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Journal articles on the topic 'Cognitive grammar'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Haider, Hubert. "Grammar change." Biological Evolution 3, no. 1 (August 2, 2021): 6–55. http://dx.doi.org/10.1075/elt.00024.hai.

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Abstract Structurally, cognitive and biological evolution are highly similar. Random variation and constant but blind selection drive evolution within biology as well as within cognition. However, evolution of cognitive programs, and in particular of grammar systems, is not a subclass of biological evolution but a domain of its own. The abstract evolutionary principles, however, are akin in cognitive and biological evolution. In other words, insights gained in the biological domain can be cautiously applied to the cognitive domain. This paper claims that the cognitively encapsulated, i.e. consciously inaccessible, aspects of grammars as cognitively represented systems, that is, the procedural and structural parts of grammars, are subject to, and results of, Darwinian evolution, applying to a domain-specific cognitive program. Other, consciously accessible aspects of language do not fall under Darwinian evolutionary principles, but are mostly instances of social changes.

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2

Urunbaevna, Sobirova Firuza. "LANGACKER’S COGNITIVE GRAMMAR." International Journal Of Literature And Languages 03, no. 02 (February 1, 2023): 1–3. http://dx.doi.org/10.37547/ijll/volume03issue02-01.

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Cognitive linguistics (cognitology) is a branch of linguistics that has been intensively developing in science in recent decades. Being an interdisciplinary field of research, cognitology considers human cognition of the surrounding world in relation to natural language. Cognitive linguistics studies language as a cognitive mechanism that plays a role in the coding and transformation of language. The goal of the cognitive linguistics is to understand how the processes of perception, categorization, classification, and the comprehension of the World, how knowledge is accumulated.

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3

Ik-Joo Na. "cognitive grammar." Discourse and Cognition 24, no. 1 (February 2017): 113–18. http://dx.doi.org/10.15718/discog.2017.24.1.113.

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4

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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Georgieva, Mariana. "Grammar and Cognition." Chuzhdoezikovo Obuchenie-Foreign Language Teaching 50, no. 6 (December 18, 2023): 551–58. http://dx.doi.org/10.53656/for23.461gram.

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The article presents the cognitive basis of the differentiation and definition of names in word classes. Cognitively analyzed substantivation, qualification and quantification and their circularity explain grammaticalization as a process. Definiteness as a categorical phenomenon of names is a syncretic grammaticalization of a cognitive-perspective minimum. Pronouns are not considered here, since their cognitive specificity does not contain the initiality of the nominative. Pronouns are the subject of a separate analysis in our other works.

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Duraj-Nowosielska, Izabela. "Cognitive Grammar Analysis." Zeitschrift für Slawistik 68, no. 4 (October 10, 2023): 699–716. http://dx.doi.org/10.1515/slaw-2023-0038.

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7

Feldman, Jerome A. "Advances in Embodied Construction Grammar." Constructions and Frames 12, no. 1 (July 29, 2020): 149–69. http://dx.doi.org/10.1075/cf.00038.fel.

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Abstract This paper describes the continuing goals and present status of the ICSI/UC Berkeley efforts on Embodied Construction Grammar (ECG). ECG is semantics-based formalism grounded in cognitive linguistics. ECG is the most explicitly inter-disciplinary of the construction grammars with deep links to computation, neuroscience, and cognitive science. Work continues on core cognitive, computational, and linguistic issues, including aspects of the mind/body problem. Much of the recent emphasis has been on applications and on tools to facilitate new applications. Extensive documentation plus downloadable systems and grammars can be found at the ECG Homepage.1

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8

Janda, Laura A. "Cognitive Linguistics in the Year 2015." Cognitive Semantics 1, no. 1 (March 11, 2015): 131–54. http://dx.doi.org/10.1163/23526416-00101005.

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Cognitive linguistics views linguistic cognition as indistinguishable from general cognition and thus seeks explanation of linguistic phenomena in terms of general cognitive strategies, such as metaphor, metonymy, and blending. Grammar and lexicon are viewed as parts of a single continuum and thus expected to be subject to the same cognitive strategies. Significant developments within cognitive linguistics in the past two decades include construction grammar and the application of quantitative methods to analyses.

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9

Winters, Margaret E., and Ronald W. Langacker. "Foundations of Cognitive Grammar." Modern Language Journal 72, no. 4 (1988): 486. http://dx.doi.org/10.2307/327796.

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10

LANGACKER, RONALD W. "CONSTRUCTIONS IN COGNITIVE GRAMMAR." ENGLISH LINGUISTICS 20, no. 1 (2003): 41–83. http://dx.doi.org/10.9793/elsj1984.20.41.

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11

Gonzálvez-García, Francisco. "Cognitive Construction Grammar works." Annual Review of Cognitive Linguistics 6 (November 26, 2008): 345–60. http://dx.doi.org/10.1075/arcl.6.19gon.

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12

TAKAMI, KEN-ICHI. "ANAPHORA: COGNITIVE GRAMMAR ACCOUNT VS. GENERATIVE GRAMMAR ACCOUNT." ENGLISH LINGUISTICS 16, no. 1 (1999): 210–36. http://dx.doi.org/10.9793/elsj1984.16.210.

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13

Druzhinin, Andrey, Svetlana Pesina, and Ali Rahimi. "Bio-Cognitive aspects of simple and progressive verb forms usage." Global Journal of Foreign Language Teaching 7, no. 1 (September 12, 2017): 46–51. http://dx.doi.org/10.18844/gjflt.v7i1.2408.

