Lexicon and Morphology in Cognitive Linguistics 3301-JF269
Description of lexicon and morphology within the framework of cognitive linguistics; main focus on the approach developed by Langacker in his theory of cognitive grammar; the main source of data: English.
Key terms and issues: categorization; the network model of complex categories; meaning as conceptualisation; selected aspects of imagery (i.e. construal): relative prominence of substructure, specificity (and schematicity), scope of predication, background, perspective; types of linguistic units; usage event, parameters of symbolic continuum; the "building block" approach to compositionality; compositionality described as a "viewing effect"; compositionality and analysability.
Type of course
Mode
Classroom
Prerequisites (description)
Course coordinators
Learning outcomes
Learning outcomes for students admitted before the academic year 2022/2023:
The course gives the student both, the foundations of the cognitive theory of lexicon and morphology in Langacker's Cognitive Grammar as well as sample descriptions of lexical items of different degrees of morphological complexity; in effect, the student can further develop his/her knowledge of cognitive lexicon and morphology (as well as cognitive linguistics in general) with ease.
Learning English at the B2+ level.
Learning outcomes for students admitted after the academic year 2022/2023:
KNOWLEDGE
Students know and understand:
- description of lexicon and morphology within the framework of cognitive linguistics.
- theoretical tools of the theory of cognitive grammar used to describe lexicon and morphology.
- the role of so-called "dimensions of construal" in creating meanings expressed by lexical and morphological units.
SKILLS
Students will be able to:
- apply theoretical tools of the theory of cognitive grammar to describe lexicon and morphology.
- critically read the literature on the description of lexicon and morphology within the framework of cognitive linguistics.
- recognize differences between diverse methodological approaches to lexicon and morphology.
- present their knowledge in a coherent, precise and linguistically correct manner in English on level C2 according to the Common European Framework of Reference for Languages, using appropriate register and form.
- communicate with diverse groups of participants, and in particular about creating meanings expressed by lexical and morphological units.
- further develop their interest in cognitive linguistics with ease and keep their curiosity alive.
- apply knowledge about description of lexicon and morphology within the framework of cognitive linguistic in their translation practice.
SOCIAL COMPETENCE
Students will be ready to:
- critically assess their own linguistic knowledge and skills related to the collection, analysis, and interpretation of linguistic data.
- venture on lifelong learning and personal and professional development, applying knowledge and skills obtained during the course, and in particular their abilities to critically study academic literature.
- take responsibility for performing their professional duties, with due respect for the work of others.
- strive at formulating their views in a precise and trustworthy manner.
- care about the application of ethical norms in professional and academic conduct, as well as about development of professional ethos and ethical principles and norms in academia.
Assessment criteria
Form: Discussions and analytical tasks to be done individually and in small groups.
The basis for the final grade is the result of the written mid-term (40%) and the final test (60%); types of test questions: multiple choice, filling-in blanks, one short open question.
10% extra can be gained from an optional written assignment; active participation in the discussions may also raise the final grade.
Up to three absences are allowed.
Bibliography
(Relevant parts of:)
Langacker, Ronald W. 1990. Concept, Image, and Symbol: The Cognitive Basis of Grammar. Berlin/New York: Mouton de Gruyter.
Langacker, Ronald W. 2000. "A dynamic usage-based model". In Langacker, Ronald W. Grammar and Conceptualization. Berlin: Mouton de Gruyter, 91-145.
Lee, David. 2001. Cognitive Linguistics: An Introduction. Oxford: Oxford University Press.
Taylor, John R. 1995. Linguistic Categorization. Prototypes in Linguistic Theory. 2nd Edition. Oxford: Clarendon Press (1st edition 1989).
Taylor, John R. 2002. Cognitive Grammar. Oxford: Oxford University Press.
Optional reading:
Krzeszowski, Tomasz P. 1997. "O znaczeniu przymiotnika kognitywny". In Grucza, Franciszek i Maria Dakowska (eds). 1997. Podejścia Kognitywne w Lingwistyce, Translatoryce i Glottodydaktyce. Warszawa: Wydawnictwa Uniwersytetu Warszawskiego, 23-31.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: