Introduction to Cognitive Linguistics 3301-JF167
The course is intended for BA students. Its aim is to introduce the main assumptions, as well as some of the theoretical notions, and research topics of cognitive linguistics. The issues under consideration will include:
- The cognitive model of categorization and its relevance to the study of language
- The cognitive idea of metonymy understood as a conceptual mechanism, rather than a mere figure of speech
- The cognitive view on metaphor understood as a conceptual mechanism, rather than a mere figure of speech
- The mechanism of conceptual blending, via which aspects of two or more existing concepts are creatively combined to form a novel, hybrid conceptualization with the power of enhancing our understanding of the input concepts and their mutual relation
- The cognitive approach to polysemy
- The idea that languages incorporate conventional imagery, that is, specific ways of portraying conceived situations which highlight some of their aspects, while backgrounding others
- The idea that grammar is symbolic in nature, that is, that grammatical constructions are important tools of conveying meaning and imposing particular construal upon conceived scenes
One of the aims of the course is to show how the theoretical constructs and research results may be applied in practice in the areas of language teaching, translation, etc.
Type of course
Course coordinators
Learning outcomes
advanced knowledge of the terminology used in linguistics, with special emphasis on the terminology in semantics and pragmatics and the ability to use this terminology;
advanced knowledge of the methodology of linguistic investigation and the ability to apply this methodology;
advanced knowledge (to the degree which makes possible specialization) of the current approaches and directions in linguistic investigation, with special emphasis on the theory of cognitive linguistics
the ability to assess the applicability of various theoretical approaches to the study of issues in linguistics
the ability to evaluate analytically diverse ideas offered in linguistic literature and to use them as a source of inspiration;
the ability to search for information in different sources, to assess this information with respect to its usefulness, to interpret it theoretically and practically in the context of English studies, and to formulate on its basis critical judgments;
the ability to present the acquired knowledge in a logical and clear manner in the written form;
the knowledge of issues concerning the protection of intellectual property rights;
In class discussions students acquire skills of expressing their thoughts in a clear, coherent, logical and precise manner, with the use of language which is correct grammatically, lexically and phonetically.
Education at language level B2+.
Assessment criteria
Students get the credit for the course on the basis of a written term paper (900-1200 words) on a selected topic pertaining to cognitive linguistics.
The term paper is prepared in two stages: a student submits the first version, which is reviewed and commented upon by the instructor. Then the student submits the final, revised version taking into account the instructor's suggestions. It is the final paper version on the basis of which a students gets a credit for the course. Because of a two-stage character of the process of paper writing, there are no further retake procedures - preparing the revised version of the paper gives a student a chance to eliminate problematic aspects of the first version.
Course attendance is obligatory. Up to 3 absences are accepted.
Bibliography
Fauconnier, Gilles and Mark Turner. 1998. “Conceptual integration networks”. Cognitive science 22.2. 133-187 (sections 2-3).
Langacker, Ronald W. 1990. Concept, image, and symbol: The cognitive basis of grammar. Berlin and New York: Mouton de Gruyter (pages 1-15; 261 – 265).
Langacker, Ronald W. 1993. “The reference-point constructions”. Cognitive linguistics 4-1. 1 – 38 (pages 1-6 and 29-35).
Taylor, John R. 1995. Linguistic categorization. Prototypes in linguistic theory. [2nd edn.]. Oxford: Clarendon Press (ch. 2-3, 5, 6.3, 7.1 and 7.2, 8.2).
Tomasello, Michael. 2000. “First steps toward a usage-based theory of language acquisition” Cognitive linguistics 11-1/2. 61-82 (pages 65-78).
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: