Journal articles on the topic 'Cognitive linguistics'
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Wen, Xu, Kun Yang, and Fangtao Kuang. "Cognitive Linguistics." Cognitive Linguistic Studies 1, no. 2 (December 31, 2014): 155–70. http://dx.doi.org/10.1075/cogls.1.2.01wen.
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As a new paradigm of linguistics, Cognitive Linguistics has made great achievements over the past 30 years or so. In order to make the latest trends of Cognitive Linguistic research known, this paper presents the outstanding achievements and prominent characteristics of Cognitive Linguistics in various dimensions. In contrast to some other linguistic theories, Cognitive Linguistics has more conspicuous advantages in its theories and other aspects. Cognitive linguistics can offer not only an account of linguistic phenomena but also that of a wide variety of social and cultural phenomena. Therefore, Cognitive Linguistics is not only a school of linguistics but a cognitive social science or a cognitive semiotics, which has lots of implications for various fields or disciplines in the age of big data.
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Janda, Laura A. "Cognitive Linguistics in the Year 2015." Cognitive Semantics 1, no. 1 (March 11, 2015): 131–54. http://dx.doi.org/10.1163/23526416-00101005.
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Cognitive linguistics views linguistic cognition as indistinguishable from general cognition and thus seeks explanation of linguistic phenomena in terms of general cognitive strategies, such as metaphor, metonymy, and blending. Grammar and lexicon are viewed as parts of a single continuum and thus expected to be subject to the same cognitive strategies. Significant developments within cognitive linguistics in the past two decades include construction grammar and the application of quantitative methods to analyses.
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Shodieva, Shokhida Inatovna. "BASIC CONCEPTS OF COGNITIVE LINGUISTICS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 12 (December 1, 2021): 156–61. http://dx.doi.org/10.37547/pedagogics-crjp-02-12-31.
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This article discusses the basic concepts of cognitive linguistics. This lays the groundwork for a deeper understanding of the nature of language and thinking, language and mind connections in linguistic research. Cognitive linguistics is a linguistic field that to some extent unites the research conducted in these areas.This science involves cognitive processes, also known as cognition related to knowledge and information, for the application of special applications. This requires a clear definition of the content of Uzbek cognitive linguistics, its relationship with other disciplines, the development of specific methods of research and analysis.
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Qin, Yuejin. "Exploring Cognitive Linguistics." Communications in Humanities Research 22, no. 1 (December 7, 2023): 252–56. http://dx.doi.org/10.54254/2753-7064/22/20231765.
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In recent years, cognitive linguistics has gained significant traction and recognition among researchers and individuals with a vested interest in the fields of linguistics and cognitive science. This paper serves the purpose of shedding light on some of the most current and pioneering research endeavors in this domain, while also assessing their contributions towards unraveling the intricate nuances of cognitive language processing. Cognitive linguistics represents a paradigm shift in the study of language and cognition, departing from the traditional structuralist and generative approaches. It posits that language is deeply intertwined with human cognitive processes, and therefore, understanding the cognitive aspects of language use is paramount. The contemporary studies explored in this paper have played a pivotal role in advancing this perspective. These studies employ an array of methodologies and approaches, such as neuroimaging, psycholinguistics, and corpus analysis, to investigate how humans conceptualize and process language. One notable study may delve into the neural mechanisms involved in metaphor comprehension, revealing that metaphors are not mere linguistic embellishments but rooted in the perceptual and experiential systems. Another cutting-edge research area might involve examining the influence of linguistic relativity on thought, challenging the idea that language is a neutral medium for thought and instead highlighting how language structures shape the cognitive experiences. These investigations are revolutionizing the understanding of linguistic diversity and the extent to which it influences cognition. In sum, this paper aims to provide a comprehensive overview of recent research endeavors within cognitive linguistics and to underscore their significance in unveiling the intricate processes of cognitive language comprehension. These studies have collectively contributed to the growing body of knowledge surrounding how language and thought are inherently entwined, reshaping the landscape of linguistic and cognitive inquiry.
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Butler, Christopher S. "Systemic Functional Linguistics, Cognitive Linguistics and psycholinguistics." Functions of Language 20, no. 2 (September 6, 2013): 185–218. http://dx.doi.org/10.1075/fol.20.2.03but.
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The overall aim of this article is to explain why researchers working in Systemic Functional Linguistics and Cognitive Linguistics would benefit from dialogue with people working in psycholinguistics, and with each other. After a brief introduction, the positions on cognition taken in the Sydney and Cardiff models of Systemic Functional Linguistics are reviewed and critiqued. I then assess the extent to which Cognitive Linguistics has honoured the ‘cognitive commitment’ which it claims to make. The following section examines compatibilities between Systemic Functional and Cognitive Linguistic approaches, first outlining existing work which combines Hallidayan and cognitive perspectives, then discussing other potential areas of contact between the two, and finally examining the Cardiff model in relation to Cognitive Linguistics. The final section presents a collaborative view, suggesting that the ultimate aim of functionally-oriented (including cognitive) linguistics should be to attempt to answer the question ‘How does the natural language user work?’, and pointing out that collaboration between proponents of different linguistic models, and between linguists and researchers in other disciplines which study language, is crucial to this enterprise. Suggestions are made for ways in which dialogue across the areas of Systemic Functional Linguistics, Cognitive Linguistics and psycholinguistics could contribute to such a project.
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Bazarbaeva, Albina. "COGNITIVE STYLISTICS ISSUES." American Journal Of Social Sciences And Humanity Research 4, no. 4 (April 1, 2024): 36–41. http://dx.doi.org/10.37547/ajsshr/volume04issue04-06.
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Cognitive stylistics stands out for its unique methodology, in which linguistic analyses in a systemic context are based on theories that link linguistic choices to cognitive structures and processes. Cognitive stylistics is a subsection of linguistics that studies the relationship between language and cognitive processes such as perception, comprehension, remembering and thinking. It aims to identify how cognitive mechanisms influence linguistic phenomena such as text structure, choice of linguistic devices, use of metaphors, metonymy and other linguistic techniques.
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Orazaliyeva, E. "CULTURAL AND AESTHETIC KNOWLEDGE - A QUALITATIVE BASIS OF HUMAN CAPITAL." BULLETIN Series of Philological Sciences 75, no. 1 (April 12, 2021): 123–29. http://dx.doi.org/10.51889/2021-1.1728-7804.21.
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The article is aimed at defining cognitive concepts and principles in Kazakh linguistics based on research papers that measure the nature of the language and the semantics of the word in the context of their functioning. The analysis of the conceptual system and cognitive paradigm in the cognitive theory of the Kazakh language is becoming an urgent problem of modern interdisciplinary science with the national identity and world practice. The cognitive theory, which originates from the spiritual and value heritage of the Kazakh people harmoniously combined the foundations of linguistic cognition, and also substantiated a wide conceptual block of the human capital’s cognition. Its complex patterns contributed to the accumulation of social, psychological, ethnic and cultural methodological foundations of normalized general and private linguistics. The possibility of comparing linguistic universals using the relationship between language and cognition also characterized the influence of anthropological, axiological, anthropo-typological, areal, and geneological factors. Thus, in the history of cognitive linguistics, which studies the laws of the environment and its linguistic picture, Kazakh linguistics has designated its research format, taking into account a number of conceptual operations.
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Radjabovna, Zulkhumor Djuraeva. "COGNITIVE AND LINGUISTIC PERSPECTIVES ON THE CONCEPT OF “FRAME” IN MODERN LINGUISTICS." Current Research Journal of Philological Sciences 5, no. 5 (May 1, 2024): 69–74. http://dx.doi.org/10.37547/philological-crjps-05-05-14.
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This article delves into the intricate cognitive and linguistic dimensions of the term “frame” within contemporary linguistics. Originally introduced in artificial intelligence to organize databases, the concept of a frame has evolved to become a pivotal tool in linguistic analysis, enabling the depiction of diverse worldviews inherent to different languages. A frame is conceptualized as a structure comprising nodes (concepts) and connections, functioning akin to gestalt units by integrating sensory and rational elements. Charles Fillmore's definition positions frames as cognitive structures associated with the knowledge represented by words, encompassing both linguistic and extralinguistic information.
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Andrighetto, Giulia. "Universali linguistici e categorie grammaticali." PARADIGMI, no. 2 (July 2009): 113–22. http://dx.doi.org/10.3280/para2009-002010.
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- In this paper I explore the consistency of an idea of language structures as both universal in their nature and empirical in their genesis. To this aim, I assume the theory of the parts of speech as a case study. I proceed from a brief historical reconstruction of 20th-century theories of grammatical categories to an analysis of the semantics of the parts of speech, with particular emphasis on Ronald Langacker's philosophy of grammar. Finally I focus on the theory of prepositions in order to explore the relations between language and perception and the function of perceptual schemas at the basis of linguistic categories.Keywords: Linguistic universals, Parts of speech, Perceptual schemas, Cognitive linguistics, Prepositions, Philosophy of grammar.Parole chiave: Universali linguistici, Parti del discorso, Schemi percettivi, Linguistica cognitiva, Preposizioni, Filosofia della grammatica.
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Turakhonova, Gulnozakhon B. "THEORETICAL FUNDAMENTALS OF THE CONCEPT IN COGNITIVE LINGUISTICS." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 03, no. 01 (January 1, 2022): 36–39. http://dx.doi.org/10.37547/philological-crjps-03-01-07.
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Cognitive linguistics is the study of the essence of a particular concept in the linguistic description of the world and its relation to world realities. Concept is one of the main categories of cognitive linguistics and is an element that establishes the connection between culture and man. Cognitive linguistics is a cluster of closely related approaches to the study of language as a mental phenomenon. Cognitive linguistics emerged as a school of linguistics in the 1970s. Cognitive linguistics is the study of knowledge, the study of language, which represents the crucial role of secular information structures in our interactions with the world. This paper discusses the theoretical foundations of conceptualization in cognitive linguistics.
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Gan, Lin. "Is Cognitive Linguistics deadly sinful? On the pros and cons of Cognitive Linguistics and its development." Forum for Linguistic Studies 3, no. 1 (September 6, 2021): 52. http://dx.doi.org/10.18063/fls.v3i1.1249.
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Cognitive Linguistics started from the 1980s, and it has become a mainstream since the end of the last century and the beginning of this century, which has got widespread attention, with a nickname as the third revolution in linguistic circles after the Saussurean Revolution and the Chomskyean Revolution. According to the dialectical principle of “negation of negation”, theoretical research is always advancing, thus the linguists are beginning to think of the shortcomings of Cognitive Linguistics and new developments in the future. For instance, Dabrowska (2016) pointed out the seven deadly sins of Cognitive Linguistics, which, we think, are overstated and too radical. Cognitive Linguistics has its own historical significance and makes great contributions to the criticism of Saussurean “Linguistic Apriorism” and Chomskyean “Linguistic Nativism”, but Cognitive Linguistics also has its own weaknesses, which are to be exposed in brief in this paper. We have also tried to propose “Embodied-Cognitive Linguistics as a revision in order to emphasize the philosophical views of “materialism” and “humanism” as a basic start in linguistic research.
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Hartmann, Stefan. "Diachronic Cognitive Linguistics." Yearbook of the German Cognitive Linguistics Association 9, no. 1 (November 1, 2021): 1–34. http://dx.doi.org/10.1515/gcla-2021-0001.
