, semantics connect the interactions between linguistic units in a real or imaginary world. These relations are studied by linguistic semantics as a separate object of study. One of the important features of cognitive linguistics is that it allows us to see the language in relation to a person, that is, his consciousness, knowledge, processes of thinking and understanding, paying particular attention to how language forms and any language phenomena are associated with human knowledge and experience and how they relate to the human mind how to describe. KEY WORDS: English language, Uzbek language, gradation, communicative-pragmatic functions, structural linguistics, cognitive linguistics, semantics, pragmatic influence.

scholarly journals Cognitive Mechanisms of Nominating Plants in English

2021 ◽  
pp. 137-147
Author(s):  
Elena Shevchenko ◽  
◽  
Olga Prokhorova ◽  
Igor Chekulay ◽  
◽  
...  
Keyword(s):  
English Language ◽  
Cognitive Models ◽  
Word Formation ◽  
Reverse Transformation ◽  
Compound Word ◽  
Formation Mechanisms ◽  
Cognitive Mechanisms ◽  
Compound Words ◽  
Word Combination ◽  
Comparative Aspect

The article deals with cognitive models underlying the process of plant categorization by the speakers. Having analyzed 200 names of herbs and flowers in English, the authors differentiated three cognitive models, which the phytonyms categorization is based on: metaphoric, metonymic and propositional. It is shown that "the codes of culture", or in other words, well-known realia, are used as sources for nomination; on their basis typical cognitive models are formed. Since the names of flowers and herbs in the English language are mostly compound words, the identified cognitive models are described taking into account the action of the cognitive word-formation mechanisms of proverse and reverse. The first mechanism structure of a phytonym presupposes the direct order of compound-word components as a result of the initial word-combination integration. This word building mechanism is typical of the compound structures "adjective / verb + noun". The reversive mechanism represents the inner structure of a phytonym as a result of reverse transformation of the word-combination initial components. This type of mechanism is characteristic of the phytonyms created on the basis of the structures "noun + noun", "noun + ' + noun". The article describes the models of proverse and reverse structuring, which are typical of English phytonyms. The prospects of the research are to study the cognitive models and mechanisms underlying plant nomination in a comparative aspect based on the material of several languages.

scholarly journals Translation of Polysemous and Synonymous Terms of the English Language: The Possibilities of a Cognitive Approach

2021 ◽  
pp. 170-181
Author(s):  
Irina Rubert ◽  
◽  
Svetlana Kiseleva ◽  
Marina Mironova ◽  
◽  
...  
Keyword(s):  
Cognitive Linguistics ◽  
English Language ◽  
Linguistic Meaning ◽  
Cognitive Approach ◽  
Investment Activity ◽  
University Courses ◽  
Cognitive Context ◽  
Correct Definition ◽  
Primary Meaning ◽  
Definition Of

The article describes the problem of translating polysemantic and synonymous investment terms and is studied from the perspective of cognitive linguistics, namely in the light of the prototypes theory, which presupposes the identification of the content core as the best representative of the word's semantics. The subject of the research are the semantic processes taking place in the English term system reflecting investment activity. By the example of the research of term dealer and its synonyms broker and agent, the authors have defined that the meanings of polysemantic and synonymous terms are not isolated, but are united by a meaningful core and develop according to the laws of semantic derivation based on the common language nominative-non-derivative meaning. The authors found that the reduction of translation failures in the transfer of terms is possible due to the competent use of the cognitive context and the correct definition of the content core of the terminological unit. The research is carried out by means of such methods as the prototypical semantics method, a definitional and component analysis. When identifying the content core of a polysemantic term it is first of all necessary to define the average primary meaning of this term on the basis of dictionary definitions. As a result, the most frequent meaning is determined. Then etymological analysis of the meaning is carried out. At the next stage, in order to model the cognitive image of a word, contextual analysis is performed, and metaphorical comparisons are investigated. Based on the obtained data, a content core of the term is formulated generalizing all the derived meanings and demonstrating their connections. The results obtained allow the authors to prove that the meanings of polysemantic and synonymous terms are connected by a single content core and are developed on the basis of a common linguistic meaning. The practical value of the scientific research is in the possibility to use the results of the work in lexicographic practice when compiling terminological dictionaries, and when writing university courses in terminology and translation studies. The identification of a content core is necessary while translating polysemantic and synonymous terms, because it reveals the meaning of the term in the context and defines the choice of a right translation variant.

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.

scholarly journals Using Cognitive Structures in Teaching Vocabulary (On the Example of English Synonymous Poly-Semantic Verbs Feel and Sense)

2020 ◽  
pp. 289-298
Author(s):  
A.V. Bolshakova ◽  
M.А. Soloshenko
Keyword(s):  
Foreign Language ◽  
Cognitive Linguistics ◽  
English Language ◽  
Approaches To Teaching ◽  
Cognitive Approach ◽  
Amount Of Information ◽  
New Meanings ◽  
Teachers And Students ◽  
The Mind

The article deals with the role of the cognitive approach in teaching students foreign vocabulary. The authors note the need to find new approaches to teaching a foreign language, since the development of electronic resources for both teachers and students faces the problem of organizing a significant amount of information in such a way as to track changes in the language: the appearance of neologisms, the development of new meanings in existing lexemes, the disappearance of various words and phrases. If changing grammatical constructions and their use is not critical, since it does not interfere with communication, then the constantly appearing new meanings of words and the expansion of existing meanings require not only attentiveness, but also certain skills for structuring in the mind in order to be further used in the corresponding situation. Based on the approach of cognitive linguistics and considering the most effective systems of exercises, the authors propose the use of the phenomenon of conceptualization in teaching vocabulary using the example of poly-semantic synonyms of the English language — the verbs feel and sense, which belong to the group of perceptual verbs.

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