Cognitive Discourse Research Articles

STRUCTURAL AND SEMANTIC CHARACTERISTICS OF THE NAMES AND DESCRIPTIONS OF DISHES IN GERMAN RESTAURANT DISCOURSE

This article is devoted to a comprehensive study of the structural and semantic features of dish names and their descriptions in German in the field of restaurant discourse. The study employs cognitive discourse analysis, elements of comparative and contextological approaches, taking into account linguocultural parameters. The relevance of the comprehensive study of the names of dishes in restaurant discourse is due to an increased interest in the parameterization of lexical units in different types of institutional discourse. The scientific novelty of this work lies in the fact that for the first time, within the framework of a restaurant menu, not only the nomination of a dish is considered, but also the structural and semantic characteristics of its description are analysed. An attempt is made to analyse a connection between the nominations of dishes and their description in the restaurant menu, as well as to determine the semantic dominants of the genre under study. It is concluded that the text of the menu as a whole presents a combination of the language for special purposes and the language of advertising. In interaction with extralinguistic factors, the nominations of dishes and their descriptions not only document the culture of food in society, but also reflect the ethnocultural picture of the world. Based on the analysis of the menu texts, it is established that structurally the names of dishes are complex words or phrases, built mainly according to the attributive model. The description of dishes performs the function of verbalizing the sensations of taste and clarifying the method of preparing dishes, characterizing the quality of dishes, their ingredients, and the intensity of taste. Evaluative parameters in descriptions are expressed at the lexical, grammatical, syntactic and stylistic levels.

The Phenomenon of Precedence as a Factor of Linguistic Security (A Case Study of German Euphemisms)

The aim of this article is to systematize and describe euphemisms as precedent (derived) units of the language and to define their role in ensuring linguistic security. The analysis of euphemisms in the German language highlights their cognitive peculiarities which consist in changing the original meaning of the word or its structure. Euphemisms verbalize the thinking pro-cess based on available experience, namely precedent thinking which is one of the factors of linguistic security. In this article, linguistic security is viewed as a specific mode of thinking, and the interpreting potential of euphemisms is shown as a way of maintaining linguistic security. The author illustrates manipulative capabilities of language on different levels, analyzing lexical and grammatical functions of euphemisms, with an emphasis on specific types of discourse, and singling out cognitive discourse strategies of using euphemisms. The article examines a number of general and particular problems associated with euphemisms and euphemization, analyzing closely related linguistic terms and describing the lexical aspect of euphemisms, their functional potential, and semantic spheres of their usage, with a special focus on euphemisms as used in religious, economic, and military discourse. Studying euphemisms in the German language, the author extrapolates her conclusions to cognitive and discursive peculiarities of euphemisms as a universal linguistic phenomenon, defining polydiscursiveness as the ability of a linguistic phenomenon to realize not the internal but the external potential of discourse.

An analysis of the use of cognitive discourse functions in English-medium history teaching at university

In this paper we focus on teachers' use of discourse functions as transmitters and builders of content knowledge in the context of English-medium instruction (EMI) at the university level. Couched within the construct of Cognitive Discourse Function (CDF) (Dalton-Puffer, 2016), we analyze 6 two-hour lessons delivered by three lecturers in history. In line with the competences set out by the Spanish Ministry and the Department of History at the University of the Basque Country (Spain) for the history degree, this analysis allows us to examine how cognitive functions are operationalized in real classroom language. The study aims to analyze whether CDFs are instrumental in the acquisition of competences in history. Our findings reveal that teachers frequently use complex CDFs by combining different types of discourse functions to achieve their communicative goals and pave the way for students’ acquisition of history competences. We conclude by putting forward some refinements and specifications of CDFs in terms of what is required by history as a discipline.

Realization of “food as a source of health” Cognitive Model

This article is devoted to the analysis of the cognitive and pragmatic factors of food representation in media discourse, as well as the peculiarities of the linguistic means of this representation. The study used the methodology of cognitive semantics and discourse analysis, including the method of cognitive modeling, the method of discourse analysis, the method of pragmalinguistic analysis, observation and description techniques. Cognitive and pragmatic aspects of food representation, in our opinion, belong to the extra-linguistic components of discourse. Filling the components of the cognitive model with certain content by means of linguistic units leads to the realization of the pragmatic goal of the journalist. For example, the component CHARACTERISTICS OF THE OBJECT (FOOD) through the media text is filled with information about color, composition, presence of additives, etc., which allows the reader to form a certain attitude towards food, which is discussed in the article.

Cross-linguistic Metaphorical Representation of the #MeToo Movement: Communicating Attitudes

The article focuses on the metaphorical conceptualisation of the #MeToo movement, which has spread virally as a hashtag used on social media in an attempt to demonstrate the widespread prevalence of sexual assault and harassment. The #MeToo movement as a social issue is looked at from the perspective of Critical Metaphor Analysis (CMA) (Charteris-Black 2005/2011, 2014, Musolff 2004, 2016, Koller 2014, De Landtsheer 2009, Hart 2010). CMA is a blend of Cognitive Metaphor Theory and Critical Discourse Analysis that aims at identifying how metaphors are used to describe socially contested issues and how they reveal speakers’ hidden intentions and attitudes (Charteris-Black, 2014, p. 174). CMA is also concerned with the different functions metaphors may perform. A predicative function, being one of many, is most likely to explain how socially sensitive issues are communicated (Charteris-Black, 2014, pp. 204-207; Musolff, 2016, p. 4). In other words, it implies positive or negative attitudes expressed towards certain issues. Thus, the paper aims to study how the predicative function of metaphor manifests in the discourse of contemporary social concerns cross-linguistically and cross-culturally. In other words, the paper looks into how different attitudes towards the #MeToo movement are communicated via metaphors in Lithuanian and English media and how they shape prevailing public attitudes.

Cognitive discourse functions in CLIL classrooms: eliciting and analysing students’ oral categorizations in science and history

ABSTRACT Embedded in a Systemic Functional understanding of education as an initiation into knowledge structures and specific activities, both of which are fundamentally mediated by language, this paper addresses one of the critical concerns around CLIL: a possible mismatch between students’ cognitive level and their L2 proficiency. The focus is on acts of classifying, comparing and contrasting facts, objects, phenomena, abstract ideas and concepts. Such cognitive and verbal actions are key in the construction of specialist knowledge, having been bundled in an umbrella cognitive discourse function (CDF) categorize. To operationalize this CDF, we develop a conceptual map through an exploratory, data-driven analysis of an oral learner corpus in L2 English and L1 Spanish on science and history topics collected in primary bilingual schools in Madrid. We also use SFL tools to examine lexico-grammatical choices which students employ to realize categorize across the two subjects and languages. The analysis shows that students encounter a range of difficulties, both conceptual and linguistic, when forming complete and appropriate categorizations in both languages. The results obtained across subjects reveal clear subject-specific tendencies in how categorizing is carried out: comparing seems to be a defining figure of thought in history while classifications were predominant in science.

Expressing evaluation across disciplines in primary and secondary CLIL writing: a longitudinal study

ABSTRACT The construct of cognitive discourse functions (CDFs) has been proposed as a bridge between linguists and educationalists, linking ‘subject specific cognitive learning goals with the linguistic representations they receive in classroom interaction’ (Dalton-Puffer 2013. “A Construct of Cognitive Discourse Functions for Conceptualising Content-Language Integration in Q4 CLIL Multilingual Education.” EuJAL 1 (2): 216–253, 220). We focus on the CDF evaluate, using the Appraisal model to analyze evaluative language in a longitudinal corpus of student texts written in L2 English across disciplines (natural science, history, art), collected from the same students at the end of primary school (aged 11+) and at the beginning and end of secondary year 2 (aged 13–14). We trace students' control of meaning-making resources for the CDF evaluate across disciplines and over time through their ability to ‘couple’ interpersonal, or evaluative, meanings with their ideational, or field-specific knowledge. The findings show some development towards appropriate field + evaluation couplings, and suggest ways teachers can focus students' attention on the language of evaluation across disciplines, aiding development of cognitive discourse competence. Our study further supports the contributions of Systemic Functional Linguistics to educational contexts, as the Appraisal framework discriminates types of evaluation for creating disciplinary knowledge.

Systemic functional linguistics: the perfect match for content and language integrated learning

ABSTRACT Recent debates on bilingual education/CLIL have insisted on the need to explore common aims across bilingual/multilingual education programmes (CLIL, CBI, immersion) instead of highlighting differences across them (e.g. Cenoz, Genesee & Gorter, 2014). One objective shared by all programmes, regardless of their specificities, is to find the ways in which content and language are best learnt and taught in integration. This involves going beyond the ‘focus on form’ perspective and looking at language as a meaning-making activity in relation to the genres and registers of specific classroom/academic disciplines. In this issue, Systemic Functional Linguistics (SFL), with its focus on the purposes of language use through texts and contexts, is applied, together with other models, such as Legitimation Code Theory (LCT) or Cognitive Discourse Functions (CDFs), to the understanding of how language and content integration is enacted and its implications for curriculum development, pedagogy and assessment. The studies represent a variety of educational levels, content areas, modes (spoken, written, classroom interaction) and bilingual/multilingual education contexts.

828-P: Challenges in Care Relationships in Diabetic Setting: The Diabetologists’ Perspective

Purpose: Poor medication adherence in persons with diabetes is a well documented issue, overall leading to worse glycemic control and quality of life. Previous studies have shown that the quality of the patient-provider relationship is a crucial factor for patient diabetes management and self-care. Most of research has focused on patient perspective, with poor attention to providers’ relational skills to handle interpersonal difficulties concerning care challenges. The purpose of the present study was to explore providers’ subjective perspective about care relationship so to detect some clues that may contribute to better manage patient medication adherence. Methods: A purposive sample of 18 Italian diabetologists participated in the study. Face-to-face interviews on providers’ emotional experience about care relationship were collected, digitally recorded, and transcribed. A computer-aided text analysis based on word co-occurrences was performed through T-Lab software, by using the conceptual model of Emotional Text Analysis. This allowed the identification of thematic domains pertaining to implicit sense-making processes, beyond the cognitive discourse organization. Results: Six thematic domains were identified across interviews, which respectively referred to: (1) preoccupation, in terms of separation anxiety and desire for contact; (2) control, focused on hypervigilance and conflict management; (3) fear for excessive closeness and effort to distance; (4) proud self-affirmation in opposition to care burden; (5) guilt feelings and over-involvement; (6) strive for achievement and satisfaction gain. Conclusions: The findings suggest the importance of providers’ awareness about potential defensive strategies in facing care challenges, from distancing to intrusive reactions, which may interfere patient health engagement and capacity to self-regulate in care behaviors, respectively. Disclosure V. Langher: None. A. Caputo: None. C. Giuliani: None. A. Convertino: None. A. Napoli: None.

Heterodox Economy in the Neoliberal Education Age

Since the last global crisis, the critical debate on economy and the teaching of heterodox economy has resurfaced. To review the magnitude and pedagogical consequences for critical education in economics and finance is the objective of this paper, which also proposes a didactic strategy based on an experience developed at the University of Extremadura (Spain) within the framework of the Didactic Innovation Group named “Ethics of University Teaching”. For this purpose, the educational implications of teaching and learning the conventional economy that derive from behavioral and cognitive psychology and discourses on entrepreneurship and corporate social responsibility are reviewed. It is concluded that the bias in the education of heterodox economy supposes a deterioration of the fundamental educational objectives, tending towards an indoctrination in the neoliberal ideology (patriarcapitalist) and to a serious loss of democratic values. For all the above, a more pluralist pedagogy at the epistemological and methodological levels—from critical psychology to critical economics or critical management studies—would help to favor a more emancipatory educational process, committed to social justice.

Дискурсивная семантика личных местоимений

В статье личные местоимения (я, ты, мы) интерпретируются в русле грамматики дискурса, ориентирующей на включение дискурсивного парадигмального компонента в квалификационные характеристики частей речи. В дискурсе личные местоимения могут выходить за пределы дейктического поля, заданного традиционными классификациями, и проявлять свойства, для понимания и оценки которых необходим комплексный (междисциплинарный) подход, обеспеченный семантической, прагматической и когнитивно-дискурсивной совместностью. Личные местоимения принимают участие в идентификации институциональных дискурсов и новых дискурсивных практик; относятся к культурно-маркированным единицам морфологического уровня; являются носителями национальных традиций, что особенно существенно для успешных межкультурных коммуникаций. Конфигурация личных местоимений в дискурсе, их расположение относительно друг друга, языковое окружение и внеязыковой фон дают основание для выявления дифференциальных признаков каждого местоимения группы. Семантико-когнитивный потенциал личных местоимений многообразно проявляется в институциональных дискурсах и формирующихся дискурсивных практиках. Намечена типологически значимая связь когнитивно-перцептивных свойств личного местоимения и типа (вида) дискурса. Так, я-духовное организует преимущественно философский, поэтический и религиозный дискурс; я-общественное активно в политическом дискурсе; без я-статусного нельзя обойтись в презентационном дискурсе и т. д. Местоимение ты имеет разный набор признаков в диалоге и в монологе в соотнесенности этих структур с типом дискурса. Местоимение мы включено в широкий спектр инклюзивно-эксклюзивных идентификаций. Обращается внимание на межкультурный аспект в употреблении рассматриваемых местоимений с акцентом на особенностях русской ментальности. Включенные в статью текстовые иллюстрации повышают доказательный уровень эффективности когнитивно-дискурсивного подхода к исследуемой проблеме.

Characterising integrated content-language pedagogies of global perspectives teachers in Dutch bilingual schools

ABSTRACT This study aims to characterise teachers’ integrated content-language learning pedagogies teaching the skills-focused subject Global Perspectives (GP) in Dutch bilingual upper-secondary-schools. Eleven teachers from seven bilingual schools across the Netherlands participated in the study in the school-year 2016-2017. To obtain insight into teachers’ pedagogies, semi-structured interviews and observations of GP lessons were used. Dalton Puffer’s Cognitive Discourse Functions (CDF) construct [(2013). A construct of cognitive discourse functions for conceptualizing content-language integration in CLIL and multilingual education. European Journal of Applied Linguistics, 1(2), 216–253. https://doi.org/10.1515/eujal-2013-0011], in combination with a focus on subject-specific Culture, was used as a heuristic to analyse the integrated content-language pedagogies of teachers. Main findings include that the participating schools had three distinct Intended Curriculum foci and, within these, five different types of integrated content-language learning pedagogies were identified. Main implications discussed are that focusing on subject-specific culture and using the CDF Construct is a useful heuristic to allow analysis of teachers’ integrated content-language pedagogies, and that it may also provide a useful framework for both pre- and in-service teachers in CLIL contexts to emphasise the integrated nature of CLIL teaching.

Cognitive Discourse Functions: A Bridge between Content, Literacy and Language for Teaching and Assessment in CLIL

Amb l'auge dels programes d'educacio bilingue que utilitzen l'enfocament AICLE (aprenentatge integrat de continguts i llengua estrangera), cada vegada mes es necessiten marcs conceptuals i practiques per a ajudar als professors en la integracio dels continguts, les formes de comunicacio especifiques per a comunicar els continguts (‘literacy’ en angles) i el llenguatge. Aquest article proposa que el constructe ‘Cognitive Discourse Function’ (funcio del discurs cognitiu) o CDF en les seves sigles en angles (Dalton-*Puffer, 2013) te una potencial clara per a ajudar a aconseguir una integracio mes profunda dels continguts, ‘literacy’ i llenguatge del que s'aconsegueix en les practiques actuals. Les funciones del discurs cognitius (CDFs) es refereixen a com els processos cognitius de l'aprenentatge de continguts academics (p. ex. descriure, definir, explicar o avaluar) es realitzen a traves de patrons linguistics recurrents a l'aula. En l'articles'argumenta que aquests patrons linguistics creen un ‘pont’ que enllaca els continguts, ‘literacy’ i llenguatge per a aixi evitar la separacio artificial dels continguts i llenguatge que encara caracteritza moltes de les practiques habituals en aules bilingues. L'article informa sobre un treball de recerca dut a terme en un programa bilingue a Espanya, en el qual es va investigar la produccio d'una funcio (definicions) d'alumnes de 6e d'educacio primaria. Basat en els resultats d'aquest treball, i el marc conceptual presentat en l'article, s'ofereixen unes pautes per a guiar la practica de l'educacio bilingue amb un enfocament AICLE en les arees de desenvolupament curricular, disseny de materials, ensenyament a l'aula, i avaluacio.

Identity chains in newspaper cartoon narratives: an integrative model

The literature on political cartoons and narrative has revolved around the question of how single-panel images can have narrative potential. This rests on the apparently erroneous assumption that most editorial cartoons, in contrast to comic strips or comic books, lack a continuing story arc that plays out over an n-issue series. Thus, drawing primarily on cognitive discourse analysis and social semiotic theories, this article focuses on the diachronic/temporal tracking of global texture and coherent narrativity in political cartoons. Specifically, it proposes that every cartoon panel is a portion of a narrative, and hence examines how narrative entities (including people, places, and things) are cohesively tied together as cartoon stories unfold. The integrative approach is illustrated on the basis of an analysis of 20 cartoons published in the Egyptian newspaper Al-Ahram.

ЛІНГВОАКСІОЛОГІЧНЕ МОДЕЛЮВАННЯ КОНФЛІКТУ МІЖ ПРИБІЧНИКАМИ ТА ОПОНЕНТАМИ МИРНИХ ІНІЦІАТИВ ПРЕЗИДЕНТА УКРАЇНИ ВОЛОДИМИРА ЗЕЛЕНСЬКОГО

The article is devoted to the discursive projections of the discussion about President of Ukraine Volodymyr Zelensky and his peace initiatives. The articles about these initiatives published in the internetnewspaper «Ukrainska Pravda» were analyzed. It was selected for investigating the preparing for the Paris Summit on 9th December 2020 and reactions to its results. This discourse attracts attention due to the huge number of negative evaluations given to the traditionally positive value PEACE and to the actions directed towards gaining of it. The research has been carried out in the cognitive discoursive paradigm and critical discourse analysis. Those are approaches which let us open the meanings input by a speaker in the text sometimes unconsciously. It should be noted that investigation of hybrid wars highlights the great role of hided meanings in it. The original method of axiological dynamic modeling has been used to open these meanings. With its help, process and results of axiological categorization can be presented as an axiological propositional structure. Thus, the denoted situation «Peace initiatives by President of Ukraine Zelensky at the Paris Summit 2019» has been modeled with the propositional axiological frame. This frame contains such structural components: the subject of evaluation – Ukrainians, whose articles or comments were published in the internet-newspaper «Ukrainska Pravda»; the predicate of evaluation – «I think that my opinion is reliable and socially acceptable enough to become public»; the object of evaluation – President of Ukraine Volodymyr Zelensky, his political power and party, his peace initiatives and the value Peace as such; the predicate of evaluation: (1) positive and negative valences for the same objects, that give the reasons to say about axiological conflict; (2) criteria of evaluation – ACKNOWLEDGMENT, DEMOCRACY, JUSTICE, PATRIOTISM, POWER (SOCIAL STATUS), RESULT, SECURITY. As far as criteria of evaluation correlate with the value concepts of a speaker, one can say that those are the value concepts which become the basis for categorization of this situation. As regards the reason of the conflict, its sources can be such: (1) participants of the conflict share similar values but put them on different places in their hierarchical value systems; (2) different opinions about denotative meanings of mentioned values, first of all about meanings of the concepts SECURITY and PEACE.

ОСОБЕННОСТИ ПЕРЕВОДА ГРАФИЧЕСКИХ РОМАНОВ

The article deals with one of the issues in the study of creolized text – the special features of graphic novels translation. These are explored based on the translation from Spanish into Russian made by the authors of the paper for the literary work Wrinkles (Spanish: Arrugas) written by Paco Roca. The authors consider cognitive discourse analysis to be the main approach to the translation of the abovementioned graphic novel. It gives an opportunity not only to justify the researchers’ translation decisions but also to convey the author’s idea and his personal perception of the world in a more complete and accurate way. The frame method, which is regarded as an adequate mode of the concept structural organization, makes it possible to build the sphere of concepts of the source text. The concepts of MEMORIA (memory) and VEJEZ (old age) are considered the key concepts of the graphic novel because, as it was found at the stage of pre-translation analysis, they create its artistic space. The frame analysis of the fundamental concepts of the source text and the identification of semantic correlations between the language representants make it possible to translate the researched literary work. Based on the research results, the authors draw a conclusion about the special features of graphic novels translation and the effectiveness of applying the cognitive discourse analysis to the translation of such works. The study concludes with an outline of the prospects for further research on graphic novels, a new literary genre that represents an unusual combination of fine art, literature and cinematography.

ПАРАМЕТРЫ РЕГИОНАЛЬНОГО МЕДИАДИСКУРСА: СУБЪЕКТ, КОММУНИКАЦИЯ, СТРУКТУРА КОНТЕКСТА

The article examines the main characteristics of regional media discourse defined on the basis of Teun. A. van Dijk’s cognitive discourse theory. The article focuses on three aspects: the types of subjects of social action; features of the media text; and the context structure of regional media discourse. The author proposes to introduce a regulatory goal setting along with the cognitive one into the media discourse functioning model. This change influences the ultimate goal of media functioning. According to the author, apart from giving information, journalists and their articles have an important task of encouraging social action. Therefore, the article concentrates on the types of subjects of social action, but not on the types of authors of media texts. Subjects of social action are: institution, person, media, and society. All of them (except for society) can act both as authors and main characters in media texts. Society is the only subject of the media field that is symbolic. Its function is to give an ethical assessment of the content of the media message. Mass audience is characterised as generally passive, and it is not able to become the subject of media discourse. It leads to the fact that the opponent (interlocutor) of the author cannot take part in shaping the content and developing the dynamics of regional media discourse, like in oral discourse. The characters of the texts, i.e. subjects of social action, do it, depending on how the author presented them. As a result, the images of subjects become dramatic. Thus, the main communicative factor in shaping media discourse is the activity of the mass media and the authors. The text is an elementary unit of media discourse. The text takes up the functions of a communicative situation and can fill gaps: it can help reconstruct some characteristics of the simulated speech communication. The media text (in the intended role characteristics of the consumer) contains conditions for the consumption of the mass product. The importance of the context increases in the conditions when a typical situation becomes equal to the text of a media message. In accordance with regulatory goal setting, the structure of the media context is as follows: the event-related context layer is on the surface, the social is deeper and leads to the development of social change in the actions and the worldview of the consumer, and the cultural media context is the most profound and penetrating. All layers of the media context are closely intertwined and connected with each other.

