Development Of Cognitive Linguistics Research Articles

Концептуальная структура бинарной аксиологической оппозиции истина — ложь

Axiological categories and the concepts they consist of have always been a major area of interest in science. The development of cognitive linguistics has opened new perspectives for the study of axiological events, categories and concepts within them. This article explores the structure of the axiological binary opposition truth-lie, based on the material of the English language. In English, the verbalised concept truth encodes information about both objective truth as well as its subjective perception and re-translation. A combination of methods — definitional, frame and conceptual analyses — makes it possible to investigate and model the structure of the frames TRUTH and LIE, identify their main slots and the type of conceptual information they encode. The results of the analyses suggest that the two frames have the same structure and the same number and type of slots. However, the conceptual content of the slots is different. From the conceptual point of view, the axiological binary opposition truth — lie is a continuum having an intermediate blend zone “neither truth nor lie”, incorporating the axiological paradoxes, which form the conceptual basis of manipulation.

An empirical survey of statistical research methods in applied science

With the continuous development and improvement of China's social economy, and the improvement of social living standards and abilities has led to increasingly strict requirements on the quality of life, more and more attention has been paid to education in China. Driven by the current social development, applied linguistics is developing and making progress. Its corresponding language research methods and the reform and innovation of language application have undergone further changes, and great research achievements have also been achieved. At present, with the open development of social economy and the comprehensive coverage of scientific information technology, language learning and communication have gradually become an important part of learning and education. With the emergence and development of cognitive linguistics, corpus, statistics, special English and computer languages, applied linguistics has become a nationalized research system in its research development. This paper makes an empirical investigation and analysis of the corresponding situation through the research method of applied linguistics, and reflects the development of current applied linguistics through data.

Teodora Popescu (Editor). Cognitive approaches to contemporary media. New Castle upon Tyne: Cambridge Scholars Publishing, 2021. Pp. i-xi, 1-210. ISBN: 978-1-5275-6953-9

Teodora Popescu (Editor). Cognitive approaches to contemporary media. New Castle upon Tyne: Cambridge Scholars Publishing, 2021. Pp. i-xi, 1-210. ISBN: 978-1-5275-6953-9

The cognitive function of a conceptual metaphor and its methodological foundations

The theory of metaphor has gone through its development, starting with the works of Aristotle, in which it was begun, to the present state, when the linguistic paradigm became anthropocentric, and all linguistic phenomena are considered in direct connection with a person, his thinking, with society. The metaphor, which manifests the principle of human analogue thinking, occupies one of the central places in the cognitive direction of linguistic research. The cognitive theory explores metaphor as a means of conceptualising reality, as a basic mental operation that combines various conceptual spheres to explain, characterise, and cognise one with the help of the other. The novelty of the research is determined by the fact that in traditional theories (comparison theory, semantic approach) metaphor was perceived only as an unusual use of the word, as an abbreviated comparison, or investigated its semantic side, but did not pay attention to the reasons for the emergence of the metaphor, its essence, nature, its mechanisms generation, its role in the process of thinking and cognition. The authors show that the further development of the theory of metaphor is observed in close connection with the development of cognitive linguistics. The practical significance of the research is determined by the fact that the metaphor is shown not only as a phenomenon of language, but also one of the main means of thinking.

Portuguese Early Literacy Screening Tool- RaLEPE: Pilot Study

Early literacy development is an indicator of a child’s overall cognitive-linguistic development and affects their academic, social, emotional and behavioural skills. Research suggests that early detection in preschool years can have an important role in the prevention of academic failure. There is a lack of early literacy screening tools for Portuguese preschool children. This study aims to present preliminary data results of the development and validation of the Preschool Early Literacy Screening Tool (Rastreio de Literacia Emergente Pré-escolar- RaLEPE). A pilot study was carried out with a sample of 128 screenings, answered by the parents/caregivers of the Portuguese children in the target age groups. The analysis of results shown the reliability of the tool, with a very good internal consistency for RaLEPE total scale and the different sections. Therefore, preliminary results of this study indicate internal validity of the RaLEPE and confirm this as screening tool usefulness for early intervention childhood, to provide early diagnosis and contribute to early intervention for children with language and learning disorders.

Audio description accompanying video content as a compensatory tool in socialization and cognitive-linguistic development of children with visual impairment: the search for theory for alternative AD application

ABSTRACT Purpose: This article’s aim is to discuss the potential of audio description (AD) in two contexts: (1) developmental and educational difficulties experienced by children with low vision or total blindness; (2) psycho-social importance of access to mass media by children and adolescents. Method: The considerations presented here are formed on the basis of a literature review and – by referring to well-established theories – draw from several different fields, for example (typhlo)psychology, (typhlo)pedagogy, and media accessibility. Results: The existing evidence base shows that visual stimuli are a spur in children to start conversation, which, in turn, supports acquisition of communication skills and new knowledge. This suggests psychological and educational consequences for children with severe visual impairment. Conclusions: The present article explains why AD may be an effective tool to compensate for the lack of sight in children with severe visual impairment who may be missing out on important opportunities in terms of their overall growth and personal development. It also includes information for caregivers and teachers on why it is worth to use AD as a supportive tool for children with typical vision. The information provided may also act as a guideline for AD creators to reconsider the content and form of AD tracks, consequently optimizing the effectiveness of their products and increasing the social inclusion of children with visual impairment.

The Intersection of Education and Healthcare: Supporting Children with Chronic Health Conditions

Objective: Chronic health conditions in childhood have been negatively associated with linguistic, academic, and occupational outcomes. Traditionally, categorical diagnostic approaches relying on exclusionary criteria are used in healthcare services. Methods: This literature review examines research from various fields to evaluate the effects of chronic illness in cognitive-linguistic development in children. We explore the implications for different conceptualizations of the term “chronic illness.” We compare categorical and non-categorical diagnostic approaches, specifically in relation to children’s academic performance. Results: We provide recommendations for bridging the gap between healthcare and education to provide children with chronic conditions the best chance of thriving medically and academically. Definitions of chronic illness that rely on inclusive criteria and acknowledge individual variability seem best suited for clinical practice and research. Conclusions: Effective supports for children with chronic illness require evidence-based treatment approaches that are tailored to the unique needs of each individual child. Educators, healthcare providers, families, and related service providers must have open lines of communication to serve children with chronic health conditions. Early identification and intervention is crucial.

Cognitive linguistics – a historical context

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.

Concept “cow” (“bull”) as an archetype in ancient written texts

The 21st century is characterized as the century of globalization, the integration of cultures, which, of course, leaves its mark on the development of cognitive linguistics. Linguistics as a science of language, reflects all the changes that occur in the thinking and speech behavior of modern society. Cognitive linguistics makes it possible to identify and trace the logical foundations of the emergence and development of the human language as a general cultural phenomenon of human life and its features within the framework of a national culture. Cognitive studies in the language bring people together with different levels of development, culture and religious affiliation, which is necessary in the high-tech age, as they promote tolerance, religious tolerance and mutual respect. The article analyzes the mythological and religious texts of different peoples and faiths in order to identify one of C. Jung’s archetypes. It is a collective unconscious modeling function of certain words. Three centuries ago R. Descartes called such archetypes “the alphabet of human thoughts”. Then this expression was partially used in the late 1650s by the mathematician Blaise Pascal, and later applied in the works of G. Leibniz at the end of the 17th century. It is noteworthy that Descartes, Pascal, C. Jung and some other famous scholars were among the first in linguistics and the history of philosophical teachings to point out the importance of studying the symbolic primitives of thought in linguistic culture. They believed that such archetypes, thanks to symbolism, are part of the general linguistic picture of the world. At the same time the analysis was carried out, confirming one of the main provisions of modern cognitive linguistics about the interplay of language and culture, the originality of the linguistic picture of the world put forward in the Middle Ages by E. B. de Condillac, later proclaimed by W. von Humbolt, and underlying Sapir-Wharf’s theory of linguistic relativity.Not trying to “grasp the immensity”, the author of the article did not set a goal to indicate the use of the tokens “bull” and “cow” in different ancient languages. For example, in Asia and the East they acquire individual meaning in the group of Semitic languages (Arabic, etc.) or Turkic-speaking (Turkish, etc.). They are beyond the scope of our study. Comparisons and comparisons of these lexemes only in Russian and Hindi and a group of Indonesian languages come into view. Some other isolated parallels relate to the so-called “background information”. The study relies on a systematic analysis of the famous anthropologist K. Levy-Strauss and on the analogy method, widely used by linguists, culturologists, and anthropologists.

Language dominance predicts cognate effects and metalinguistic awareness in preschool bilinguals

ABSTRACT The current work investigates whether language dominance predicts transfer of skills across cognitive-linguistic levels from the native language (Spanish) to the second language (English) in bilingual preschoolers. Sensitivity to cognates (elephant/elefante in English/Spanish) and metalinguistic awareness (MLA) have both been shown to transfer from the dominant to the nondominant language. Examining these types of transfer together using a continuous measure of language dominance may allow us to better understand the effect of the home language in children learning a majority language in preschool. Forty-six preschool-aged, Spanish-English bilinguals completed English receptive vocabulary and metalinguistic tasks indexing cognate effects and MLA. Language dominance was found to predict crosslinguistic (cognate) facilitation from Spanish to English. In addition, MLA skills also transferred from Spanish to English for children with lower English proficiency, and no transfer of MLA was evident for children with higher English proficiency. Altogether, findings suggest that transfer from a dominant first language to a nondominant second language happens at linguistic and cognitive-linguistic levels in preschoolers, although possibly influenced by second language proficiency. The current study has implications for supporting the home language for holistic cognitive-linguistic development.

From 1970s until present: New horizons of cognitive linguistics and its application in CLIL, teaching languages and literature, SLA and translation studies

The present paper studies some important stages of evolution of cognitive linguistics from the 1970s till present. One of the main ideas, appeared in the second half of the last century, which lies at the basis of cognitive linguistics is that language cannot be treated as a separate function of human brain but it makes and inseparable part of human cognitive abilities; language is closely intertwined with cognition. One of the most prominent manifestations of cognition is imagination, the ability to project concepts onto other concepts. This mechanism of projection (mapping) lies at the basis of the conceptual metaphor theory (CMT), introduced by Lakoff and Johnson, which became a milestone in the development of cognitive linguistics and its fundamental aspect. The paper focuses on CMT, as well as on some other theories of metaphor, which aspects were elaborated and integrated into CMT. The article also analyses the neural theory of metaphor - the next important evolutionary stage in cognitive linguistics. Facounnier and Turner further elaborated the principles of conceptual mapping and combined them with conceptual blending in the conceptual integration theory, which is also studied in the article as the mechanism explaining how human mind works. Feldman elaborated these theories to create a neural theory of language, which is considered in this paper as well. The article emphasizes that cognitive linguistics is very effective for research as well as for teaching since it provides a set of powerful tools able to enhance teaching of languages and literature (besides other subjects). The blending theory, CMT as a particular case of blending theory, as well as the neural theory of language are of particular interest not only for the human brain and mind studies but to the Artificial Intelligence studies as well. The paper observes that these and other instruments of cognitive linguistics can be successfully employed in the Second Language Acquisition studies, translation studies, CLIL, etc.

Verb-particle constructions in Cognitive Linguistics perspective: Compositionality behind selected English phrasal verbs

The developments in Cognitive Linguistics have made it possible to uncover multiple meanings of composite structures to the effect that more and more scholars have become interested in the issue of semantic relations in verb-particle constructions. With only a handful of those focusing on both elements of such constructions, many of them have directed their research towards the study of particles exclusively. The current paper aims to advance the study on phrasal verbs by offering a new outlook on their compositional nature. In order to achieve a desired aim, the principle of partial compositionality is adopted here. Hence, apart from focusing on both the verb and the particle, the senses that go beyond those comprising the composite parts receive considerable attention in this study. The phrasal verbs singled out for the purpose of the analysis include: get and take with selected spatial-orientational particles.

Media Promotion Role of Economic Vocabulary: Specific Features and Functions in Presentation and Advertisement

The article is devoted to studying the media promotion role of economic vocabulary in the media discourse. The aim of the study is realized in the content analysis of the economic vocabulary in promotion and advertisement. We identify the features and functions of economic vocabulary in promo and advertising discourse. The paper deals with the interpretative analysis of economic lexicon in different types of media texts. The complex methods of semantic and pragmatic, functional and interpretative analysis of the realization of the economic vocabulary in the media discourse are used. The article reveals functional specificity of presentation texts and advertising texts. We carry out an analysis of economic vocabulary and phraseology which are used in presentation and advertizing as one of their components. On the basis of the received results we reveal specific features and functional specificities of economic vocabulary usage in presentation and advertising texts. The ways of analysis are useful for development of cognitive linguistics, socio- and psycholinguistics, semantics, pragmatics, lexicology, stylistics, discourse linguistics, media linguistics, cultural linguistics, and communication theory. In the article, we establish that presentation and advertising texts have almost the same purposes, their structural components have their specific features. Both economic presentation and economic advertisement have structure which is convenient for the auditorium to apprehend information. The main structural parts of presentation and advertisement are similar. Economic terms in media presentations make the economic vocabulary cultural determined. Terms in economic advertisements are used quite rare but there can be realities, symbols and concepts. The expressive stylistic means are also used in such advertisements: neologisms, attributive phrases, slangy words, jargons, metaphors and others.

Сравнительное изучение концептуальных метафор английского и китайского языков в межкультурной коммуникации

Abstrsct. With the development of cognitive linguistics, the theory of metaphor has received great concern. Different from the traditional view, the conceptual metaphor indicates a universal cognitive phenomenon of human beings. This paper is a comparative study of the E/C conceptual metaphor systems. By analyzing their cognitive similarities and cultural differences, the paper aims to shed some light on language communication and understanding in cross-cultural exchange. Since its inception, the theory of conceptual metaphor is constantly being improved and developed. The breadth and depth of the study of conceptual metaphors in the intercultural space of English and Russian languages are unlimited. The significance of her research was confirmed by linguists from China, England and other countries (Chen Jiaxiu, 2007; Shu Dingfang, 2000; Lakoff and Johnson, 1980; Liu Jongde, 1992). The fundamental methodological basis of this study is the comparative method, the analysis method. With their help, it was possible to give a vivid pronounced feature of the conceptual metaphor, as well as to reveal the cultural differences between the two languages. A synthesis method is also used that collects the overall picture of the study from its analyzes. As a result of its use, the trend and value of this study was emphasized, and in this regard, it will establish an important link between the conceptual metaphor in English and Chinese. The purpose of this article is a comparative study of the conceptual metaphor

DYING IS HARD TO DESCRIBE: METONYMIES AND METAPHORS OF DEATH IN THEILIAD

Homer'sIliadis an epic poem full of war and battles, but scholars have noted that ‘[t]he Homeric poems are interested in death far more than they are in fighting’. Even though long passages of the poem, particularly the so-called ‘battle books’ (Il.Books 5–8, 11–17, 20–2), consist of little other than fighting, individual battles are often very short with hardly ever a longer exchange of blows. Usually, one strike is all it takes for the superior warrior to dispatch his opponent, and death occurs swiftly. The prominence of death in Homeric battle scenes raises the question of how and in which terms dying in battle is being depicted in theIliad: for while fighting can be described in a straightforward fashion, death is an abstract concept and therefore difficult to grasp. Recent developments in cognitive linguistics have ascertained that, when coping with difficult and abstract concepts, such as emotions, the human mind is likely to resort to figurative language and particularly to metaphors.

