Cognitive Linguistics: Cognition最新文献

{"title":"Semantic and Cognitive Structure Of Emotion States Love, Lust, Infatuation, Passion","authors":"N. Lavrova","doi":"10.17323/2411-7390-2015-1-4-26-36","DOIUrl":"https://doi.org/10.17323/2411-7390-2015-1-4-26-36","url":null,"abstract":"Conceptualization of emotions, especially those which are neither universal nor elementary, is a contested area of cognitive linguistic research. The present paper investigated the semantic and conceptual structure of four emotion states of the thematic field ‘romantic relationship’: love, lust, infatuation, and passion. The specific questions asked in the paper are as follows. First, what are the similarities and dissimilarities between these emotion states? Second, in what way does the conceptualization presented in dictionaries depart from conceptualization that emerges through corpus investigation? Finally, which of the conceptual metaphors posited for emotion concepts by G. Lakoff and M. Johnson are most entrenched in the collective and individual consciousness of speakers of English? To answer these questions, the advantages of four methods were tapped into: introspection, definitional analysis, a native speaker survey and corpus study. Findings reveal that dictionary definitions of love, lust, infatuation, and passion offer an impoverished, if credible, insight into the conceptual structure of these emotions. Results are suggestive of some specific conceptual elements which should be taken account of in a classroom setting by language instructors and L2 learners and indicate which appropriate collocations are to be taken heed of by dictionary compilers. \u0000  \u0000This article is published under the Creative Commons Attribution 4.0 International License.","PeriodicalId":202877,"journal":{"name":"Cognitive Linguistics: Cognition","volume":"260 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115888516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Individualised Resources: Definition and Efficiency in the Russian EFL Classroom","authors":"Olga Stognieva","doi":"10.2139/ssrn.2693543","DOIUrl":"https://doi.org/10.2139/ssrn.2693543","url":null,"abstract":"In order to plan lessons that include effective instructional strategies, it is critical for teachers to be aware of student aptitudes, personality variables, learning strategies, interests, aspirations and talents. This paper presents a way for Russian teachers to improve their student’s speaking abilities when learning foreign languages, called individualised resources, which are based on the concept of individualisation. Individualised resources are designed to help students to actively participate in the learning process, contribute to their productivity of learning and compensate for missing abilities when mastering foreign languages. In order to verify the effectiveness of this educational tool, qualitative and quantitative indicators were applied to experimental teaching. The findings illustrate how the approach enhanced the students’ speaking abilities in terms of purposefulness, richness of speech content and logical progression of speech. We concluded that the students’ mastering of these qualities, using individualized resources, did improve and that this type of training is sufficient to shape speaking skills when teaching English.","PeriodicalId":202877,"journal":{"name":"Cognitive Linguistics: Cognition","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132569456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sophisticated Thinking: Higher Order Thinking Skills","authors":"E. Tikhonova, N. Kudinova","doi":"10.17323/2411-7390-2015-1-3-12-23","DOIUrl":"https://doi.org/10.17323/2411-7390-2015-1-3-12-23","url":null,"abstract":"The information-based society determines that the key factor to achieve success is the development of sophisticated thinking. That said, the thinking process cannot be just a mere imitation of cognitive work, since the digital age requires the authentic skills of working with a flow of information that is being constantly updated. This paper deals with the last stage of the study devoted to the development of sophisticated thinking. It focuses on the enhancement of higher order thinking skills. We claim that the cognitive processes should be based on three phases: development of disposition towards both thinking process and processed information; development of lower order thinking skills which serves as an indispensable basis for developing higher order thinking skills; and development of higher order thinking skills. The omission or reordering of any of these phases may result in significant deterioration of the obtained results. The special emphasis is put on the idea that higher order thinking skills are more effectively developed when lower order thinking skills have already been interiorized. Furthermore, the development of disposition is regarded as the cornerstone of the development of sophisticated thinking in general. Also, due to its defining feature of polysemy, a literary text is considered to be the most appropriate basis for enhancing students’ thinking skills. For the purpose of verifying the theoretical ideas, a qualitative study has been conducted. The two groups of students, who participated in the first and second stages (three-month cycle each) of our project, continue to be involved in this one. They are second-year bachelor students of the Higher School of Economics who are studying English as a second language. On the basis of the ideas expressed by B. Bloom about the division between lower and higher order thinking skills and by J. Mezirow about transformative learning we designed tasks to enhance higher order thinking skills. These tasks were related to the short stories written by D. Barthelme and printed as a collection, Sixty Stories. To teach the students of both groups (control and experimental), the text-based approach with special techniques to measure the students’ level of understanding and the ability to apply the given information was used. The results of the experiment indicated that the students of both groups made headway in their application of thinking skills. However, the students of the experimental group demonstrated a more significant shift due to the fact that the development of their disposition towards cognitive processes and processed information had been specifically targeted over the course of the first and second stages of the project. Another important outcome of the study was that the participants’ frame of reference was extended which allows us to speculate that the development of sophisticated thinking may result in the change of a person’s interpretation of socio-cultural situation. Hence,","PeriodicalId":202877,"journal":{"name":"Cognitive Linguistics: Cognition","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129748595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lexical Representation of Knowledge About a Human Being in English","authors":"T. Golechkova","doi":"10.17323/2411-7390-2015-1-3-33-38","DOIUrl":"https://doi.org/10.17323/2411-7390-2015-1-3-33-38","url":null,"abstract":"This paper presents the research in the sphere of lexical representation. On the premise that word meaning offers insights into conceptual knowledge stored in the mind, we have analyzed the semantics of the set of synonyms denoting a human being without reference to gender, age, occupation or peculiarities of personality and without any evaluation of the referent. These lexical items are person, individual, human being, and one of the meanings of man and personality. Use of etymological, dictionary, derivational, collocation, context analysis and conceptual modelling enabled us to build a list of conceptual components that comprise the knowledge about a human being represented in the English language. To date, the conceptual models used to visualize knowledge do not seem applicable to visualizing knowledge about a human being; therefore, we could only formulate the main features that are characteristic of this knowledge in the English world-view. \u0000  \u0000This article is published under the Creative Commons Attribution 4.0 International License.","PeriodicalId":202877,"journal":{"name":"Cognitive Linguistics: Cognition","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132869031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Statistic Verification of a Semantically Based Hypotheses: Russian Verbs of Volition: Хотеть and Хотеть�?�?","authors":"Anastasia A. Bonch-Osmolovskay","doi":"10.2139/ssrn.2606642","DOIUrl":"https://doi.org/10.2139/ssrn.2606642","url":null,"abstract":"This paper investigates the semantic distribution of two morphological forms of the Russian verb of volition хотеть. Three hypotheses for semantic grounds for the grammatical distribution are proposed. The hypotheses are checked by statistical analysis of distribution of the infinitive made on the data obtained from the National Russian Corpus. The analysis reveals groups of verbs which show more deviation in their behavior when used with one of the volition verbs than would be expected. The results of the analysis do not favor any of the preliminary hypotheses. A close-up look at the semantics of the constructions with the infinitives that show non-standard behavior helps to understand the semantic opposition realized by the two constructions.","PeriodicalId":202877,"journal":{"name":"Cognitive Linguistics: Cognition","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128591896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Determinants of Bilingualism Among Children","authors":"B. Chiswick, Marina Gindelsky","doi":"10.1017/9781108783101.007","DOIUrl":"https://doi.org/10.1017/9781108783101.007","url":null,"abstract":"This paper analyzes the determinants of bilingualism (i.e., speaks a language other than English at home) among children age 5 to 18 years in the American Community Survey, 2005-2011. Two groups of children are considered: those born in the US (native born) and foreign-born children who immigrated prior to age 14 (the 1.5 generation). The analyses are conducted overall, within genders, and within racial and ethnic groups. Bilingualism is more prevalent if the parents are foreign born, less proficient in English, of the same ancestry (linguistic) group, and if the child lives in an ethnic (linguistic) concentration area. Although the effects are relatively smaller, a foreign-born grandparent living in the household increases child bilingualism, while a higher level of parental education tends to decrease it. Children of Asian and especially of Hispanic origin are more likely to be bilingual than their white, non-Hispanic counterparts. Native-born Indigenous children are more likely to be bilingual.","PeriodicalId":202877,"journal":{"name":"Cognitive Linguistics: Cognition","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126170662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Promoting Diversity via Linguistic and Visual Resources: An Analysis of the Malaysian Tourism Website","authors":"Muhammad Arfin Muhammad Salim, N. Ibrahim, Hanita Hassan","doi":"10.11113/LSPI.V1N1.6","DOIUrl":"https://doi.org/10.11113/LSPI.V1N1.6","url":null,"abstract":"The advancement of information and communication technology has greatly supported the promotion of tourism destinations. Arguably, the most popular and effective method of promotion is through websites or blogs. Hence, along with the growth of tourism is the development of tourism websites as the main resource for assessing information about the potential destinations. By focusing on the official tourism website of Malaysia, this paper attempts to investigate how the website portrays the diversity of culture, destinations and architecture of the country. Adopting a multimodal discourse approach, analysis was carried out on both language and visual elements. It is revealed that both these resources are strategically utilised to portray the diversity of Malaysia in an attempt to attract potential tourists.","PeriodicalId":202877,"journal":{"name":"Cognitive Linguistics: Cognition","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123506596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Birch Bark Letters Against the Background of Written Language Acquisition","authors":"Ekaterina Schnittke","doi":"10.2139/ssrn.2439622","DOIUrl":"https://doi.org/10.2139/ssrn.2439622","url":null,"abstract":"Numerous similarities between medieval vernacular texts and those written by present-day incipient writers (children and adults alike) suggest that there are certain regularities underlying the processes of literacy acquisition and the evolution of written language in general. This paper is a comparative case study of medieval vernacular Russian correspondence and letters written by contemporary Russian children. The aims of this study include the following: (i) identifying the specific structural and non-structural aspects of the similarity between the mentioned language varieties; (ii) formulating a theoretical basis for interpreting data in developmental terms; (iii) defining the role of oral strategies in the evolution of written language; (iv) proposing that our knowledge of the processes of writing acquisition by modern children and adults, which are accessible to immediate observation and experimentation, can illuminate our understanding of the pragmatics of historical texts.","PeriodicalId":202877,"journal":{"name":"Cognitive Linguistics: Cognition","volume":" 25","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120828166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reading Passages for the Course of Semantics: Tests for Students","authors":"B. Partee, Olga Vinogradova","doi":"10.2139/ssrn.2436879","DOIUrl":"https://doi.org/10.2139/ssrn.2436879","url":null,"abstract":"The objective of this paper is to present and describe a teaching tool for linguistics students who are learning English, a tool which furthers their linguistic education at the same time as it gives them some challenging experience with reading practice with the kinds of tests they will encounter in the main international English language examinations, mainly, IELTS and TOEFL, and with English academic writing. The selected reading material introduces the foundations of formal semantics through a set of extracts from the works of classical semanticists of the 20th century, accompanied by a set of test-type questions for each of the reading passages. The comments after each test outline the characteristic features of test types presented. The importance of advancement in students’ reading potential is highlighted as crucial for their academic life in general and for their overall performance in English.","PeriodicalId":202877,"journal":{"name":"Cognitive Linguistics: Cognition","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114622086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"fMRI Correlates of the Word Frequency Effect in Russian","authors":"R. Vlasova, E. Pechenkova, V. Sinitsyn","doi":"10.2139/ssrn.2369279","DOIUrl":"https://doi.org/10.2139/ssrn.2369279","url":null,"abstract":"The results of the previous fMRI study of the word frequency effect in Russian (Malutina et al., 2012) contradict the results obtained from fMRI studies of English speakers. Two reasons for such inconsistency may be either task specificity (tasks involving verbs vs. tasks involving nouns) or cross-linguistic differences. This study examines fMRI correlates of word frequency in Russian using an object naming task. We found that several brain regions were more activated by the retrieval of low frequency rather than high frequency words: the fusiform gyrus, the inferior occipital gyrus, the middle occipital gyrus, the supplementary motor area, the inferior frontal gyrus bilaterally, the left thalamus, the left insula, and the right cingulate gyrus. At the same time we revealed no brain areas responding more to high frequency words. These results are consistent with the previous fMRI studies in English and also indicate the possible role of task specificity as well as possible interactions of task and word frequency in brain mechanisms for word retrieval","PeriodicalId":202877,"journal":{"name":"Cognitive Linguistics: Cognition","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115227982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}