This paper suggests a theoretical model for teaching syntactic relations to foreign students of English Linguistics using insights from Cognitive Grammar as developed in Langacker(e.g.1987,1991,1999) and elaborated on...This paper suggests a theoretical model for teaching syntactic relations to foreign students of English Linguistics using insights from Cognitive Grammar as developed in Langacker(e.g.1987,1991,1999) and elaborated on in Radden and Dirven(2007). The model deals with syntactic relations as participants in a prototypically structured network of events, radiating out from the experiential action chain schema(a skeletal concept of force dynamics involved in the interaction between entities)(see Langacker, 1999). This involves dealing with syntactic relations as meaning-making tools that collaborate with the verb in a regular manner manipulating the prototypical schema. The aim is to draw attention to the need to add a cognitive semiotic dimension to the teaching of sentence structure. Such a dimension exposes learners to the cognitive factors behind grammatical meaning making and may, therefore, result in a better understanding of language structure and use on the part of learners who can become English language teachers.展开更多
Ferdinand de Saussure's thoughts on language came to light in 1916 with the publication of Cours de linguistique générale by his students. A hundred years on, the infl uence of his thoughts on modern lin...Ferdinand de Saussure's thoughts on language came to light in 1916 with the publication of Cours de linguistique générale by his students. A hundred years on, the infl uence of his thoughts on modern linguistics is still being pinpointed. This paper reviews Saussure's influence on the cognitive approaches to meaning and grammar. The main objective is to demonstrate how Saussure planted the seeds of Cognitive Linguistics through his semiotic model of the "linguistic sign"(a sound-concept pairing) and how the influence of this model is growing in the era of Cognitive Linguistics. The study demonstrates that Saussure has had a greater impact on modern linguistics than pointed out in the literature, considering that his thought on language underlies cognitive linguistics theories which can be described as representing a return to the pre-Saussurean notion of the non-arbitrariness of the linguistic sign.展开更多
This paper proposes a cognitive-semiotic model for teaching English prepositions within teacher training programs.The model is presented as a three-session grammar module that involves 1)creating an environment for th...This paper proposes a cognitive-semiotic model for teaching English prepositions within teacher training programs.The model is presented as a three-session grammar module that involves 1)creating an environment for the learners to see prepositional polysemy as multiple ways of viewing Trajector(TR)-Landmark(LM)spatial configurations(Tyler&Evans,2003,2005)and 2)guiding them to make meaning through prepositions in the context of Radden and Dirven’s(2007)event schemas.This is a simplex to complex inventory of constructions for talking about world events(i.e.the material,psychological and force-dynamic world events)that can be presented as manipulations of a basic TR-LM spatial configuration.Such a module is useful for native and non-native English teacher trainees alike considering that it allows for covering prepositional polysemy and use in a systematically graded manner,a manner that may help teacher trainees to learn to prepare conceptually-linked,graded materials for teaching prepositions to EFL(English as a foreign language)learners.展开更多
Cognitive-oriented work on simile has developed out of attempts to pinpoint features distinguishing simile and metaphor.This development has had such consequences as 1)focusing on simile as an analogy-based process an...Cognitive-oriented work on simile has developed out of attempts to pinpoint features distinguishing simile and metaphor.This development has had such consequences as 1)focusing on simile as an analogy-based process and 2)giving very little attention to the way simile and metaphor work together,treating them as independent rather than cooperating phenomena.Addressing these shortcomings,this study examines the ability of non-ironic like-simile to imply contrasts between the asserted source-target similarity and a thought or belief evoked by this similarity,giving rise to context-bound attitudinal and llocutionary implications.In cases of like-simile scaffolded by metaphors,the contrast-based process arises from the cooperation of the two phenomena in the sense that the scenario created by the like-simile rests on manipulating the conceptual metaphor(s)supporting the comparison.The analysis of these cases is placed in the Extended Conceptual Metaphor Theory(ECMT)-a contextual,multilevel theory of figurative language conceptualisation.The contrast-based process,drawn from the model of irony developed within the Lexical Constructional Model(LCM),is added to this theory as a mental-space level activity.Raykowski's sensory schema(a generalized notion of accumulation intuitions)is also added above the imageschema level metaphors,presenting the manipulation of the scaffolding metaphors as based on the expression of this schema.展开更多
文摘This paper suggests a theoretical model for teaching syntactic relations to foreign students of English Linguistics using insights from Cognitive Grammar as developed in Langacker(e.g.1987,1991,1999) and elaborated on in Radden and Dirven(2007). The model deals with syntactic relations as participants in a prototypically structured network of events, radiating out from the experiential action chain schema(a skeletal concept of force dynamics involved in the interaction between entities)(see Langacker, 1999). This involves dealing with syntactic relations as meaning-making tools that collaborate with the verb in a regular manner manipulating the prototypical schema. The aim is to draw attention to the need to add a cognitive semiotic dimension to the teaching of sentence structure. Such a dimension exposes learners to the cognitive factors behind grammatical meaning making and may, therefore, result in a better understanding of language structure and use on the part of learners who can become English language teachers.
文摘Ferdinand de Saussure's thoughts on language came to light in 1916 with the publication of Cours de linguistique générale by his students. A hundred years on, the infl uence of his thoughts on modern linguistics is still being pinpointed. This paper reviews Saussure's influence on the cognitive approaches to meaning and grammar. The main objective is to demonstrate how Saussure planted the seeds of Cognitive Linguistics through his semiotic model of the "linguistic sign"(a sound-concept pairing) and how the influence of this model is growing in the era of Cognitive Linguistics. The study demonstrates that Saussure has had a greater impact on modern linguistics than pointed out in the literature, considering that his thought on language underlies cognitive linguistics theories which can be described as representing a return to the pre-Saussurean notion of the non-arbitrariness of the linguistic sign.
文摘This paper proposes a cognitive-semiotic model for teaching English prepositions within teacher training programs.The model is presented as a three-session grammar module that involves 1)creating an environment for the learners to see prepositional polysemy as multiple ways of viewing Trajector(TR)-Landmark(LM)spatial configurations(Tyler&Evans,2003,2005)and 2)guiding them to make meaning through prepositions in the context of Radden and Dirven’s(2007)event schemas.This is a simplex to complex inventory of constructions for talking about world events(i.e.the material,psychological and force-dynamic world events)that can be presented as manipulations of a basic TR-LM spatial configuration.Such a module is useful for native and non-native English teacher trainees alike considering that it allows for covering prepositional polysemy and use in a systematically graded manner,a manner that may help teacher trainees to learn to prepare conceptually-linked,graded materials for teaching prepositions to EFL(English as a foreign language)learners.
文摘Cognitive-oriented work on simile has developed out of attempts to pinpoint features distinguishing simile and metaphor.This development has had such consequences as 1)focusing on simile as an analogy-based process and 2)giving very little attention to the way simile and metaphor work together,treating them as independent rather than cooperating phenomena.Addressing these shortcomings,this study examines the ability of non-ironic like-simile to imply contrasts between the asserted source-target similarity and a thought or belief evoked by this similarity,giving rise to context-bound attitudinal and llocutionary implications.In cases of like-simile scaffolded by metaphors,the contrast-based process arises from the cooperation of the two phenomena in the sense that the scenario created by the like-simile rests on manipulating the conceptual metaphor(s)supporting the comparison.The analysis of these cases is placed in the Extended Conceptual Metaphor Theory(ECMT)-a contextual,multilevel theory of figurative language conceptualisation.The contrast-based process,drawn from the model of irony developed within the Lexical Constructional Model(LCM),is added to this theory as a mental-space level activity.Raykowski's sensory schema(a generalized notion of accumulation intuitions)is also added above the imageschema level metaphors,presenting the manipulation of the scaffolding metaphors as based on the expression of this schema.