Вклад Д.С. Лихачёва в развитие когнитивной лингвистики

Вклад Д.С. Лихачёва в развитие когнитивной лингвистики

Contemporary cognitive linguistics: Thirty years after

The paper reviews recent developments in cognitive linguistics now that three decades, give or take, separate us from the time it was born. The author claims that these developments have not yet been brought together, nor contemplated at length. Both formal and substantial aspects are identified, the former manifested by cognitive linguistics becoming yet more deeply grounded in academic life and curricula across different countries. The latter are represented, first, by further elaborations of classical works, which can be exemplified by manifold studies in conceptual metaphor and metonymy, or lexical polysemy. Second, new trends have become noticeable in recent years, in particular, a definite shift from theoretical concerns to practical applications. This has given rise to the so called applied cognitive linguistics concerned mostly with second language acquisition and translation studies. Besides, cognitive linguistics can be seen to have gone empirical, making close contacts with corpus linguistics. However, the central development of contemporary cognitive linguistics, as posited by the author, is its integration tendency. Rather than go on opposing itself to other schools and branches, cognitive linguistics today seeks to become entrenched in traditional philological fields, such as lexicography, stylistics, poetics, discourse analysis, sociolinguistics, ethnolinguistics, etc., enriching them with new ideas and approaches. The key intrigue is whether cognitive linguistics will remain as such or get absorbed by other fields of study. Common theoretical foundations shared by major classical cognitive works are certainly a uniting factor, but the inherent heterogeneity of cognitive linguistics may tip the balance in favour of breaking down into a number of smaller fields and groups of scholars. Be that as it may, cognitive linguistics is undergoing changes that may be indicative of its further development.

Techniques of Shifting Part of Speech in Biological English (ESP) Literature Translation

Part of speech is a core concept of the traditional English grammar. The use of different kinds of parts of speech has strict rules. Because of the differences between source language and target language, simply translate mechanically will cause great negative impact on translation work, especially in literary translation. Therefore, we should jump out of the bondage of the original part of speech and shift the part of speech flexibly in order to achieve a vivid translation effect. Parts of speech shift are also called zero inflectional changes, or functional transformation. In contemporary English, parts of speech shift method are the most common means of word formation and very active grammatical rhetorical methods. As a language phenomenon, the shift of parts of speech is not only extremely common in literature translation work, but also very important as a way of word formation in biological and scientific work translation. However, parts of speech shift are not only a way of word-formation in traditional English grammar. This article will combine the emergence and development of cognitive linguistics to discuss the part of speech shift mechanism and skills from the perspective of human cognitive ability, and concludes several useful methods in contemporary translation work of biological papers.

Cultural Teaching for Translation Based on Cognitive Linguistics at College

In traditional translation teaching, teachers tend to focus only on translation theory and methods. Student’s initiative in translation is often overlooked. With the development of cognitive linguistics, “experiential concept” is also gradually being used to explain the translator as subjectivity in teaching of translation. Cognitive linguistics translation theory emphasizes the importance of the translation process and cognitive experience; adhere that translation is homeostasis between cognitive initiative and conditionality body. Cognitive linguistics translation theory provides a new perspective of translation studies and has a profound significance for translation teaching. Through discussion use of “experiential concept” in translation teaching, to further explore the positive role of cultural education in translation teaching, as well as the role of the protection of the national culture.

Cognitive Linguistics and interactional discourse: time to enter into dialogue

abstractUsage-based theories hold that the sole resource for language users’ linguistic systems is language use (Barlow & Kemmer, 2000; Langacker, 1988; Tomasello, 1999, 2003). Researchers working in the usage-based paradigm, which is often equated with cognitive-functional linguistics (e.g., Ibbotson, 2013, Tomasello, 2003), seem to widely agree that the primary setting for language use is interaction, with spontaneous face-to-face interaction playing a primordial role (e.g., Bybee, 2010; Clark, 1996; Geeraerts & Cuyckens, 2007; Langacker, 2008; Oakley & Hougaard, 2008; Zlatev, 2014). It should, then, follow that usage-based models of language are not only compatible with evidence from communication research but also that they are intrinsically grounded in authentic, multi-party language use in all its diversity and complexities. This should be a logical consequence, as a usage-based understanding of language processing and human sense-making cannot be separated from the study of interaction. However, the overwhelming majority of the literature in Cognitive Linguistics (CL) does not deal with the analysis of dialogic data or with issues of interactional conceptualization. It is our firm belief that this is at odds with the interactional foundation of the usage-based hypothesis. Furthermore, we are convinced that an ‘interactional turn’ is not only essential to the credibility and further development of Cognitive Linguistics as a theory of language and cognition as such. Rather, CL-inspired perspectives on interactional language use may provide insights that other, non-cognitive approaches to discourse and interaction are bound to overlook. To that aim, this special issue brings together four contributions that involve the analysis of interactional discourse phenomena by drawing on tools and methods from the broad field of Cognitive Linguistics.