Introduction to Cognitive Linguistics 3301-JF2651-1ST
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
Mode
Course coordinators
Learning outcomes
The student will be able to
K_W02
discuss key terminology, well established methods and theories developed in the framework of cognitive linguistics within English studies
K_W03
describe methodology and recent developments in cognitive linguistics with special focus on the English language
K_W05
list and discuss the characteristics of English grammar, semantics, and pragmatics, as considered from a cognitive linguistics’ perspective, on an advanced level
K_W07
explain principles of designing linguistic studies, with special focus on selecting appropriate methods and tools in formulating research questions and testing research hypotheses within the framework of cognitive linguistics
The student is able to
K_U01
employ the terminology and methodological tools from linguistics, with special focus on cognitive linguistics
K_U02
employ the methodology of cognitive linguistics within English studies, respecting the ethical norms and copyright law
K_U04
implement knowledge to describe a problem and identify means to solve it, thereby completing a project in linguistics, within the framework of cognitive linguistics
K_U11
design one’s own development, and specifically the development of one’s interests, knowledge and abilities within the domain of cognitive linguistics
The student is ready to
K_K02
undertake life-long learning and personal development, applying skills and competences to select subjects and projects optimally suiting one’s personal interests within the domain of cognitive linguistics
K_K03
value responsibility for one’s own work and respect the work of others, adhering to the professional and ethical norms in various projects in the domain of cognitive linguistics
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).
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: