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Khoshbakht, Sahel, Arsalan Golfam, Alie Kord Zaferanloo Kamboozia, and Ferdows Aghagolzadeh. "Conceptualization of Persian Relative Structure in Cognitive Grammar." JOURNAL OF ADVANCES IN LINGUISTICS 8, no. 1 (November 10, 2017): 1255–67. http://dx.doi.org/10.24297/jal.v8i1.6406.
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Abstract
In the cognitive approach to linguistics, language is considered as a part of the cognitive system which mirrors the conceptual organization as well as the world within the speakers' mind. According to this view, the outside world experience is reflected in the language structure and language forms. This modern approach includes a variety of principles, perspectives, assumptions and models, among which the Cognitive Grammar Model is recognized as the most noticeable one. This grammar considers a symbolic nature for a language which symbolizes the meaning and thought. On the other hand, relativization as a notion in every individual's mind and cognition is considered as a universal manifested in all languages. Thus, the present research tries to clarify the conceptualization and symbolization of Persian relative structure from the cognitive point of view and by the use of cognitive means. It, also studies different types of relative structures in Persian, on the basis of Langacker (2008) model and differentiates the restrictive and non-restrictive relative clauses in Persian. The methodology used in the analysis of this research is the descriptive-analytical methodology. For the data collection, the corpus methodology is used and examples of Persian relative structures are studied. The present research findings show that Persian conceptualization of the relative structures can be clarified in the cognitive approach and Persian relative structures can be studied on the basis of Langacker model.
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Medina, Jazmín Marisol, and Jazmina Ivonne Mena Mayorga. "Graphic organizers to empower the teaching-learning process of grammar tenses in higher education." Ciencia Digital 5, no. 3 (June 5, 2021): 6–19. http://dx.doi.org/10.33262/cienciadigital.v5i3.1730.
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Introduction. The English language is a mandatory subject in elementary, secondary, and higher education in Ecuador. To become proficient, a broad knowledge of grammar is needed because it is considered the backbone of a language. Objective. This research aims to implement graphic organizers in the teaching-learning process of grammar tenses. Methodology. This inquiry took place at a university of Riobamba with a target population of 62 A2 level students. A quasi-experimental research, was carried out with 31 students that were the experimental group and the same number of students as the control group. A pre-test was applied to both groups to evaluate their grammar skills. After that, both groups were given a post-test to determine if the graphic organizers implemented made any improvement on the students’ performance regarding grammar tenses. Results. The post-test results demonstrated that the competence of the experimental group students has been enhanced after implementing graphic organizers. Conclusion. The students were able to clear up their ideas and to establish better relationships between graphical and cognitive demands.
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Amalia, Dian Risky, and Nanda Fitriana Lukya. "Tahlil al-Akhta’ an-Nahwiyyah fi at-Ta’bir at-Tahririy fi IAIM Metro Lampung." International Journal of Arabic Language Teaching 2, no. 01 (June 23, 2020): 66. http://dx.doi.org/10.32332/ijalt.v2i01.2088.
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The writing as a language skill is not a simple skill. However, writing skills are the most difficult language skills to master because writing is a very complex cognitive process. One of the rules of writing that should be taken into account is the writing of grammar (grammar). The purpose of this study was to determine how grammatical errors in the editorial expression of the third mannequin of the University of Islamic Knowledge Metro Lampung. Based on an analysis of the data that was conducted. Type of this research It is qualitative and descriptive the researcher used methodically, qualitative research is a process of research and understanding based on the methodology that investigates the social phenomenon and human problems. The results of the research found that there are 20 errors in the editorial expression of students of the third stage of the University of Islamic Knowledge metro Lampung with details of 5 errors in the category of al ism almarfu’ (2 errors in the mubtada’, 1 errors in the na’at, 1 errors in the‘athaf, 1 errors in the fa’il), 5 errors In the category of al ismu almanshub (2 errors in the maf’ul bih, 3 errors in the ‘athof), 10 errors in the category of al ism almajrur (4 errors in the idhafah, 1 errors in the badal, and 4 errors in the syibh aljumlah). The final result presentation result is 25% erors in the category of al ism almarfu’, 25% errors In the category of al ismu almanshub and 50% in the category of al ism almajrur.
Key words: writing, grammar, error analysis
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ALMEIDA, SANDRA APARECIDA FARIA DE, and Iván de Jesús Davis Ulloa. "A conceptual approach to the –ING construction: aspects of radiality and subjectification." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 73, no. 1 (January 31, 2020): 443–58. http://dx.doi.org/10.5007/2175-8026.2020v73n1p443.
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The –ING construction has a number of uses in the English language and teaching it to speakers of other languages poses some challenges, as learners tend to interpret the construction as a verbal one, in the progressive aspect, which is only one part of the picture. Bearing this in mind, we have developed a corpus-based research into the form-meaning/function pairing (Goldberg, 1995, 2006) of the construction, relying on Construction Grammar (Fillmore; Kay, 1999; Goldberg, 1995, 2006) and Cognitive Grammar (Langacker, 1987, 1990, 1991, 2008), apart from a semantic approach to the –ING construction (Wierzbicka, 1988), essential for describing the –ING construction from a conceptual perspective within the wide-ranging scope of Cognitive Linguistics (Geeraerts, 2006), which also included Prototype Theory (Rosch, 1973) and Radial Categories (Brugman, 1981; Lakoff, 1987). In regard to methodology, we have taken both a quantitative and qualitative approach to data (Cook; Reichardt, 1979; Richardson, 1985; Creswell, 2010) compiled from an English/Spanish parallel corpus of 1199 verbal –ING occurrences. Our main hypothesis is that the –ING construction, in its verbal function, is more central or prototypical (Rosch, 1973; Brugman, 1981; Lakoff, 1987; Langacker, 2008) in respect to its conceptual network and its other functions, namely nominal, adjectival and adverbial. These functions, in turn, exhibit a more peripheral role and are linked to the verbal function through metaphorical extension relationships (Goldberg, 1995, 2006). By performing a corpus-based analysis of the data (Berber-Sardinha, 2002, 2004) we finally argue that there is a radial organisation (Brugman, 1981; Lakoff, 1987) for the –ING construction, which goes from a more concrete level, being this more situated or grounded and thus more objectified (as a “here and now process”), until it gets to a more abstract level, therefore, less situated and more subjectified (taken as a “thing”).
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Smoleń-Wawrzusiszyn, Magdalena. "TOC logical branch as a tool in teaching Polish as a foreign/second/heritage language to children." Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców 26 (December 19, 2019): 259–70. http://dx.doi.org/10.18778/0860-6587.26.18.
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This article is devoted to the presentation of the author`s solutions in adapting one of the TOC thought tools to teaching Polish as a foreign/second/heritage language, specifically to children. TOC tools were primarily developed for the business sector as a tool for diagnosing areas which should be modified or improved. Applied in the sphere of education, the tools turned out to be universal methods of supporting students’ cognitive processes. In the existing research on the possible applications of the TOC methodology, no attention was paid to its use in the field of Polish as a non-native language didactics, and the TOC tools seem to be a useful solution in teaching foreign languages to children. The article presents proposals for the use of the so-called logical branch to explain grammar rules in teaching Polish to children. The discussed tool may perform this function well as it conforms to the standards of the methodology appropriate in children’s language education: It is attractive as a graphic tool, it shows the structure of the Polish language system in a transparent and orderly manner, it has mnemonic values, it can be also used for games, as well as allowing for flexibility (differentiation) of the didactic process.
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Johannessen, Janne Bondi. "Factors of variation, maintenance and change in Scandinavian heritage languages." International Journal of Bilingualism 22, no. 4 (March 27, 2018): 447–65. http://dx.doi.org/10.1177/1367006918762161.
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Aims and objectives/purpose/research questions: I investigate variation and change in heritage languages, focusing on descendants of 19th-/early 20th-century North Germanic immigrant languages in America. A battery of predictors (e.g. token frequency, language attitude) are compared against a baseline grammar, something often framed in terms of ‘transfer’, ‘incomplete acquisition’ and ‘attrition’. I examine which particular changes have been attributed to which factors. Design/methodology/approach, data and analysis: I synthesise and draw new conclusions from previous research on heritage Scandinavian. Findings/Conclusions: Relevant factors belong to two main categories: those favouring maintenance and those more likely to trigger change. Factors that support maintenance are structural ones (typically syntax, phonology and morphology), frequency of use and external factors. Factors that contribute to change are articulation, language attitudes and a series of cognitive aspects: incomplete acquisition and attrition, transfer and convergence, processing, memory, complexity and overgeneralisation. Originality: I undertake a comparative synthesis of patterns of change and non-change from baseline varieties. Significance and implications: This opens a door to investigating how factors correlate, what causal connections can be found and what levels of language are affected by what factors.
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Cui, Yanying, and Yidong Wei. "Reduction: The Solution to Mind Representation?" Chinese Semiotic Studies 15, no. 3 (August 27, 2019): 303–15. http://dx.doi.org/10.1515/css-2019-0019.
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Abstract Chomsky is an evolutionary figure in linguistics. His greatest contribution lies in transformational generative grammar, which put an end to the leading position structuralism had held in language for more than 30 years. His naturalistic methodology has greatly influenced the research of both linguistics and psychology, and he is also considered to be the first to study language from the cognitive perspective. He insists on a naturalistic methodology; therefore, he was even considered by some to be a physicalist. However, this is not the case. On the contrary, TGG, as a critique of the behaviorist view of language, is intertwined with a critique of physicalism. On the one hand, he thinks the mind, like chemical elements and electrons, can be approached from a third-person perspective; on the other hand, he again admits there exists consciousness, which can be merely approached in terms of a first-person authority, which, therefore, is a fatal challenge to his core theory. Now there remains a new solution to this dilemma, that is, to admit that the mind is a special natural phenomenon with two means of existence: one is involved in physical aspects with the brain, and the other is concerned with something mental, with the former approached by a third-person perspective and the latter better researched via a first-person authority.
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Wang, Sung-Lan. "The PF Disjunction Theorem to Southern Min/Mandarin code-switching." International Journal of Bilingualism 21, no. 5 (March 21, 2016): 541–58. http://dx.doi.org/10.1177/1367006916637677.
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Aim and research question: The aim of this study is to test Macswan’s ((1999). A minimalist approach to intrasentential code switching. New York, NY: Garland; (2000). The architecture of the bilingual language faculty: Evidence from intrasentential code-switching. Bilingualism: Language and Cognition, 3, 37–54; (2005). Codeswitching and generative grammar: A critique of the MLF model and some remarks on “modified minimalism”. Bilingualism: Language and Cognition, 8, 1–22.) PF Disjunction Theorem (PFDT), which was proposed based on Chomsky’s ((1995). The minimalist program. Cambridge, MA: MIT Press.) minimalist programme, to answer the following question: Is code-switching (CS) behaviour governed by CS-specific grammar or an innate mechanism that produces monolingual and bilingual utterances in our language faculty? Methodology: A quantitative approach was adopted to test the PFDT with the Southern Min/Mandarin CS data. Data and analysis: 811 lexical items extracted from 343 bilingual clauses in my Southern Min/Mandarin CS corpus, and almost no violation against this model (i.e., a word-internal switch) was found, except one example that was regarded as the informant’s slip of tongue. Findings/conclusions: The results of this study confirm the prediction of the PFDT that phonological systems cannot be mixed within a word. Originality: Although the morphosyntactic structures and in some cases the pronunciations of morphemes are identical, tonal differences of these two languages still prohibit word-internal switches. Significance/implications: This study thus supports the PFDT and argues that CS behaviour is governed by a single innate mechanism that governs both monolingual and bilingual language production and that the so-called CS-specific grammar/mechanism is not necessary.
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Devos, Anastasiia Oleksandrivna, Iryna Oleksiivna Torbenko, Tetiana Volodymyrivna Doroshenko, Viktoriia Volodymyrivna Revenko, and Andrii Volodymyrovych Shuhaiev. "The Application of the Simulation Method in the in Foreign Language Teaching in Higher Education Institutions, the Cognitive Linguistic Approach." Journal of Educational and Social Research 11, no. 4 (July 8, 2021): 1. http://dx.doi.org/10.36941/jesr-2021-0072.
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This article presents the results of the research aimed at proving the efficiency of using the simulation method in combination with the cognitive linguistic approach in teaching students a foreign language. The experimental group students studied the foreign (English) language course during the semester of the 2019-2020 academic year using simulations. The methodology consisted of the performance of roles by the students who actively interacted for the implementation of assigned tasks. Kravchenko's cognitive linguistic algorithm was used to develop the skills of English grammar. This allowed us to establish the similarities between the temporal forms of English and Ukrainian words in discourse. The efficiency was evaluated through the test, developed by the author based on the exercises from the book by Holitsynskyi. Diagnostics of the students' level of motivation to learn a foreign language using simulations and cognitive linguistic approach was performed with the help of the Self-Assessment Form Student test, described in the EU manual. The statistical significance of the study results was established using Pearson's χ2 test. The correlation between the factor and resultant characteristics was established using Tschuprow's contingency coefficient. This was revealed through the methodology of applying the cognitive linguistic approach regarding the training of the skills in choosing the tense forms of a verb in English and the method of simulations in the development of language competencies of the business foreign language. It was found that the proportion of experimental group students with a high and sufficient level of success in learning a foreign language doubled, exceeding the same indicator in the control group. The total number of students with very high, high and average levels of development of skills in choosing the tense forms of the verb in English increased by 36%. The influence of the skills of choosing the tense forms of the verb on the development of the skills of using grammatical structures found in the process of the simulation was recorded. The results of the study can be applied in teaching students a foreign language in the institutions of higher and secondary education, as well as in the system of post-graduate education. The problems of individual students' passivity regarding their participation in simulations, failure to use a foreign language in group work require further research. Received: 19 March 2021 / Accepted: 20 May 2021 / Published: 8 July 2021
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Halim, Abdul, and Sofia Ulfa Eka Hadiyanti. "Metacognitive Learning Approach in Affecting Students’ Self-Regulated Learning in Writing Course." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (August 28, 2021): 1175–84. http://dx.doi.org/10.35445/alishlah.v13i2.571.
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The research aimed to investigate the effect of metacognitive instruction on students' self-regulated learning (SRL) writing for Indonesian EFL students to have appropriate grammar and meaningful learning experiences. The methodology used was a quasi-experimental design. The research participants were 50 students from the University of Muhammadiyah East Kalimantan (UMKT) English department who took a writing course. The participants were divided into the experimental group that was taught with metacognitive instruction. In contrast, although the same teacher taught the control group and had similar learning materials, the teacher did not use metacognitive instruction. The data was taken through pre-test and post-test and analyzed through independent t-test with statistics tool SPSS. The results showed that the experimental group has a higher SRL score with significant results in overall score even though there is one component that is different from previous studies, namely knowledge of cognition. Some suggestions were proposed.
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STOBIECKI, Rafał. "HISTORYK WE WSPÓŁCZESNYM ŚWIECIE. KILKA UWAG WOKÓŁ TEKSTU JANA POMORSKIEGO Polityzacja/mitologizacja historii, czyli w czym neuronauka (i metodologia) może pomóc badaczowi historii najnowszej?" Historia@Teoria 4, no. 6 (April 23, 2018): 65–71. http://dx.doi.org/10.14746/ht.2017.6.05.
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Regarding how the present historians get involved in the debate on the politicization of the contemporary history, we can observe a superannuation of two models of historian: as a „cool scientist” and an „upholder of national values”. Apparently we could postulate in this moment the model of a historian as “a translator and mediator” between cultures, recognizing their “grammars”, and his obligation to create the common social capital. Nevertheless the scientifi c refl ection upon the politicization of history and the methodology of contemporary historiography is the matt er in dispute. Th erefore Pomorski’s suggestion of the more complex cognitive approach in the historiographical research (and historical discourse) should be taken into consideration.
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Bosma, Evelyn, and Elma Blom. "A code-switching asymmetry in bilingual children: Code-switching from Dutch to Frisian requires more cognitive control than code-switching from Frisian to Dutch." International Journal of Bilingualism 23, no. 6 (September 21, 2018): 1431–47. http://dx.doi.org/10.1177/1367006918798972.
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Aims and Objectives/Purpose/Research Questions: Recent research suggests that cognitive control plays a role in code-switching, both in bilingual adults and in bilingual children. Code-switching would only require cognitive control, however, when speakers maintain some degree of separation between their two languages, not when they completely mix the lexicons and grammars of their languages. For Frisian–Dutch bilinguals, mixing of Dutch (majority language) into Frisian (minority language) is common, but mixing of Frisian into Dutch is not. Therefore, Frisian–Dutch bilinguals need to maintain some degree of language separation when they speak Dutch, but not when they speak Frisian, predicting that code-switching from Dutch to Frisian would affect cognitive control more than vice versa. Design/Methodology/Approach: Frisian–Dutch bilingual children aged 5 and 6 ( n = 104) completed a Flanker task. Information about frequency of code-switching from Dutch to Frisian and frequency of code-switching from Frisian to Dutch was obtained through a parental questionnaire. Data and Analysis: Multiple hierarchical regression analyses showed that frequency of code-switching from Dutch to Frisian significantly predicted performance on a Flanker task, but that frequency of code-switching from Frisian to Dutch did not. Findings/Conclusions: The results suggests that code-switching from Dutch to Frisian requires more cognitive control than code-switching from Frisian to Dutch. Originality: This is the first study that shows a code-switching asymmetry in the context of a minority–majority language pair. Significance/Implications: The study supports the hypothesis that code-switching requires more cognitive control when a bilingual speaker has to maintain some degree of language separation between her or his two languages.
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Sergeeva, Natalia A., Vera G. Ryabchikova, Ekaterina G. Nikulina, and Olga S. Rubleva. "Formation of foreign language competences of students using mobile applications." Perspectives of Science and Education 51, no. 3 (July 1, 2021): 481–93. http://dx.doi.org/10.32744/pse.2021.3.34.
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The problem and the aim of the study. The modern epidemiological situations, the format of distance interaction determine the importance of including digital technologies in teaching a foreign language. The problems of obtaining the practice of oral foreign language communication, studying the norms of vocabulary, grammar and mechanisms of word formation are topical. The authors investigate the conditions for the effective use of mobile applications for formation of foreign language competences of students with purposeful integration of work using m-learning technologies into the educational process of the university. Research methods. The theoretical analysis and generalization of scientific literature on m-learning, problems of teaching a foreign language in the online format are applied. The research methodology is based on the principles of task-based learning. The provisions of the communicative-activity approach were taken into account when integrating mobile applications into the subject-subject scheme of foreign language communication. The empirical methods were used (testing, analysis of the results of work with mobile applications and MS Teams). The study involved 97 first-year students of the training program 44.03.05 Pedagogical education, two educational program specializations (training level – bachelor's degree) of Vyatka State University. In the experiment, the Fisher criterion was used to process the results. Results. The students of the experimental group were involved in the cognitive activity with mobile applications within the framework of the specially designed module, group interaction over a project, educational practice, professional self-presentation and intercultural foreign language communication. Statistically significant differences between the experimental and control groups in terms of the level of foreign language competence φCRIT = 1.64 <φEMP = 2.418 were revealed. In conclusion the conditions under which the use of mobile applications for the formation of foreign language competences of students will be as effective as possible are summarized: the purposeful nature of work with m-learning technologies; collaboration of teachers of related disciplines; active participation of students at all stages of choosing and using a mobile application; creation of cases of mobile resources.
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Liu, Danqing. "When cognitive grammar meets functional grammar." International Journal of Chinese Linguistics 1, no. 1 (September 5, 2014): 136–56. http://dx.doi.org/10.1075/ijchl.1.1.05liu.
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This paper points out that certain frequently used terms in linguistic literature, such as“prominent/salient” and “background/ground”, are in fact interpreted differently or even contrarily in Functional Grammar and Cognitive Grammar. The paper attributes their diversified interpretations to the fundamental differences between these two linguistic schools in terms of paradigm and methodology, i.e. to focus on communicative activities of speech and discourse rules or on cognitive abilities and rules. The paper claims that “prominence” as a concept in cognitive grammar mainly relates to the speaker’s concerns, and can be more specifically reworded as topicality or accessibility since it, while conflicting with the focus-stress pattern, mostly conforms to the syntactic hierarchy of syntactic functions and the accessibility hierarchy of NPs, with the case being that the higher position an element occupies in the syntactic hierarchy the more prominent it is cognitively; “prominence” in Functional Grammar, however, mainly relates to the communicative function and the information status of the relevant elements, which thus can be more specifically reworded as focus or focusing, and it mostly conforms to the focus-stress pattern but conflicts with the syntactic hierarchy, with the case being that the more deeply an element is syntactically embedded the more prominent it is functionally. Some controversial opinions about emphasized elements in certain Chinese constructions might arise from the diversified interpretations of the relevant terms. On this basis, the paper further discusses certain problems existing in the ‘figure-background’ theory in cognitive grammar.
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Chaeru Nugraha, Tubagus, Rosaria Mita Amalia, Fahmy Lukman, and Tajudin Nur. "LITERATION OF ARABIC THROUGH MODERN NGALOGAT: EFFORTS TO STRENGTHEN ISLAMIC VALUES IN PEOPLE LIFE." Humanities & Social Sciences Reviews 8, no. 3 (June 19, 2020): 1022–33. http://dx.doi.org/10.18510/hssr.2020.83105.
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Purpose: The purpose of this research is to describe Arabic literacy through modern ngalogat in the Islamic thaqafah book.
Methodology: The research method used is descriptive analysis. To obtain accurate analysis results, this study was conducted in three steps. First, the method of providing data descriptively is carried out by the converse method. The data was taken from a sample of 106 students studying Islamic thaqafah from a population of 300 people in pesantren and colleges in West Java. Second, the analysis used an eclectic approach to the analysis of the content-semiotic language-culture. Third, the presentation of the results of the analysis is conducted in two ways, namely formal and informal. The formal presentation method is in the formulation of rules through signs and symbols, while the informal presentation method is in the form of an ordinary explanation.
Main Findings: The results of this study are the form of three descriptions and explanations of Arabic literacy and Islamic values in modern civilization. First, it describes and provides solutions to learner's anxiety when reading Arabic texts. Second, describe and provide solutions to cognitive problems in Arabic grammar. Third, describe the importance of Islamic values in a variety of modern literacy.
Implications/Applications: The implications of Islamic tsaqafah literacy are as follows: a) The area of aqidah Islam-tauhid that is practiced in a good and correct way will help to find the direction and meaning of happiness in the world and the hereafter (akhirah). b) The area of fiqihmu’amalah that is properly practiced will help to fasten the increasing of human life prosperity. c) The area of syirkahsyar’iyyah’s (business cooperation) function is to increase the economic distribution for society.
Novelty/Originality of this study: Based on the findings of modern literacy on students, the awareness of technology literacy is quite high between 63% and 72%. However, the literacy awareness of information and statistic is still average. This allows too much information in the mass media (internet, WA, Twitter, etc.) that need to be filtered by Islamic tsaqafah. This study has highlighted the literacy difficulties of Islamic thaqafah books through the anxiety scale of reading Arabic texts and also proposed solutions to reading difficulties through ngalogat modernization.
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Sheth, Ananya, and Joseph Victor Sinfield. "Systematic problem-specification in innovation science using language." International Journal of Innovation Science 13, no. 3 (January 18, 2021): 314–40. http://dx.doi.org/10.1108/ijis-03-2020-0019.
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Purpose Problem specification is a key front-end step in the innovation process. This paper aims to introduce ‘purpose-context’ – a conceptual framework to systematically explore problem-specification across mapped contexts. The framework’s logic is operationalized by the inherent structure of language – its syntax/grammar, which enables the systematic exploration of problem-specification. The method showcases two approaches to structurally explore the vast textual databases available to us today for problem-specification in innovation science, thereby furthering the pursuit of innovation through its foundational elements. Design/methodology/approach The conceptualization of the purpose-context framework was guided by logic and the scholarship of integration applied to bodies of work including innovation, design and linguistics. Further, the key elements of the conceptual framework were unpacked and structured using the syntax of language. Two approaches to operationalize the method were developed to illustrate the systematicity of the process. The construct was then validated by using it to systematically specify problems in the technical context of Raman spectroscopy and in the socio-technical context of international development. Overall, this paper is a work of relational scholarship of integration that bridges academic-practitioner gaps. Findings The purpose-context framework is well-suited for application in the innovation process with applicability across several abstraction levels. One key contribution is the recognition that a broader problem-specification exercise covering one-one, one-many, many-one, many-many problem-context mappings expands the range of potential solutions (innovations) to address the problem-space. Additionally, the work finds that it is possible to provide structure to the cognitive elements of the innovation process by drawing inspiration from the structure inherent in other cognitive processes such as language (e.g., parts-of-speech, phrase composition). Drawing from language is particularly appropriate as language mediates communication in any collective pursuit of the innovation process and furthermore because a large amount of information exists in textual form. Finally, this paper finds that there is merit in approaching innovation science from its foundational elements – i.e. data, information and knowledge. Research limitations/implications While the purpose-context framework is broadly applicable, the methodical approach to provide structure to the front-end cognitive process is ‘one’ fruitful approach. We suspect other approaches exist. Practical implications The purpose-context framework is simple in its framing yet provides innovators, scholars and thought leaders, the ability to specify the problem space with greater coverage and precision. Further, in the solution-space, it provides them the ability to choose the breadth of solution scope (e.g. targeted solution addressing a single problem, targeted solution addressing a set of problems, the combination of solutions addressing a single problem and combination of solutions addressing a combination of problems). In addition, by pairing the creative front-end innovation process with machine power, this study provides a formal method to scale-up the coverage of creativity (and potentially that of solutions to those problems) and reduces the chances of missed/blind-spots in problem-specification. Finally, evaluating purpose-contexts leads to ‘capability-contexts’ – a capability-oriented viewpoint informing capability development decisions such as the focus of R&D programs and related resource allocation decisions. Originality/value The paper uses logic to connect multiple bodies of research with a goal to provide systematicity to problem-specification – problem-specification, which is an under-addressed part of the innovation process. The use of data to systematically explore problem-space lends it systematicity (repeatability and measurability) and is therefore, valuable to innovation science. The proof-of-concept demonstrates the conversion of concept into a method for practical application.
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Kim, Haeyeon. "Conversation and Grammar." Korean Linguistics 13 (January 1, 2006): 235–61. http://dx.doi.org/10.1075/kl.13.11hk.
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Abstract. The last decade has seen considerable research on conversation and grammar, influenced by the conversation-analytic research of Sacks et al. (1974). Inspired by that line of research, some Korean linguists have examined conversation by adopting the assumptions and methodology of conversation analysis (CA) into discourse analysis. This study introduces basic assumptions and research topics relating to CA, and explores the possibility of adopting CA methodology into dis-course analysis in Korean linguistics. This paper first provides a brief overview of basic assumptions, methodology, and major research topics of CA and the development of conversation-analytic dis-course studies. Then it provides a brief overview of some major findings and research topics in the interaction-based studies which have dealt with conversational data in Korean linguistics in terms of: (i) turn-taking, turn-constructional units, and turn increments, (ii) interactional functions of certain clausal connectives and sentence-ending suffixes, and (iii) other interaction-based studies on such topics as repair, demonstratives, reported speech, and so on. This research discusses how interaction-based research can provide a new way of viewing language functions; it explores: (i) turn-taking and co-construction; (ii) word-order variability, turn increments, repair, and retroactive elaboration; (iii) a conversation-analytic approach to the clausal connective -nuntey, and (iv) an interactional ap-proach to the verbal affixes -ese and -nikka in conversation, among others. Overall, this paper shows what has been, and needs to be, studied regarding the relationship between conversation, social action, and grammar in conversation in Korean linguistics.
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Rakhmankulova, Svetlana. "Cognitive Linguistics Approaches to Teaching Foreign Grammar." Nizhny Novgorod Linguistics University Bulletin, no. 49 (March 31, 2020): 86–103. http://dx.doi.org/10.47388/2072-3490/lunn2020-49-1-86-103.
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At the present time, foreign language instruction boasts a plethora of different methods and practices, with the communicative approach dominating the scene. Alongside innovative methods based on modern technologies, traditional structural methods still remain popular. The cognitive linguistics approach discussed in the paper is based on the advantages of the existing methods and seems to overcome their shortcomings. The article offers a review of Russian and foreign papers of the recent decades on the problem of integrating cognitive linguistics into theory and methodology of foreign language instruction in general and teaching foreign language grammar in particular. A distinction is made between the cognitive (linguo-cognitive, conscious) approach and methods based on the modern theory of cognitive linguistics: cognitive grammar and semantics. The article further discusses the opportunities offered by R. Langacker’s cognitive grammar for presenting grammar while teaching a foreign language: for selecting and systematizing the grammar material, for explaining the grammar system of a language, and for interpreting the meaning and usage of certain grammatical units. The author identifies the following main principles of implementing the cognitive linguistics approach: the notion of grammar as a result of a native speaker’s conceptualizing the world, as a system of “schemes” for structuring reality; the idea of grammar units as units with a definite meaning and function; the need to organize and structure the course content functionally; using a simple metalanguage based on the learners’ first language in order to explain the meaning and function of grammar units; reliance on understanding the prototypic meaning of a unit and the cognitive mechanisms of enhancing that meaning (the conceptual metaphor mechanism); viewing grammar as a non-autonomous system and interpreting grammar forms as constituents of the utterance meaning, in combination with units of other language levels; explaining the choice of grammar units in an utterance by the way the speaker is interpreting the situation and by the corresponding communicative intention. The author concludes by describing and substantiating a high practical potential of this approach in foreign language teaching.
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Selinker, Larry, and Dan Douglas. "Research methodology in contextually- based second language research." Interlanguage studies bulletin (Utrecht) 5, no. 2 (December 1989): 93–126. http://dx.doi.org/10.1177/026765838900500201.
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We suggest a combined research methodology for studying SLA in real-life and important contexts, a methodology sensitive to the demands of such contexts. For studying IL learning in context, our suggested methodology combines and integrates aspects from three fields: grounded ethnography in ethnomethodol ogy ; subject-specialist informant procedures in language for specific purposes; and rhetorical/grammatical strategies in discourse analysis. We first present evidence for the importance of devising a research approach to contexually based SLA. Then we sketch the suggested research methodology and present two extended case studies which illustrate the methodology. We view such research as complimentary to universal approaches to core IL grammar. Finally, we sketch our theoretical approach, showing a possible link between research in universal and contextually-based SLA.
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Llopis-García, Reyes. "Why cognitive grammar works in the L2 classroom." AILA Review 23 (December 9, 2010): 72–94. http://dx.doi.org/10.1075/aila.23.05llo.
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This paper presents a series of experiments that tested the usefulness of teaching Spanish mood using an approach to Cognitive Grammar specifically developed for the foreign language classroom: Operational Grammar. Mood selection is one of the most difficult aspects of learning Spanish as a FL, and it is one of the last features acquired. It is unquestionably complex, involving issues of subordination, alternation, and speaker’s communicative intent. This complexity has been amplified by the traditional approach to mood, which has changed little over the last 50 years. The alternative presented here sees language as a symbolic representation of the speaker’s mental model of the world. Grammar is closely linked to this model as the tool used in class to help learners communicate meaning through form. This enables them to understand how native speakers choose to communicate. Language, then, portrays an outcome of the speaker’s own selection, guided by communicative intent and not as part of a taxonomic set of rules. The empirical study showed that the combination of a cognitive approach to mood with a Processing Instruction methodology had positive effects on how the students identified mood selection in both input and output learning situations.
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Levelt, Willem J. M. "On Empirical Methodology, Constraints, and Hierarchy in Artificial Grammar Learning." Topics in Cognitive Science 12, no. 3 (September 24, 2019): 942–56. http://dx.doi.org/10.1111/tops.12441.
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Andrzejewska, Anna. "OBRAZOWANIE W NAUCZANIU GRAMATYKI JĘZYKA OBCEGO." Acta Neophilologica 1, no. XIX (June 1, 2017): 5–16. http://dx.doi.org/10.31648/an.664.
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The author of the paper assumes that cognitive grammar has an educational potential,which is also noticeable in the increasing use of cognitive tools in foreign languageteaching. A project of the University of Granada entitled “The educational potentialof cognitive grammar” was a stimulus for this research. Therefore, the paper focuseson Spanish as a foreign language and the concept of construal defined by Langackerin his “Cognitive grammar”. The author, using content analysis and dimensions of construalas the methods of research, creates a key of categories of visual representationsof grammar in textbooks of Spanish as a foreign language. The categories are inspired bythe concept of construal, which is a natural human process. Pictures are used to facilitatethe explication of grammar in a more comprehensible way. Moreover, the author showsthe potential of creating visual representations of particular grammatical problems andbenefits of their usage in teaching other foreign languages.
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Feng, Mei, and Guojin Hou. "The Cognitive Perspective of Yulin Yuan on Modern Chinese Grammar." International Journal of Social Science Studies 6, no. 2 (January 18, 2018): 108. http://dx.doi.org/10.11114/ijsss.v6i2.2936.
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This paper is mainly a review of Yulin Yuan’s book Cognition-Based Studies on Chinese Grammar which, as one of the book series of Routledge Studies in Chinese Linguistics, was published by Routledge in 2017. On the one hand, Yuan’s cognitive studies of and his Yuanian insight into Chinese grammar are of vital importance to those students and researchers who specialise or are interested in the Chinese language, especially modern Chinese grammar. On the other hand, his research may probably promote the development of cognitive linguistics on the whole with regard to linguistic typology.
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Быков-Куликовский, Дмитрий Николаевич. "SEMANTIC APPROACH IN MUSIC AND ART EDUCATION." Tomsk state pedagogical university bulletin, no. 2(214) (March 24, 2021): 101–11. http://dx.doi.org/10.23951/1609-624x-2021-2-101-111.
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Рассматривается возможность использования исторически сложившихся интонационных семантических стереотипов для развития творческой активности учащихся, мотивации познавательной учебной деятельности. Анализируются конкретные варианты использования «мигрирующих интонационных комплексов» для импровизации, сочинения, ансамблевого музицирования на музыкально-теоретических дисциплинах детских музыкальных школ (детских школ искусств), на музыкальных занятиях общеобразовательных школ и различных учреждениях дополнительного образования, включая дошкольное. Именно мотивация способствует достижению важнейшей цели в образовании – экологизации учебного процесса. Это значит максимально вписать учебную деятельность в жизненные потребности учащихся. Положительно переживаемые эмоции в процессе музыкальных занятий способствуют решению очень многих задач. «Пропустить» музыку через себя, «прожить в ней», музицируя, – значит полюбить, понять. Решение весьма сложных вопросов музыкальной педагогики академик Б. В. Асафьев видел в использовании семантического подхода, открывающего и перспективу будущих исследований ученых, и перспективу разработки методики и методологии семантического подхода в музыкально-художественном воспитании и образовании. На основе семантического подхода-анализа исследуются наиболее яркие культурные коды «золотого фонда стандартов» мировой музыки. Представлены некоторые методические подходы-рекомендации и предложения их практического использования в музыкальной педагогике. Сделаны соответствующие выводы по теме исследования. На основе семантического подхода-анализа можно раскрыть феномен музыкального текста, его смысла «не только с позиции фонетики, грамматики и синтаксиса», но и «с точки зрения поэтики, семантики, стилистики». Используя семантический подход в процессе обучения, можно приобрести «навыки устной музыкальной речи» – импровизации, бывшей обязательной когда-то при подготовке музыканта. Необходимо создание «органичной межпредметной связи» между теоретическими дисциплинами и «музицирующей практикой», так как теоретические дисциплины могут и изначально должны быть музицирующими. Вопрос в методике, методологии «погружения» в музыку. Музыкальной педагогике еще предстоит принять и освоить семантический подход, учитывая уровень современной психологии восприятия, выработать методику и методологию учебного процесса, чтобы заинтересовать, увлечь, влюбить в музыку, слушаемую и исполняемую. The article considers the possibility of using historical intonation semantic stereotypes for the development of creative activity of students, motivation of cognitive learning activities. Specific options are being considered for the use of «migratory intonation complexes» for improvisation, composition, ensemble music in the musical-theoretical disciplines of CMS / CSA, in music classes of general education school and various institutions of additional education, including pre-school. It is motivation that contributes to the achievement of the most important goal in education - the greening of the educational process. This means to maximally incorporate educational activities into the life needs of students. Positively experienced emotions in the process of music classes contribute to the solution of many problems. To «pass» music through oneself, «to live in it» while playing music means to love, to understand. Academician B. V. Asafiev saw the solution to very complex issues of musical pedagogy in the use of the semantic approach, which opens up both the prospect of future research of scientists, and the prospect of developing the methods and methodology of the semantic approach in musical and artistic education and training. Based on the semantic approach of analysis the article explores the brightest cultural codes of the «golden fund of standards» of world music. Some methodical approaches-recommendations and proposals for their practical use in music pedagogy are presented. In the effective and final sections of the article, the relevant conclusions are drawn on the topic of the study. On the basis of semantic approach-analysis it is possible to reveal the phenomenon of musical text, its meaning «not only from the position of phonetics, grammar and syntax», but also «from the point of view of poetics, semantics, style». Using a semantic approach in the process of learning you need to acquire «the skills of oral musical speech» – improvisation, which was once obligatory in the training of a musician. It is necessary to create an «organic intersubject communication» between theoretical disciplines and «music-making practice» because theoretical disciplines can and should be musical. The question is the methods of teaching, the methodology of «immersion» in music. Musical pedagogy has yet to be adopted and mastered, taking into account the level of modern psychology of perception, to develop the methods and methodology of the educational process to interest, captivate, to make students fall in love with music heard and performed.
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Kermer, Franka. "A Cognitive Grammar Perspective on Temporal Conceptualization in SLA." Studia Anglica Posnaniensia 55, s1 (December 1, 2020): 223–46. http://dx.doi.org/10.2478/stap-2020-0010.
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Abstract This article shows how cognitive grammar and cognitive linguistics theory offer a fruitful paradigm within which the process of second language acquisition can be examined. The aim is to describe and examine the benefit of using notions developed within the CG and CL frameworks to the study of crosslinguistic influence, especially conceptual transfer, in multilinguals. In recent years, the growth of empirical research concerning the contribution of cognitive-inspired theories to the study of second language acquisition and multilingualism has grown extensively. This article illustrates the possible contribution of CL to SLA by focusing on one particular line of inquiry: that of construal. Specifically, it examines how the notions developed within cognitive grammar theory can be useful tools for the analysis and comparison of conceptualization patterns of events, thus giving rise to transfer effects stemming from the way a person construes and conceptualizes events. The starting hypothesis is that conceptual transfer effects in the use of the target grammar, in this case the transfer effects in the TIME domain, may originate from the conceptualization patterns that the multilingual has acquired as a speaker of another L1. Previous transfer research has obtained evidence to suggest that patterns of L1 conceptualizations may be transferred into learners’ L2 through patterns that are similar to their L1. The utilization of central tools within cognitive grammar in order to unmask conceptual differences represents an important contribution to the state of the art of crosslinguistic influence research.
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Shyriaieva, Tetiana. "SCIENTIFIC RESEARCH: NATURE AND METHODOLOGY." Problems of Psychology in the 21st Century 8, no. 1 (April 20, 2014): 4–5. http://dx.doi.org/10.33225/ppc/14.08.04.
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In this edition of scientific journal Problems of Psychology in the 21st Century scientific research is viewed from the perspective of the complexity of its nature and difficulty of its realization. It is no surprise that nowadays psychology goes through the process of its intensive development that results in the appearance of numerous researches in this sphere. However, the question is how novel or scientifically approved the research should be or how much empirical data has it to contain to be claimed scientifically relevant or interesting. It is not simply the issue of cohesion or scientific grammar that is based on a clear understanding of an algorithm of the whole researching activity when the hypothesis is to be formulated. It is unquestioned as scientific research usually means theory, practice, research question and personal experience. It is even not about the structure of any qualitative research as it in most cases contains general overview and research question that is masterly organized in introduction, discussion of literature or the section of topic discourse. It rather means the necessity to dispute the methodological aspects of any scientific work that is a research design and methods that help gather data and analyse it, proving the trustworthiness of the study. However, methodology and set of scientific methods used in the research are to be viewed as two different notions.
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Trouelnikova, L. "The music-folklore sources of the cultural landscape of Ukraine." Musical art in the educological discourse, no. 3 (2018): 54–60. http://dx.doi.org/10.28925/2518-766x.2018.3.5460.
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Theorisation of music and folklore sources of the cultural landscape of Ukraine is done. The author has focused on the cultural understanding of the essential content of the category — folklore as the earliest type of folk artistic culture. It is based on the ethnic and national picture of the world. The author has emphasised that the national-ethnic picture of the worldview and world reflection is defined as the single cognitive orientation, which is the non-verbal and implicit expression of the group understanding of the “life rules”, caused by the social, natural and supernatural forces. The author has underlined that the musical folklore is a national mode in the Ukrainian traditional culture. It forms values and behavioural guidelines for the representatives of the community. They look like the grammar rules, reflected unconsciously by many people, structurise and direct their linguistic behaviour. The art historical analysis of the musical and folklore component in the rites of the Ukrainians is traced. The theorisation of the folklore as a type of culture, which shows the worldview of the subject and the system of its sociocultural orientation, allows us to understand its transformation and historical social dynamics.The purpose of the article is the cultural reflection of Ukrainian folklore as a the reflection of the worldview. The latter depends on the changes of the socio-historical realities in the folk wisdom, which forms the spiritual world as well as in the spiritual culture of the nation and the individuals. It changes as the embodiment of the people’s knowledge and values.The methodology of the research includes the using of the wide range of art history and musicology methods of the representation of the musical and folklore material and the analysis of academic commentary literature. In addition, the author applies the methods of the systematic review of the works of musical and folklore spectrum and the artistic activity of the individuals in the context of the Ukrainian rituals, which have allowed the author to use the the results of the research of the culturological system in the analysis of the facts of the manifestations of the sphere of musical folklore and their place in the Ukrainian life practices.The scientific novelty of the work is the representation of the Ukrainian music folklore as a type of culture, which differs from the professional and the mass ones. It expresses the national picture of the universe and the value-normative system of the people’s life. The author considers the picture of the world as the representation of the surrounding reality, the features of its perception, caused by the unity of subjective and objective conditions and factors of the formation of the national landscape. It allows the theorists and cultural practitioners to realize the significance of the music and folklore concept in the formation of the fundamental values of the Ukrainian nation. Thus, we should research the folklore, taking into account the actual content of the surrounding reality and human activity, its subjects (a bearer), social content, forms of life and functions, etc. It becomes possible if we consider the folklore as the reflection of a picture of the world that changes in accordance with socio-historical processes. We should note that folklore is a type of art as well as a folk wisdom that forms the spiritual world, the spiritual culture of the people and individuals. Finally, it is the embodiment of knowledge, values, norms and the patterns of social groups, communities and individuals.
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Zhou, Zhen. "The Investigation of the English Grammar Learning Strategy of High School Students in China." Theory and Practice in Language Studies 7, no. 12 (December 3, 2017): 1243. http://dx.doi.org/10.17507/tpls.0712.11.
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The article conducts a questionnaire survey and interview on the students in a high school in Hubei Province of China. The result indicates that the level of high school students’ grammar learning strategy is low. Among the three factors of grammar learning strategy, the cognitive strategy ranks first, then the meta-cognitive strategy and social-affective strategy. And the grammar learning strategy is not correlated with English grammar achievement. The research result demonstrates that there is great difference between female students and male students in English grammar strategy using and grammar score. This outcome is conducive to knowing better about high school students’ condition of grammar learning strategy using, and supplying some reference for enhancing the high school English teaching efficiency.
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Kartoshkina, Yuliya, and Cheryl Hunter. "Applying cognitive task analysis methodology in educational research." IOSR Journal of Research & Method in Education (IOSRJRME) 4, no. 5 (2014): 51–57. http://dx.doi.org/10.9790/7388-04515157.
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Aprizani, Yudha, Neneng Islamiah, and Faoyan Agus Furyanto. "Explicit Grammar Instruction Enhance Students’ Reading Ability on Cognitive Aspect." PAROLE: Journal of Linguistics and Education 8, no. 1 (October 22, 2018): 19. http://dx.doi.org/10.14710/parole.v8i1.19-25.
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This research aimed to find out the result of comparison between experimental and control group whether explicit instruction has influence in enhancing student’s cognition in language grammar on reading skills at MTS Al Muddakir Banjarmasin. The number of participants taken by researcher are 20 students either experimental and control group. The collecting of data used by researcher is to apply an essay test and reading texts. Researchers build up the test of instrument validity and reliability before the instruments are tested in experimental group. Then, researcher did independent sample t-test untuk find out the mean score of cognitive ability of students in language grammar on reading skills. The result of finding gained by research stated that sig (2-tailed) 0.000 is less than 0.05. it meant that there is difference of influencing cognitive ability of students in language grammar on reading skills but in independent sample t-test, the result is 0.164 > 0,05. It can be concluded that it meant that there is no difference of mean score of cognitive ability of students on experimental group but for the influence of explicit instruction that resulted in paired sample t-test, there is difference of influencing the result of cognitive ability of students in reading skills.
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Supakorn, Patnarin, Min Feng, and Wanida Limmun. "Strategies for Better Learning of English Grammar: Chinese vs. Thais." English Language Teaching 11, no. 3 (February 13, 2018): 24. http://dx.doi.org/10.5539/elt.v11n3p24.
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The success of language learning significantly depends on multiple sets of complex factors; among these are language-learning strategies of which learners in different countries may show different preferences. Needed areas of language learning strategy research include, among others, the strategy of grammar learning and the context-based approach to learning strategies. To fill in these gaps, this study aimed at finding the grammar learning strategies adopted by high school students as well as exploring the national differences between Chinese and Thai students. The results showed that in general the strategies significantly taken up by the high achievers in the grammar test included the metacognitive, the memory, the social and the cognitive. In terms of the national differences, the strategies that characterized the Thai students were the social and the affective. Regarding the Chinese, even though they generally applied all strategy categories at lower frequencies, they were found to prefer different sub-strategies in the following three categories: memory (revision and space reliance), cognitive (note taking) and metacognitive (lesson preview). The findings lead to implications for learners of grammar, interesting future research in grammar strategies and culturally responsive grammar teaching.
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Soares da Silva, Augusto. "Gramática, cognição e sociedade: para uma gramática de significados, usos e variações." Revista da Associação Portuguesa de Linguística, no. 5 (November 21, 2019): 17–32. http://dx.doi.org/10.26334/2183-9077/rapln5ano2019a2.
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This study aims to highlight the relationship between grammar, cognition and society, identifying cognitive and social processes applied to grammatical constructions in Portuguese and their correlations. First, we will characterize certain cognitive operations that play an important role in grammar and that make it an efficient conceptual structuring and communication system: construal (our ability to view, conceive and portray the same situation in alternate ways); objectivity vs. subjectivity (the construal of a scene as detached or not from the conceptualizer); prominence (the focusing of attention on some aspects of a situation); mental spaces (packages of encyclopedic knowledge built and evoked in the current discourse); and inferences about the speaker’s intended meanings. Then, we will show how these cognitive operations (which are common to language and other cognitive faculties, such as perception, attention, and memory) are configured and conditioned by sociocultural factors and communicative efficiency processes – hence the importance of intersubjectivity and cultural conceptualization, and the need for systematically including intralinguistic variation in grammar. The answer to the question of the correlation between cognitive processes and social processes in grammar is based on the cognitive science notion of social cognition and on multivariate and sociocognitive grammar models. A usage-based grammar implies a deconstruction of the linguistic system in favor of a view of language in its inevitable variability as a complex dynamic system and the construction of a multifactorial grammar model that may adequately unravel, through multivariate quantitative methods, the interplay between conceptual, structural and social factors. Finally, we will illustrate these principles of a grammar of meanings, uses and variations (in contrast with traditional perspective of a grammar of forms, structures and rules) with three studies on constructional variation in Portuguese. They are part of our sociocognitive and sociolectometrical research into convergence and divergence between European and Brazilian Portuguese: se constructions (reflexive, reciprocal, middle, anticausative, passive, impersonal) and the null se constructions; prepositional relative constructions and their chopping and resumptive counterparts; and the alternation between inflected and uninflected infinitival constructions.
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Pourmoradi, Vahid, and Sedigheh Vahdat. "The Interactive Relationship between Inductive- deductive Grammar Teaching, Gender and the Cognitive Style of Iranian EFL Learners." Theory and Practice in Language Studies 6, no. 11 (November 1, 2016): 2151. http://dx.doi.org/10.17507/tpls.0611.12.
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There has usually been hot friction on the issue of whether inductive or deductive teaching mode would be more beneficial to EFL/ESL learners; thus, this research study tried to discover the effect of inductive-deductive grammar teaching on grammar learning of Iranian male-female EFL learners with FD-FI cognitive styles. The participants were 82 freshmen EFL learners. They were between 19 to 22 years old and selected quasi- randomly from Shahid Chamran University of Ahvaz, Iran. TOEFL and GEFT tests were administered respectively to homogenize and screen them. At last, after treatment, they took a posttest. The analysis of data via independent t-test and paired samples t-test revealed no significant difference between males and females participants in grammar learning through inductive and deductive mode. Besides, results showed that deductive mode was effective in the grammar learning of all male and female participants whether the cognitive style was FD or FI. Furthermore, it was indicated that inductive approach was effective on female with FI cognitive styles, but ineffective on males with the same cognitive style.
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David, Oana, George Lakoff, and Elise Stickles. "Cascades in metaphor and grammar." Constructions and Frames 8, no. 2 (December 31, 2016): 214–55. http://dx.doi.org/10.1075/cf.8.2.04dav.
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Public discourse on highly charged, complex social and political issues is extensive, with millions of sentences available for analysis. It is also rife with metaphors that manifest vast numbers of novel metaphoric expressions. More and more, to understand such issues, to see who is saying what and why, we require big data and statistically-based analysis of such corpora. However, statistically-based data processing alone cannot do all the work. The MetaNet (MN) project has developed an analysis method that formalizes existing insights about the conceptual metaphors underlying linguistic expressions into a computationally tractable mechanism for automatically discovering new metaphoric expressions in texts. The ontology used for this computational method is organized in terms of metaphor cascades, i.e. pre-existing packages of hierarchically organized primary and general metaphors that occur together. The current paper describes the architecture of metaphor-to-metaphor relations built into this system. MN’s methodology represents a proof of concept for a novel way of performing metaphor analysis. It does so by applying the method to one particular domain of social interest, namely the gun debate in American political discourse. Though well aware that such an approach cannot replace a thorough cognitive, sociological, and political analysis, this paper offers examples that show how a cascade theory of metaphor and grammar helps automated data analysis in many ways.
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Repel, Dusan, and Ingo Stengel. "Grammar-based transformations: attack and defence." Information Management & Computer Security 22, no. 2 (June 3, 2014): 141–54. http://dx.doi.org/10.1108/imcs-09-2013-0071.
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Purpose – This research aims to propose an attack that de-obfuscates codes by exploiting the properties of context-free grammars since it is important to understand the strength of obfuscation provided by context-free grammar-based obfuscators. In addition, the possibility of automatically generated transformations is explored. Design/methodology/approach – As part of our empirical investigation, a development environment for obfuscating transformations is built. The tool is used to simulate a context-free obfuscator and to devise ways of reversing such transformations. Furthermore, a theoretical investigation of subset grammars and subset languages is carried out. Findings – It is concluded that context-free grammar-based obfuscators provide limited levels of protection. Nevertheless, their application is appropriate when combined with other obfuscating techniques. Research limitations/implications – The algorithms behave as expected on a limited number of test samples. Further work is required to increase their practicality and to establish their average reliability. Originality/value – This research shows how a frequency analysis attack can threaten the security of code scrambled by context-free grammar-based obfuscators.
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Xu, Cao Cao. "Studying Context-Free Grammar Using Collaborative Symmetries." Applied Mechanics and Materials 543-547 (March 2014): 2907–10. http://dx.doi.org/10.4028/www.scientific.net/amm.543-547.2907.
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The operating systems approach to the partition table is defined not only by the investigation of cache coherence, but also by the confirmed need for object-oriented languages. After years of confirmed research into the memory bus, we disprove the simulation of spreadsheets, which embodies the typical principles of cyber informatics. Such a hypothesis might seem perverse but fell in line with our expectations. Woodman, our new methodology for certifiable archetypes, is the solution to all of these challenges.
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BUDWIG, NANCY. "How far does a construction grammar approach to argument structure take us in understanding children's language development?" Journal of Child Language 25, no. 2 (June 1998): 443–84. http://dx.doi.org/10.1017/s030500099800350x.
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Tomasello's stimulating review of Goldberg's (1995) book, Constructions: a construction grammar approach to argument structure, raises several themes worthy of discussion. Tomasello suggests numerous reasons why functional and cognitive linguistic approaches in general, and Goldberg's approach in particular, are central to current work in child language. In my commentary I will summarize Tomasello's central claims about what he sees as significant about Goldberg's book, and I will raise the question of whether construction grammar – rather than any other cognitive or functional approach – is worth pursuing. While generally sympathetic to Goldberg's approach, I will discuss two issues that I think are worthy of further consideration in future research.Tomasello highlights three very important reasons why he believes Goldberg's approach makes a significant contribution to child language research. First, he states that construction grammar provides a way of understanding language development as a whole, and not just particular aspects of language development, such as core grammar. Second, Tomasello characterizes Goldberg's approach as noteworthy because it provides a way of relating language development to other domains of human cognition. A third advantage, Tomasello claims, is that construction grammar allows for the view of language development as protracted (e.g. not instantaneous), something Tomasello suggests fits well with his own research findings (see Tomasello, 1992).
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Serrano Romero, Enriqueta Claudia. "Natural Approach or Cognitive Approach. Learning or Acquiring a Foreign Language? Research Study at Centro de Lenguas de la Universidad Autónoma de Ciudad Juárez." International Human Sciences Review 1 (October 31, 2019): 49–58. http://dx.doi.org/10.37467/gka-humanrev.v1.2003.
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There is a big dilemma among instructors teaching English as a foreign language. Competence and teaching grammar rules are the primary pedagogical concern. Competence is directly related to the ability of proper grammar use of a language. However, methodological discussions end up accepting that grammatical rules are neither sufficient nor demonstrating the acquisition of the language. Learner students may have correctly learned grammatical rules, but some studies disagree on teaching only grammar because it will not be enough for students to speak forcefully. These circumstances lead to the discussion on the English Teaching method used at the Autonomous University of Ciudad Juárez (UACJ). This study aims to answer 1.) Which of the following approaches are more suitable to teach a second language, Natural Approach vs. Cognitive Approach? 2.) As to what extent should we emphasis grammar rules on teaching a second language to obtain the most benefit? Lastly, a sizable neurolinguistics portion of information is added to help us understand how the brain responds to learning a foreign language.
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Kok, Kasper I., and Alan Cienki. "Cognitive Grammar and gesture: Points of convergence, advances and challenges." Cognitive Linguistics 27, no. 1 (February 1, 2016): 67–100. http://dx.doi.org/10.1515/cog-2015-0087.
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AbstractGiven its usage-oriented character, Cognitive Grammar (CG) can be expected to be consonant with a multimodal, rather than text-only, perspective on language. Whereas several scholars have acknowledged this potential, the question as to how speakers’ gestures can be incorporated in CG-based grammatical analysis has not been conclusively addressed. In this paper, we aim to advance the CG-gesture relationship. We first elaborate on three important points of convergence between CG and gesture research: (1) CG’s conception of grammar as a prototype category, with central and more peripheral structures, aligns with the variable degrees to which speakers’ gestures are conventionalized in human communication. (2) Conceptualization, which lies at the basis of grammatical organization according to CG, is known to be of central importance for gestural expression. In fact, all of the main dimensions of construal postulated in CG (specificity, perspective, profile-base relationship, conceptual archetypes) receive potential gestural expression. (3) CG’s intensive use of diagrammatic notation allows for the incorporation of spatial features of gestures. Subsequently, we demonstrate how CG can be applied to analyze the structure of multimodal, spoken-gestured utterances. These analyses suggest that the constructs and tools developed by CG can be employed to analyze the compositionality that exists within a single gesture (between conventional and more idiosyncratic components) as well as in the grammatical relations that may exist between gesture and speech. Finally, we raise a number of theoretical and empirical challenges.
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Storino, Mariateresa, Rossana Dalmonte, and Mario Baroni. "An Investigation on the Perception of Musical Style." Music Perception 24, no. 5 (June 1, 2007): 417–32. http://dx.doi.org/10.1525/mp.2007.24.5.417.
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THIS STUDY FOCUSES ON THE PROCESSING of Italian Baroque composer Giovanni Legrenzi's musical style. In a previous work, Baroni, Dalmonte, and Jacoboni (2003) elaborated a generative grammar and implemented it in a computer program called LEGRE that supposedly produces pieces in the style of Legrenzi. The main purpose of the present research is to assess whether a grammar can capture stylistic features that are relevant for stylistic categorization. Four experiments were designed to inquire into the cognitive processes involved in musical style categorization. The overall set of data was then used to evaluate whether a generative grammar could describe all of the features of a style, and to shed new light onto the cognitive processes involved in musical style perception.
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Fayyad, Prof Asst Dr Wafaa Abbas. "Quranic grammar In the light of a new approach (almdwwnt almghlq)." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 222, no. 1 (November 5, 2018): 91–113. http://dx.doi.org/10.36473/ujhss.v222i1.369.
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(Qur'anic grammar) is a subject that has recently been studied in Iraqi universities. In fact, however, it lacks clarity in the intellectual vision and methodology of the Qur'anic specificity. Therefore, we will seek to find a disciplined methodology for the Qur'anic verses related to this Bible, From the words of the Arabs and published grammatical in their writings and grammatical books and increased it and estimated and gave the word of God to agree with the words of the Arabs and their rules. Therefore, the research will deal with the mechanism of applying the task of making the mechanism of interpreting the Koran in the Koran starting to establish a clear scientific approach is (almdwwnt almghlq approach).
The third topic deals with the approach of the Qur'anic approach (the almdwwnt almghlq) preceded by an introduction and a preface that deals with grammar in terms of language, grammar, and deviation in the function of grammar. Displays the most important results
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Kiselev, S. "Deficit in executive abilities as a risk factor for emerging weakness in grammar understanding in Russian-speaking children." European Psychiatry 33, S1 (March 2016): S131. http://dx.doi.org/10.1016/j.eurpsy.2016.01.194.
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IntroductionWeakness in grammar understanding is key future of specific language impairment (SLI) in children. There has been a considerable amount of work on the language abilities of children with SLI, but we still know relatively little about their other cognitive abilities –in particular their non-linguistic cognitive strengths and weaknesses.AimsThe aim of this research was to examine the hypothesis that Russian-speaking children at the age of 4 with deficit in executive abilities have a risk for emerging weakness in grammar understanding at the age of 6.MethodsOne hundred and twenty-five children at the age of 4 were assessed with the NEPSY to reveal children with different level of executive abilities. We have revealed 21 children with deficit in executive abilities. The control group included 21 children with typical level of executive abilities. The children from experimental and control group were matched for IQ and gender. In the framework of longitudinal research, children at the age of 6 from both groups were assessed by Grammar Understanding Test from Luria's neuropsychological assessment technique.ResultsTwo-way ANOVAs with repeated measures revealed significant differences between groups for scores in the Grammar Understanding Test. Children from experimental group had weakness in grammar understanding.ConclusionsWe have revealed that children at the age of 4 with weakness in executive abilities have a risk for emerging weakness in grammar understanding at the age of 6. In view of the obtained results, it can be assumed that executive abilities have influence on the development of grammar understanding in preschool children.Disclosure of interestThe author has not supplied his/her declaration of competing interest.
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Aziz, Imam Nur. "The Development of English Grammar Book Through Direct Method: Research and Development Study at Mambaus Sholihin English Course." Alsuna: Journal of Arabic and English Language 3, no. 1 (May 25, 2020): 1–18. http://dx.doi.org/10.31538/alsuna.v3i1.643.
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Purpose - This research aims to understand the development of English book material for Grammar at Mambaus Sholihin English Course (MEC) Gresik.
Design/methodology/approach - This research applied the Educational Research and Development (RnD) to develop the contents. This research method deals with the researcher’s purpose wants to be aimed by need analysis, drafting the document, organizing material, review, expert validation, revision I, try out, and correction II.
Findings - This product has been suitable for the students’ needs to help them in learning grammar to be easier understood and practiced. The result shows that book is appropriated with the purposed to help them who need this research and development in relaxed and fun learning of grammar notification. Also, this book is completed with direct method although it is used in speaking skill more, it is also suitable for grammar in learning and teaching.
Originality/value - It is important for a teacher or tutor to innovate in designing a teaching book that suits the needs of students. Especially for students who do not have a study handbook.
Paper type – Research paper
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Peng, Yanghua. "On the Coordinate Expression “A and B” from the Perspective of Cognitive Grammar." International Journal of English Linguistics 11, no. 3 (March 30, 2021): 33. http://dx.doi.org/10.5539/ijel.v11n3p33.
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The coordinate expression of “A and B” formed by the coordinate conjunction “and” shows a variety of syntactic features and semantic relations. Based on the research of scholars at home and abroad the paper argues that the cognitive grammatical research outweighs other theoretical views on the researches of the internal motivations of complex phenomena. It further points out that A and B are parallel in grammar and semantics，and “A and B” is polysemous.
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Vandelanotte, Lieven. "Favourite puzzles." English Text Construction 10, no. 2 (October 10, 2017): 187–98. http://dx.doi.org/10.1075/etc.10.2.01van.
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This introduction to the special issue “Grammar, usage and discourse: Functional studies offered to Kristin Davidse” first briefly reviews Kristin Davidse’s rich and varied trajectory in functional and cognitive linguistics, highlighting in particular the links between the domains represented by the contributions to the issue and the doctoral research she has supervised over the years. The central questions surrounding grammar (especially interpersonal grammar), usage and discourse (including literary discourse) which inform the different contributions are subsequently discussed, and a concluding section offers a number of celebratory and grateful salutes.
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Gadomska-Lila, Katarzyna. "Methodology of Research into Organisational Culture." Kwartalnik Ekonomistów i Menedżerów 21, no. 3 (July 1, 2011): 11–25. http://dx.doi.org/10.5604/01.3001.0009.5746.
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The constant interest in exploring organisational culture accompanied by cognitive and practical difficulties related to this process encourage deeper reflection on the research methodology. The paper aims to analyse the procedure of research into organisational culture, focusing in particular on the research methods (both quantitative and qualitative) and techniques of data collection. The presentation of their weaknesses and strengths as well as on the discussion of possible areas of application should contribute to more rational choices, and improve the reliability and accuracy of research studies.
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Colasacco, Marina Anna. "A cognitive approach to teaching deictic motion verbs to German and Italian students of Spanish." International Review of Applied Linguistics in Language Teaching 57, no. 1 (February 25, 2019): 71–95. http://dx.doi.org/10.1515/iral-2018-2007.
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AbstractIn this study we compare two instruction approaches (cognitive and traditional) to the teaching of Spanish deictic motion verbs –ir, venir, llevarandtraer– to German and Italian learners. We also analyse whether the students’ first language (Italian or German) influences the results of the cognitive methodology we applied. The Cognitive Instruction combined the basic principles of Cognitive Grammar with those of Processing Instruction for activities in which students practice both comprehension and production. We carried out a survey of 274 university students who were learning Spanish (Level B1) at universities in Italy and Germany. Students carried out a test prior to receiving the instruction and three tests subsequently, one immediately afterwards, the second a week later and the third, a month later. The cognitive methodology proved to be beneficial and positive. The students who received cognitive instruction made better form-meaning connections and showed higher performances in the use of deictic motion verbs than those who received traditional instruction. The learners’ L1 did not appear to influence the results of the groups that received the cognitive method of instruction.
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Duarte, José P., João M. Rocha, and Gonçalo Ducla Soares. "Unveiling the structure of the Marrakech Medina: A shape grammar and an interpreter for generating urban form." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 21, no. 4 (September 19, 2007): 317–49. http://dx.doi.org/10.1017/s0890060407000315.
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AbstractThis paper describes research carried out to develop a parametric urban shape grammar for the Zaouiat Lakhdar quarter of the Medina of Marrakech in Morocco. The goal is to create the basis for a system that could capture some features of the existing urban fabric and apply them in contemporary urban planning and architectural design. The methodology used is described, from the initial historical analysis and fieldwork to the identification of three subgrammars necessary to encode the complexity of the urban preexistences: the urban grammar, the negotiation grammar, and the housing grammar. Top-down and bottom-up approaches to grammar design are analyzed and compared. The bottom-up urban grammar developed is then described, and a hand derivation of the existing urban fabric is proposed. Visual, symbolic, and tagged computer implementations of shape grammars are briefly discussed and a novel design generated by the tagged interpreter is presented.
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Telkova, Valentina Alekseevna. "The ideas of universal grammar in the area of syntax and their reflection in the Russian educational materials of the early XIX century." Филология: научные исследования, no. 4 (April 2020): 31–39. http://dx.doi.org/10.7256/2454-0749.2020.4.30410.
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The subject of this research is the analysis of universal grammar ideas in the area of syntax and their reflection in the Russian educational materials of the early XIX century. The relevance is defined by the fact that writings of the authors of universal grammars contain ideas currently applied in description of fact of language within the framework of generative grammar. View on grammar of A. S. Nikolsky, F. F. Rozanov, L. H. Jacob, I. F. Timkovsky, I. Ornatovsky repeatedly have become the subject of analysis; however, in light on most recent achievements of the theory of linguistics, previous works require revision. Research methodology leans on the theories, which are founded on the principle of historicism in linguistics that allows establishing own patterns in transformation of the subject of research and clearly understands the internal logics of scientific development. With emergence of works of the world renowned American linguist Noam Chomsky, who claimed that his generative grammar is based on the key postulates of universal grammar, the authors of universal grammars have attracted attention once again. The scientific novelty lies in the more objective assessment of the contribution of A. S. Nikolsky, F. F. Rozanov, L. H. Jacob, I. F. Timkovsky, I. Ornatovsky to the development of grammar science, and syntax in particular.
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Popovic, Ljudmila. "Current issues of cognitive linguistic studies of Serbian." Juznoslovenski filolog 73, no. 3-4 (2017): 315–54. http://dx.doi.org/10.2298/jfi1704315p.
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The paper discusses the results of research by Serbian scholars into the field of cognitive linguistics over the past ten years. Special emphasis is laid on the cognitive linguistic studies of grammar, both in Serbian proper and from the contrastive viewpoint, which successfully apply Predrag Piper?s semantic localisation theory. It highlights the achievements of Serbian scholars in the sphere of historical cognitive linguistics, as well as fuzzy linguistics. It singles out cognitive principles in research into Serbian dialectology, as well as into lexicology, cultural linguistics and ethnolinguistics. The paper specifies the distinctive principles of the multidisciplinary fields in which cognitive linguistic methods of language study are used.