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Abstract Diachronic studies have played an increasingly important role in recent Cognitive Linguistics. This introductory paper provides an overview of some major lines of research in this field, starting with the inherently panchronic approach that characterizes most flavors of usage-based theory from Cognitive Grammar to recent complex adaptive systems approaches. In particular, the “constructionist turn” and the “quantitative turn” in Diachronic Cognitive Linguistics are discussed in detail. Diachronic Cognitive Linguistics is introduced as a multi-faceted, dynamic framework that aims at providing a holistic and nuanced picture of the complex interplay between language, cognition, and cultural evolution. In addition, this paper introduces the contributions to the present volume in some detail and discusses their relation to current research trends and paradigms within the broader framework of Diachronic Cognitive Linguistics.
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Fesmire, Steven A. "What Is "Cognitives" About Cognitive Linguistics?" Metaphor and Symbolic Activity 9, no. 2 (June 1994): 149–54. http://dx.doi.org/10.1207/s15327868ms0902_4.
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Long, Deyin. "The Cognitive Prominence of Euphemism Production: A Perspective of the Embodied-Cognitive Approach." International Journal of English Linguistics 10, no. 6 (September 26, 2020): 279. http://dx.doi.org/10.5539/ijel.v10n6p279.
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The previous research on euphemism is mainly conducted from the perspectives of traditional linguistics, sociolinguistics, pragmatics, cognitive linguistics, and the philosophy of mind, but few studies focus on the cognitive prominence of euphemism production from the perspective of the embodied-cognitive approach. This paper takes the euphemisms in English literary works as the corpora and explores the cognitive prominence of euphemism production from the perspective of the embodied-cognitive approach to reveal the production mechanism of euphemism. It is found that euphemism production highlights the linguistic subject’s embodied cognition of identity, causal implication, and supervenience with reality. The linguistic subject’s embodied cognition of identity with reality explains that euphemism is in place of the common expression to direct at an unpleasant or embarrassing thing or event in reality because euphemism is identical to common expression. The linguistic subject’s embodied cognition of causal implication with reality accounts for the fact that the interaction between the mental and the physical follows the principle of causal interaction. Common expression causally implicates euphemism and the causal implication between them is restricted by the specific context and the linguistic subject’s intentionality. The linguistic subject’s embodied cognition of supervenience with reality indicates that the consciousness of the linguistic subject towards the described thing or event supervenes globally on its physical property. Euphemism production is the result of the linguistic subject’s embodied cognition with reality. Cognitive prominence from the perspective of the embodied-cognitive approach has very strong explanatory power over the production mechanism of linguistic expressions.
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Holland, Norman N. "COGNITIVE LINGUISTICS." International Journal of Psychoanalysis 80, no. 2 (April 1, 1999): 357–63. http://dx.doi.org/10.1516/0020757991598756.
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Filipovic, Luna. "Cognitive Linguistics." Journal of Pragmatics 38, no. 3 (March 2006): 453–59. http://dx.doi.org/10.1016/j.pragma.2005.03.009.
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Filipović, Luna. "Cognitive Linguistics." Journal of Pragmatics 39, no. 10 (October 2007): 1879–85. http://dx.doi.org/10.1016/j.pragma.2007.01.007.
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Nuyts, Jan. "Cognitive linguistics." Journal of Pragmatics 20, no. 3 (September 1993): 269–90. http://dx.doi.org/10.1016/0378-2166(93)90050-y.
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Eynon, Terri. "Cognitive linguistics." Advances in Psychiatric Treatment 8, no. 6 (November 2002): 399–407. http://dx.doi.org/10.1192/apt.8.6.399.
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Cognitive linguistics is a new development in one of the basic sciences of psychiatry. It takes a novel approach to metaphor that is having an impact on philosophy and cognitive neuroscience, offering a perspective on questions about the development of language and the embodiment of mind that may have an impact on psychiatry. Likewise, our expertise in mental pathology may be required for further development in cognitive linguistics (Lakoff, 1997).
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Evans, Vyvyan. "Cognitive linguistics." Wiley Interdisciplinary Reviews: Cognitive Science 3, no. 2 (January 24, 2012): 129–41. http://dx.doi.org/10.1002/wcs.1163.
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A.O, Toleubayeva. "COGNITIVE LINGUISTIC METAPHORS." International Journal Of Literature And Languages 4, no. 3 (March 1, 2024): 26–29. http://dx.doi.org/10.37547/ijll/volume04issue03-05.
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Today many metaphor researchers work in the framework of cognitive linguistics. The cognitive linguistics revolution began in 1980 with the publication of George Lakoff and Mark Johnson’s Metaphors We Live By. In their book, Lakoff and Johnson amassed an amazing number of examples showing that the way we talk about abstract domains appears to be systematically structured by the way wetalk about certain more concrete domains. Thus, we talk about theories and arguments as if they were buildings: theories can have support and arguments can be demolished. These observations gave rise to the theory of conceptual metaphor which moved metaphor out of language into our conceptual organization. According to Lakoff and Johnson, linguistic expressions such as ‘to demolish a theory’ or ‘the foundation of a theory’ are not isolated expressions but parts of the conceptual metaphor THEORIES ARE BUILDINGS.
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Romanchuk, Svetlana, Olena Sytko, Mykola Karpik, Iryna Skoreiko-Svirska, and Yelizaveta Isakova. "The role of cognitive linguistics in developing students' communicative competence and forming their linguistic personality." Multidisciplinary Science Journal 5 (October 10, 2023): 2023ss0511. http://dx.doi.org/10.31893/multiscience.2023ss0511.
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The research examines the specifics of cognitive linguistics regarding developing communicative competence and forming students' linguistic personalities. Attention is paid to the essence of cognitive linguistics, the history of the emergence of this direction, and the current state of research. The article analyzes the ways, methods, and forms of cognitive linguistics application in the educational process to form the student's linguistic personality and develop communicative competence. The structure of the concept is presented for the simplified perception of a specific phenomenon by a student of a philological specialty. The study aims to reveal the role of cognitive linguistics in developing communicative competence and forming a student's linguistic personality. The object of research is cognitive linguistics as a linguistic direction. Research methods. Such research methods as description, analysis and synthesis, generalization, and linguistic analysis were used in the work. The work examines the issue of cognitive linguistics in terms of the development of communicative competence and the formation of students' linguistic personalities. The essence of the concept of "cognitive linguistics," its direction, principles, and principles are revealed. The history of the emergence of cognitive linguistics as a linguistic direction and the current state of research are described. Cognitive linguistics’ impact on forming a student's communicative competence is described. The student's types of thinking are analyzed, in particular, abstract, professional, critical, fast, and systematic. The case method is a key cognitive linguistics method used during educational activities. The proof of the values of the method is implemented, and the stages of the case method are demonstrated with the help of a graphic image. The article provides ways of forming the student's communicative competence through cognitive linguistics. The advantages and disadvantages of each method are described. The construction of the concept is carried out, which contributes to the student's faster perception of the topic and the types of concepts given.
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G. B., Najimova, and Kartbaeva N. "Cognitive Linguistics In Language Learning Process." American Journal of Social Science and Education Innovations 02, no. 12 (December 31, 2020): 407–12. http://dx.doi.org/10.37547/tajssei/volume02issue12-70.
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Cognitive linguistics is concerned with language in use, viewing language as a social phenomenon rather than simply a series of rules and structures. It is on this sense that this paper addresses the specific and essential roles of it in the English classroom from the perspective of cognitive linguistics. The article deals with the contribution of cognitive linguistics to the learning process with miming and body language.
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Petrova, Elena A. "On intentionality of communication in terms of general cognitivity." Verhnevolzhski Philological Bulletin 2, no. 25 (2021): 71–77. http://dx.doi.org/10.20323/2499-9679-2021-2-25-71-77.
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The article is devoted to the issues of cognitive linguistics, which studies language as a communication tool. The article postulates that cognitive linguistics is an approach to the analysis of natural language, which has as its main goal the study of language as a tool for organizing, processing and transmitting information. The author puts forward a point of view that it is fundamentally important for cognitive linguistics to analyze the conceptual base of linguistic categories, as well as certain mechanisms of information processing. The subject of the analysis in the article is the characteristic of the ratio of linguistic and cognitive modules. The purpose of the article is to analyze the correlation of linguistic and cognitive modules. The methodological basis of the study includes theoretical works on cognitive linguistics and philosophical theory of cognition, for which the priority is the study of language as a cognitive mechanism that contributes to encoding and transforming information. The emphasis is placed on the fact that language serves cognition, which is understood as both scientific and everyday comprehention of the world, realized in the processes of its conceptualization and categorization. Particular attention is paid to the analysis of verbal and non-verbal communication using the example of mental representations formed in childhood. The results of the analysis underline the ambiguous interpretation of the problem, revealing the mechanism of perception and generation of speech. A conclusion is made that communication can be divided into intentional and non-intentional. Evidence was found that the information transmission can be carried out without intention, i.e., not all information can be intentional.
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Cardona, Mario. "Apprendere le lingue nella terza età è possibile ed è salutare. Il cervello ci dice perchè." Revista Italiano UERJ 12, no. 2 (July 13, 2022): 21. http://dx.doi.org/10.12957/italianouerj.2021.67581.
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ABSTRACT: L’invecchiamento della popolazione è un dato demografico mondiale che assume carattere rilevante in molti Paesi del cosiddetto “primo mondo”, Il concetto di anzianità oggigiorno non può più basarsi su dati misurabili che stabiliscono quando un individuo, nell’arco della sua vita, entra nella fase della vecchiaia. Si tratta di un concetto molto più ampio e articolato che riguarda dimensioni socio-sanitarie, psico-affettive, cognitive e culturali. È necessario dunque ripensare il ruolo attivo della popolazione anziana in una società complessa e plurilingue. Nell’ottica dell’invecchiamento di successo (succesful ageing) e in base al principio di cittadinanza attiva (active citizenship) l’apprendimento delle lingue diviene un aspetto educativo rilevante sia per la partecipazione attiva nella società, sia per i vantaggi cognitivi specifici che tale tipo di apprendimento comporta. Oggi la ricerca neuropsicologica dimostra come l’apprendimento possa avvenire lungo tutto l’arco della vita e come il nostro cervello sia in grado di attivare importati fenomeni di compensazione in grado di arginare il declino cognitivo. In questo contributo si prenderanno in considerazione alcuni aspetti neuropsicologici che dimostrano come l’apprendimento linguistico nell’anziano non solo sia possibile, ma sia auspicabile. Su questi presupposti è importante che la linguistica educativa sviluppi un adeguato modello glotto-geragogico.Parole chiave: Glotto-geragogia. Anziani. Linguistica educativa. Plasticità neuronale. Riserva cognitiva. Modello STAC (Scaffolding Theory of Aging and Cognition). RESUMO: O envelhecimento da população é um dado demográfico global que assume um caráter relevante em muitos países do chamado "primeiro mundo". Hoje o conceito de antiguidade não pode mais ser baseado em dados mensuráveis que estabelecem quando um indivíduo, durante sua vida, entra na fase da velhice. É um conceito muito mais amplo e articulado que diz respeito às dimensões sócio-saúde, psicoafetiva, cognitiva e cultural. É, pois, necessário repensar o papel ativo da população idosa numa sociedade complexa e multilingue. Com vista a um envelhecimento bem sucedido e com base no princípio da cidadania ativa, a aprendizagem de línguas torna-se um aspecto educativo relevante tanto para a participação ativa na sociedade como para as vantagens cognitivas específicas que tal tipo de aprendizagem acarreta. Hoje, a pesquisa neuropsicológica demonstra como o aprendizado pode ocorrer ao longo da vida e como nosso cérebro é capaz de ativar importantes fenômenos de compensação capazes de conter o declínio cognitivo. Neste artigo, serão levados em consideração alguns aspectos neuropsicológicos que demonstram como a aprendizagem de linguagem em idosos não é apenas possível, mas desejável. Com base nesses pressupostos, é importante que a linguística educacional desenvolva um modelo gloto-hieragógico adequado.Palavras-chave: Gloto-hieragogia. Idosos. Linguística educacional. Plasticidade neuronal. Reserva cognitive. Modelo STAC (Scaffolding Theory of Aging and Cognition). ABSTRACT: Population aging is a world demographic data which assumes a relevant character in many of the countries of the so called “first world”. The concept of aging, nowadays, cannot be anymore based on measurable data that establish when a human being, throughout his life, enters the stage of old age. It deals with a much wider and more complex concept that concerns socio-health, psycho-affective, cognitive and cultural dimensions. It is therefore necessary to rethink the active role of old population in a complicated and multilingual society. With a view to a successful aging and according to the principle of active citizenship, language learning becomes an educational aspect relevant both in order to achieve an active social participation and for the specific cognitive advantages that type of learning provides with. Nowadays, the neuropsychological research shows how learning could happen throughout the entire life and how our brain is capable to activate important cognitive compensation phenomena capable of stemming the cognitive decline. This essay will take into consideration some neuropsychological aspects that demonstrate how language learning in old people is not only possible, but desirable. On these assumptions it is important that educational linguistic develops an adequate foreign language learning geragogic model. Keywords: Foreign language learning geragogic model. Old age. Educational linguistics. Neural plasticity. Brain reserve. STAC Model (Scaffolding Theory of Aging and Cognition).
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Valenzuela, Javier, Joseph Hilferty, and Oscar Vilarroya. "Why are embodied experiments relevant to cognitive linguistics?" Computational Construction Grammar and Constructional Change 30 (December 19, 2016): 265–86. http://dx.doi.org/10.1075/bjl.30.12val.
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Computational simulation models of cognitive linguistics are relatively scarce (cf Valenzuela, 2010). This is due, among other things, to the inherent complexity of the movement’s conception of language. Cognitive linguistics places great emphasis on the integration of language with sensorimotor and conceptual structure, as well as on the embodied nature of cognition and the perspective of language as a social construct. This has made it difficult for cognitive linguistics to take advantage of the benefits of computational simulation (cf McClelland 2009). The robotic paradigm of Luc Steels (Steels 1998, 2000, 2004, 2005) offers one of the most complete implementations of cognitive linguistics to date. In this paradigm, autonomous robotic agents play communication games in which linguistic information is represented by a version of construction grammar called “Fluid Construction Grammar”. The present chapter explains how this simulation is a true implementation of the theoretical proposals made by cognitive linguistics. More specifically, we show how these proposals have been operationalized for their use in the system. Computational simulations like the one described here should be of great interest to any cognitive linguist. They provide an excellent testing ground for any theoretical proposal, bringing cognitive linguistics even closer to the cognitive-science enterprise.
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Janda, Laura A. "Quantitative perspectives in Cognitive Linguistics." Review of Cognitive Linguistics 17, no. 1 (August 20, 2019): 7–28. http://dx.doi.org/10.1075/rcl.00024.jan.
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Abstract As a usage-based approach to the study language, cognitive linguistics is theoretically well poised to apply quantitative methods to the analysis of corpus and experimental data. In this article, I review the historical circumstances that led to the quantitative turn in cognitive linguistics and give an overview of statistical models used by cognitive linguists, including chi-square test, Fisher test, Binomial test, t-test, ANOVA, correlation, regression, classification and regression trees, naïve discriminative learning, cluster analysis, multi-dimensional scaling, and correspondence analysis. I stress the essential role of introspection in the design and interpretation of linguistic studies, and assess the pros and cons of the quantitative turn. I also make a case for open access science and appropriate archiving of linguistic data.
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Etelämäki, Marja. "Introduction: Discourse, grammar and intersubjectivity." Nordic Journal of Linguistics 39, no. 2 (September 27, 2016): 101–12. http://dx.doi.org/10.1017/s033258651600007x.
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This special issue includes a collection of papers on language and intersubjctivity. There are two paradigms in linguistic approaches to intersubjectivity; cognitive linguistics and interactional linguistics, but these two paradigms hardly ever meet. This is due to the fact that these paradigms have opposing views on cognition and mental events. However, both these paradigms draw from phenomenology: whereas cognitive linguistic approaches to intersubjectivity have their basis on Husserl's philosophy, interactional linguistics is influenced by ethnomethodological conversation analysis and the philosophy of Schutz. Despite the apparent differences between these approaches, there are convergences, too. Moreover, both approaches are needed for a full account of language and human intersubjectivity.
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Karabaeva, L. K., F. T. Erekhanova, and B. T. Taspolatov. "Actual Problems of Cognitive Linguistics at the Present Stage." Iasaýı ýnıversıtetіnіń habarshysy 131, no. 1 (March 30, 2024): 135–48. http://dx.doi.org/10.47526/2024-1/2664-0686.12.
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This article is devoted to the study of the historical and scientific prerequisites for the formation of a young, developing, and at the same time controversial and controversial scientific branch of linguistics - cognitive linguistics. The goals, object and subject of research in this field of knowledge are determined by theoretical and methodological principles that are formed on the basis of the cognitive-oriented work of Kazakh and foreign linguists. The continuation of the research traditions of cognitive linguistics, which is gaining popularity among Kazakh researchers, is noted. The theoretical and scientific basis of the research are such linguistic areas as frame and conceptual semantics, prototypical semantics, the theory of relevance (or linguistic emphasis), the theory of cognitive models and cognitive metaphor, the theory of mental spaces. Special attention is paid to the problems of the English language in comparison with other language groups, which creates difficulties in linguists relying on traditional approaches to the study of the language system. The identified specific features in the use of English prepositions, modal verbs, the use of participles, the category of voice, tense, aspect, mood, as well as some difficulties in coordinating tenses lead researchers to the need to use linguo-cognitive methods of cognition. The establishment of a close and complex relationship between language and the process of thinking, cognition is accepted as an evidence-based advantage of the study. The data obtained as a result of the analysis are based on logical, deductive, comparative linguistic research methods. The tools used to assess the current problems of modern cognitive linguistics can be of applied significance and be used in international scientific communities to improve approaches to language learning. The scientific and practical significance of this study lies in the search for possible ways and implementation of identification opportunities, as well as a comprehensive study of the most pressing problems, reflecting the urgent need for further development of this scientific field.
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Arppe, Antti, Gaëtanelle Gilquin, Dylan Glynn, Martin Hilpert, and Arne Zeschel. "Cognitive Corpus Linguistics: five points of debate on current theory and methodology." Corpora 5, no. 1 (May 2010): 1–27. http://dx.doi.org/10.3366/cor.2010.0001.
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Within cognitive linguistics, there is an increasing awareness that the study of linguistic phenomena needs to be grounded in usage. Ideally, research in cognitive linguistics should be based on authentic language use, its results should be replicable, and its claims falsifiable. Consequently, more and more studies now turn to corpora as a source of data. While corpus-based methodologies have increased in sophistication, the use of corpus data is also associated with a number of unresolved problems. The study of cognition through off-line linguistic data is, arguably, indirect, even if such data fulfils desirable qualities such as being natural, representative and plentiful. Several topics in this context stand out as particularly pressing issues. This discussion note addresses (1) converging evidence from corpora and experimentation, (2) whether corpora mirror psychological reality, (3) the theoretical value of corpus linguistic studies of ‘alternations’, (4) the relation of corpus linguistics and grammaticality judgments, and, lastly, (5) the nature of explanations in cognitive corpus linguistics. We do not claim to resolve these issues nor to cover all possible angles; instead, we strongly encourage reactions and further discussion.
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Pansat, Zh M., Zh I. Issaeva, and G. B. Mamayeva. "Cognitive Semantics of the Concept «kȍk» in Creating Emotional Concepts." Iasaýı ýnıversıtetіnіń habarshysy 129, no. 3 (September 30, 2023): 135–46. http://dx.doi.org/10.47526/2023-3/2664-0686.10.
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The article examines the emotional nuances of the Kazakh language concept kȍk in language use. The research article reviews the works of scientists who studied the semantic meaning of the names of species and colors in domestic and foreign linguistics and linguistic units in expressing human feelings. The linguistic character of the concept of kȍk is analyzed, revealing the cognitive nature of emotional, expressive words. In addition, a cognitive and linguistic analysis was made of the words expressing inner excitement through the intuition of a person, which is often used in connection with the lexeme kȍk in our language. The linguistic image of the world through the concept of kȍk in national culture and text through the words that express the mood of a person allows to reveal the inner world of humanity and thereby to observe the level of acceptance of joy and sorrow of the whole people. The main goal of the scientific article is to cognitively analyze the emotional tone of the color kȍk within the conceptual field of color names. In the research article, the emotional aspects of the colors and the color kȍk are considered from a cognitive point of view. There are still many problems in Kazakh linguistics, which have not been deeply studied, undiscovered, and undefined aspects of emotional signs of colors. In our modern research, we will consider the emotional aspects of the color kȍk in a linguistic and cognitive manner. From the linguistic point of view, the emotional meaning of kȍk in phraseological words is emphasized individually, and their cognitive nature in linguistic and cultural cognition is deeply studied.
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Rashidova, Sarvinoz. "THE TERM "CONCEPT" AS A BASIC CONCEPT OF COGNITIVE SEMANTICS." European International Journal of Pedagogics 4, no. 6 (June 1, 2024): 38–42. http://dx.doi.org/10.55640/eijp-04-06-08.
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Today, there is much debate over the term cognitive linguistics, and there is no agreement on what exactly the term means. According to English linguists, cognitive linguistics is a branch of linguisticsIn cognitive semantics, the term "concept" refers to a mental representation of a category that encompasses a set of related objects, events, or ideas. Concepts are fundamental to human cognition and language understanding. Cognitive semantics emphasizes that the meaning of words and expressions is grounded in conceptual structures, which are shaped by our sensory-motor experiences and cultural context.
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Michaelis, Laura A. "Cognitive Linguistics (review)." Language 82, no. 4 (2006): 898–902. http://dx.doi.org/10.1353/lan.2006.0211.
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Piquer-Píriz, Ana María, and Rafael Alejo-González. "Applying Cognitive Linguistics." Review of Cognitive Linguistics 14, no. 1 (June 27, 2016): 1–20. http://dx.doi.org/10.1075/rcl.14.1.01piq.
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In recent years, Cognitive Linguistics (CL) has established itself not only as a solid theoretical approach but also as an important source from which different applications to other fields have emerged. In this introductory article, we explore some of the current, most relevant topics in applied CL-oriented studies grouped into three main strands: Analyses of figurative language (both metaphor and metonymy) in use, constructions and typology. An outline of the contents of the eight chapters included in this special issue is provided, explaining their contributions to these research areas and highlighting their methodological rigour.
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Popovic, Ljudmila. "Current issues of cognitive linguistic studies of Serbian." Juznoslovenski filolog 73, no. 3-4 (2017): 315–54. http://dx.doi.org/10.2298/jfi1704315p.
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The paper discusses the results of research by Serbian scholars into the field of cognitive linguistics over the past ten years. Special emphasis is laid on the cognitive linguistic studies of grammar, both in Serbian proper and from the contrastive viewpoint, which successfully apply Predrag Piper?s semantic localisation theory. It highlights the achievements of Serbian scholars in the sphere of historical cognitive linguistics, as well as fuzzy linguistics. It singles out cognitive principles in research into Serbian dialectology, as well as into lexicology, cultural linguistics and ethnolinguistics. The paper specifies the distinctive principles of the multidisciplinary fields in which cognitive linguistic methods of language study are used.
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Bara, Aicha. "Computational Linguistics Approach." Mathematical Linguistics 2, no. 1 (December 31, 2022): 100–109. http://dx.doi.org/10.58205/ml.v2i1.155.
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This article aims to explain the field of computational linguistics and its specializations، its interest in computational modeling of natural language، and the study of computational approaches appropriate to linguistic questions. In general، computational linguistics draws on linguistics، computer science، artificial intelligence، mathematics، logic، philosophy، cognitive science، cognitive psychology، psycholinguistics، anthropology، and neuroscience، among others.
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Sorokina, Elvira A. "VIII INTERNATIONAL CONGRESS ON COGNITIVE LINGUISTICS (INTERNATIONAL COGNITIVE LINGUISTICS CONGRESS 2018)." Bulletin of the Moscow State Regional University (Linguistics), no. 6 (2018): 120–23. http://dx.doi.org/10.18384/2310-712x-2018-6-120-123.
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Urunbaevna, Sobirova Firuza. "LANGACKER’S COGNITIVE GRAMMAR." International Journal Of Literature And Languages 03, no. 02 (February 1, 2023): 1–3. http://dx.doi.org/10.37547/ijll/volume03issue02-01.
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Cognitive linguistics (cognitology) is a branch of linguistics that has been intensively developing in science in recent decades. Being an interdisciplinary field of research, cognitology considers human cognition of the surrounding world in relation to natural language. Cognitive linguistics studies language as a cognitive mechanism that plays a role in the coding and transformation of language. The goal of the cognitive linguistics is to understand how the processes of perception, categorization, classification, and the comprehension of the World, how knowledge is accumulated.
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Langacker, Ronald W. "A view from cognitive linguistics." Behavioral and Brain Sciences 22, no. 4 (August 1999): 625. http://dx.doi.org/10.1017/s0140525x99392141.
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Barsalou's contribution converges with basic ideas and empirical findings of cognitive linguistics. They posit the same general architecture. The perceptual grounding of conceptual structure is a central tenet of cognitive linguistics. Our capacity to construe the same situation in alternate ways is fundamental to cognitive semantics, and numerous parallels are discernible between conceptual construal and visual perception. Grammar is meaningful, consisting of schematized patterns for the pairing of semantic and phonological structures. The meanings of grammatical elements reside primarily in the construal they impose on conceptual content. This view of linguistic structure appears to be compatible with Barsalou's proposals.
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Wigfall, Jacqueline. "Pictures Turn Us On: Diaspora Cognitive Linguistics." International Journal of Languages, Literature and Linguistics 1, no. 1 (2015): 60–63. http://dx.doi.org/10.7763/ijlll.2015.v1.13.
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Cruse, D. A. "Cognitive linguistics and word meaning: Taylor on linguistic categorization." Journal of Linguistics 28, no. 1 (March 1992): 165–83. http://dx.doi.org/10.1017/s0022226700015048.
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Dąbrowska, Ewa. "Cognitive Linguistics’ seven deadly sins." Cognitive Linguistics 27, no. 4 (November 1, 2016): 479–91. http://dx.doi.org/10.1515/cog-2016-0059.
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AbstractCognitive Linguistics is an approach to language study based on three central premises: that the function of language is to convey meaning, that linguistic description must rely on constructs that are psychologically real, and that grammar emerges from usage. Over the last 40 years, this approach to studying language has made enormous strides in virtually every aspect of linguistic inquiry, achieving major insights as well as bringing about a conceptual unification of the language sciences. However, it has also faced problems, which, I argue, must be addressed if the approach is to continue to flourish. Some of these are shared with generative linguistics, while some are peculiar to the cognitive approach. The former include excessive reliance on introspective evidence; paying only lip service to the Cognitive Commitment; too much focus on hypothesis formulation (and not enough on hypothesis testing); ignoring individual differences; and neglecting the social aspects of language. The latter include assuming that we can deduce mental representations from patterns of use and equating distribution with meaning. I conclude by sketching out how these pitfalls could be avoided.
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Martín Morillas, José Manuel. "The contribution of cognitive anthropolinguistics to educational linguistics." Journal of English Studies 1 (May 29, 1999): 119. http://dx.doi.org/10.18172/jes.46.
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In this paper it is argued that, despite the welcome psycho-social emphasis in educational linguistic theories witnessed in recent decades, and with it, a rapprochement of the social sciences to the psychological sciences, the relationship between these fields has not gone far enough. The actual challenge is a move towards the unification of the social, psychological and language sciences (anthropology and sociology; cognitive science; and linguistics). A step in this interdisciplinary direction is offered by the discipline called 'cognitive anthropolinguistics', and its central concept of 'cultural cognition'. The paper discusses the implication of this concept for the field of educational linguistics, followed by a brief illustration of a cognitive-cultural application of that concept, namely the concept of 'ethnic stereotype', as part of a socio-cultural guide for a cross-cultural pedagogical grammar.
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Yan, Li. "A Cognitive Study of the Color Metaphor of Yellow." IRA International Journal of Education and Multidisciplinary Studies 16, no. 2 (July 2, 2020): 123. http://dx.doi.org/10.21013/jems.v16.n2.p5.
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A metaphor is the substitution of unknown things by familiar or perceptible things. Traditional linguistic theory regards metaphor as a rhetorical device and metaphorical linguistic transformation as an inter-lingual transformation at the rhetorical level. Cognitive linguistic theory holds that metaphor is not only a linguistic phenomenon but also an important cognitive way, which provides a new study of language cognition and transformation. From the perspective of cognitive linguistics, this paper analyses metaphorical phenomena and explores the transformation of metaphorical language to deepen readers' understanding of metaphorical language and broaden the scope of application of metaphorical techniques.
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Croft, William. "Typology and the future of Cognitive Linguistics." Cognitive Linguistics 27, no. 4 (November 1, 2016): 587–602. http://dx.doi.org/10.1515/cog-2016-0056.
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AbstractThe relationship between typology and Cognitive Linguistics was first posed in the 1980s, in terms of the relationship between Greenbergian universals and the knowledge of the individual speaker. An answer to this question emerges from understanding the role of linguistic variation in language, from occasions of language use to typological diversity. This in turn requires the contribution of discourse analysis, sociolinguistics, and evolutionary historical linguistics as well as typology and Cognitive Linguistics. While Cognitive Linguistics is part of this enterprise, a theory of language that integrates all of these approaches is necessary.
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Shtok, Nina. "Cognitive linguistics – a historical context." Białostockie Archiwum Językowe, no. 21 (2021): 123–38. http://dx.doi.org/10.15290/baj.2021.21.08.
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The article offers a brief overview of the most prominent landmarks in the development of Cognitive Linguistics. It starts with the very inception of the field in the late 70s as a strong reaction against a doctrine of generative linguistics dominating at that time. Later the paper describes the cornerstone theories which were at the onset of this linguistic enterprise. From the very beginning the movement was rather diverse and still cannot be defined as one unified theory; however, there has always been one common factor in its approaches which is the centrality of meaning in language study. The works of the second wave of cognitive linguists, which are also outlined in the article, focused even more increasingly on cognitive functions providing insights into the nature and organization of human thoughts. Nowadays the postulates of Cognitive Linguistics are applied not only to all levels of language study but extended to other scientific areas.
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Maulidia, Humaira R. "ANALYSIS OF ACTIVE ZONES IN NARRATIVE TEXT: A COGNITIVE LINGUISTICS APPROACH." JEPAL (Journal of English Pedagogy and Applied Linguistics) 2, no. 2 (February 28, 2022): 88–97. http://dx.doi.org/10.32627/jepal.v2i2.399.
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In this current research, the cognitive linguistics theory by Langacker (1987) describes linguistic as general cognition and thinking is used to maintain interrelations of narrative text with a deep knowledge analysis of the meanings of lexical concepts in it. In addition, this research aimed to find out the entity’s profiles found in two narrative texts and the different active zones found in narrative texts. The active zone is cognitive operations in cognitive linguistics that deal with senses at the level of structure of the language. Furthermore, this research employed a descriptive study by analyzing the narrative texts. The result of the research described that the characters in the narrative texts are the entity’s profile of each active zones.
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Bergs, Alexander. "The problem of universalism in (diachronic) cognitive linguistics." Yearbook of the German Cognitive Linguistics Association 9, no. 1 (November 1, 2021): 177–88. http://dx.doi.org/10.1515/gcla-2021-0009.
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Abstract Modern cognitive science and cognitive linguistics are characterized by a universalist perspective, i.e., they are investigating features and principles of cognition which can be found in all members of the human species. This in turn means that they should not only be relevant for present-day cognizers and language users, but also historically. This theoretical, programmatic paper first explores this notion of universalism in cognitive science and cognitive linguistics and suggests that the notion of cognitive universalism should be supplemented by perspectives from cognitive sociology and social cognition. These offer a middle ground in that they look at cognition as it is socially and culturally grounded, and hence inter-individual, but yet not universal. A final section on diachronic cognitive linguistics shows that in language history all three perspectives, individual, social, and universal, can have their place, and that one line of future research should explore this new perspective of social cognition in language history in order to arrive at a fuller picture of historical language users and their cognition.
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Feng, Mei, and Guojin Hou. "The Cognitive Perspective of Yulin Yuan on Modern Chinese Grammar." International Journal of Social Science Studies 6, no. 2 (January 18, 2018): 108. http://dx.doi.org/10.11114/ijsss.v6i2.2936.
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This paper is mainly a review of Yulin Yuan’s book Cognition-Based Studies on Chinese Grammar which, as one of the book series of Routledge Studies in Chinese Linguistics, was published by Routledge in 2017. On the one hand, Yuan’s cognitive studies of and his Yuanian insight into Chinese grammar are of vital importance to those students and researchers who specialise or are interested in the Chinese language, especially modern Chinese grammar. On the other hand, his research may probably promote the development of cognitive linguistics on the whole with regard to linguistic typology.
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Myronova, Natalia, Alla Poltoratska, Svitlana Romanchuk, Svitlana Bernatska, and Dmytro Boklakh. "LINGUO-COGNITIVE ANALYSIS OF A LITERARY TEXT." Conhecimento & Diversidade 15, no. 40 (December 6, 2023): 304–21. http://dx.doi.org/10.18316/rcd.v15i40.11253.
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The work is devoted to the study of the linguo-cognitive analysis of the literary text in the aspect of linguistic means of expressing concepts and images. The relevance of this article is due to the growing attention to the analysis of the literary text using the methods and techniques of cognitive linguistics. The main aspects of cognitive linguistics, lingua-cognitive analysis, and text as an object of cognitive linguistics research are widely covered in the work. The main features of the literary text, its components, and lingua-cognitive analysis of linguistic means of expressing concepts and images are defined. The purpose of the research is to reveal the lingo-cognitive analysis of the literary text in the aspect of linguistic means of expressing concepts and images. The object of research is a literary text as material for lingua-cognitive research. Research methods. Such research methods such as description, analysis and synthesis, comparison, generalization, cognitive analysis, linguistic analysis, and modelling were used in the work. The article reveals the lingua-cognitive analysis of the literary text in terms of linguistic means of expressing concepts and images. The essence of the concept of “cognitive linguistics” and the main aspects of this phenomenon are characterized. The interpretation of the term “lingua-cognitive analysis” is defined. The essence of the “text” concept and the classification features of the text are described. The scientific work describes the features of the literary text. The components of the literary text influencing the lingua-cognitive analysis are characterized. Such elements of the literary text as image, concept, character, and evaluation are summarized.