Linguopsychology Based on the Methods of Cognitive Studies: The Lexicographic Aspect

This article focuses on linguopsychology, a new interdisciplinary branch of linguistics which shares the subject matter with psychology and relies on the methods of cognitive studies. The author describes the stages of its establishment, examining the specifics of studying emotions, the role of their categorisation, and how the corresponding research results could be reflected in ideographic dictionaries. The aim of the research is to reveal the patterns underlying the categorisation of emotions based on cognitive technologies used in linguopsychology when interpreting emotions-related vocabulary to describe its systemic organisation with reference to the principle of multiple paradigms and reflecting research results in the form of ideographic dictionaries. For the purposes of the research, the author employs a number of methods of linguistic and linguo-cognitive analysis, carrying out a theoretical analysis of linguopsychology as a separate subject area; empirically, the study of emotive vocabulary relies on structural and semantic, denotative and ideographic, paradigmatic, componential, definitional, and conceptual and cognitive discourse analyses. The results of the research are presented according to lexicographic parameters. At the final stage of the research, the author categorises the emotive vocabulary according to a number of aspects (singling out around 21 000 words) and compiles a new ideographic dictionary An Alphabet of Emotions: A Thesaurus of Emotive Vocabulary . In the dictionary, referring to cognitive technologies and strategies, the vocabulary is divided into 39 thematic groups reflecting the basic emotion of the Russian person, and 312 subgroups denoting their variations. Employing linguistic methods and referring to the principle of multiple paradigms and a complex of research aspects, the author provides the first ever multicategory classification of emotive vocabulary which is reflected in the global structure of the new dictionary, with denotative ideographic groups at the top ( Inspiration ( Rus . вдохновение), Sorrow ( Rus . горе), Joy ( Rus . радость), etc.) which fall into subgroups taking into account some regular parameters employed for the interpretation of emotions, i.e . emotional state , attitude , formation of emotions , influence , outer expression , characterisation , quality , and individual as a bearer of emotions . The materials of the publication may be useful both to linguists and to specialists in the psychology of emotions. Additionally, the results of the research may be used for further studies in different fields, i.e. linguopsychology, linguistic cognitive studies, and lexicography as well as in courses focusing on the examination of the inner world of an individual.

Integrating Language and Literature: A Text World Theory Approach

In UK schools, there remains a compartmentalisation of English into ‘language’ and ‘literature’, evident in the ways that the subject is taught and examined and in the degrees to which teachers perceive themselves as being either a ‘language’ or a ‘literature’ teacher. In this paper, we suggest that an approach informed by cognitive linguistics and cognitive stylistics offers a wealth of affordances to the teacher who wishes to integrate aspects of linguistic and literary studies into their teaching. We argue that, in particular, the cognitive discourse grammar Text World Theory provides an accessible and usable set of pedagogical principles, and present two case studies of collaborative research with teachers in which they drew upon Text World Theory as a model for thinking about grammar teaching, literature teaching, lesson design, classroom talk and their own identity as a teacher of English. The data suggests that this approach may have positive benefits for students engaging in high-level linguistic analysis and the developing of responses to literature, and for teachers thinking about lesson and activity design.

From Divergence to Convergence: Towards Integration of Cognitive Linguistics and Critical Discourse Analysis in Political Discourse

The social turn of cognitive linguistics and cognitive turn of critical discourse analysis breed the opportunity for cognitive linguistics and critical discourse analysis to develop towards a more converging path that integrates both cognitive and social dimensions of language. As known, political discourse is intrinsically persuasive and always informs a power relation with attempts to achieve effectiveness of persuasion. This paper argues that both approaches (Cognitive Linguistics and CDA) are concerned with surfaced evidence of implicit ideologies hidden behind political discourse, so the integration of CL and CDA could extend the research scope for both paradigms on one hand, and provide more powerful explanatory tools to augment our understanding of the intertwined relations between language, cognition and society on the other.