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Abstract The article offers a cognitive subject-oriented perspective on language and its acquisition with a focus on grammar. By sketching out the cognitive mechanisms of languaging ‘conceptual complexes’ or mental categories through grammar means, the authors endeavour to define and formulate their semantic representations which are supposed to meet three prime objectives, namely to 1) reflect the orientation effect of grammar forms and constructions used in the process of speech production as coordination of his/her own interactions; 2) interpret the meaningful content and mental imaging associated in the subject's mind with this or that grammar form; 3) serve as an auxiliary technique in understanding and explaining English grammar for various teaching and learning purposes. The proposed approach and delineated technique are showcased by the verbs forms of present simple and present progressive whose cognitive essence and interpretative models are described and analysed in minute detail. Keywords: Cognitive grammar; cognition, English tense forms, simple and progressive tenses

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14

Bahlmann, Jörg, Thomas C. Gunter, and Angela D. Friederici. "Hierarchical and Linear Sequence Processing: An Electrophysiological Exploration of Two Different Grammar Types." Journal of Cognitive Neuroscience 18, no. 11 (November 2006): 1829–42. http://dx.doi.org/10.1162/jocn.2006.18.11.1829.

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The present study investigated the processing of two types of artificial grammars by means of event-related brain potentials. Two categories of meaningless CV syllables were applied in each grammar type. The two grammars differed with regard to the type of the underlying rule. The finite-state grammar (FSG) followed the rule (AB)n, thereby generating local transitions between As and Bs (e.g., n = 2, ABAB). The phrase structure grammar (PSG) followed the rule AnBn, thereby generating center-embedded structures in which the first A and the last B embed the middle elements (e.g., n = 2, [A[AB]B]). Two sequence lengths (n = 2, n = 4) were used. Violations of the structures were introduced at different positions of the syllable sequences. Early violations were situated at the beginning of a sequence, and late violations were placed at the end of a sequence. A posteriorly distributed early negativity elicited by violations was present only in FSG. This effect was interpreted as the possible reflection of a violated local expectancy. Moreover, both grammar-type violations elicited a late positivity. This positivity varied as a function of the violation position in PSG, but not in FSG. These findings suggest that the late positivity could reflect difficulty of integration in PSG sequences.

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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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16

Wynn, Thomas. "Tools, Grammar and the Archaeology of Cognition." Cambridge Archaeological Journal 1, no. 2 (October 1991): 191–206. http://dx.doi.org/10.1017/s0959774300000354.

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Use of archaeological evidence in discussions of the origin and evolution of grammar has proved unconvincing largely because of undeveloped theoretical assumptions about the cognitive connection between language and tool behaviour. This paper examines the cognitive basis of tool use and tool making and concludes that there is no sound theoretical basis for inferring grammatical abilities from prehistoric stone tools. Our knowledge concerning the cognitive basis of tool behaviour can, however, be used to document evolutionary developments in hominid cognition. Analysis of early biface culture, for example, reveals a cognitive complexity greater than that demonstrable for the earlier Oldowan or for modern apes.

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Etelämäki, Marja. "Introduction: Discourse, grammar and intersubjectivity." Nordic Journal of Linguistics 39, no. 2 (September 27, 2016): 101–12. http://dx.doi.org/10.1017/s033258651600007x.

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This special issue includes a collection of papers on language and intersubjctivity. There are two paradigms in linguistic approaches to intersubjectivity; cognitive linguistics and interactional linguistics, but these two paradigms hardly ever meet. This is due to the fact that these paradigms have opposing views on cognition and mental events. However, both these paradigms draw from phenomenology: whereas cognitive linguistic approaches to intersubjectivity have their basis on Husserl's philosophy, interactional linguistics is influenced by ethnomethodological conversation analysis and the philosophy of Schutz. Despite the apparent differences between these approaches, there are convergences, too. Moreover, both approaches are needed for a full account of language and human intersubjectivity.

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18

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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Kholmurodova, Dilnoza Kholmurodovna. "COGNITIVE GRAMMAR IN ENGLISH LESSONS." Theoretical & Applied Science 84, no. 04 (April 30, 2020): 390–92. http://dx.doi.org/10.15863/tas.2020.04.84.68.

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20

Manning, Molly, and Sue Franklin. "Cognitive grammar and aphasic discourse." Clinical Linguistics & Phonetics 30, no. 6 (February 22, 2016): 417–32. http://dx.doi.org/10.3109/02699206.2015.1128981.

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21

정병철. "Cognitive Foundation of Rhetorical Grammar." Journal of CheongRam Korean Language Education ll, no. 44 (December 2011): 551–82. http://dx.doi.org/10.26589/jockle..44.201112.551.

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22

Langacker, Ronald W. "An Introduction to Cognitive Grammar." Cognitive Science 10, no. 1 (January 1986): 1–40. http://dx.doi.org/10.1207/s15516709cog1001_1.

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23

Bhatt, Rakesh M. "Kashmiri: A cognitive-descriptive grammar." Lingua 109, no. 4 (November 1999): 311–14. http://dx.doi.org/10.1016/s0024-3841(99)00022-4.

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24

Ding, Picus S. "Cognitive Foundations of Grammar (review)." Language 78, no. 1 (2002): 192–93. http://dx.doi.org/10.1353/lan.2002.0012.

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25

Zima, Elisabeth. "Cognitive Grammar and Dialogic Syntax." Review of Cognitive Linguistics 11, no. 1 (June 28, 2013): 36–72. http://dx.doi.org/10.1075/rcl.11.1.02zim.

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This paper relates the functional model of Dialogic Syntax and its key concept of resonance (Du Bois 2001 [2009]) to Cognitive Grammar (Langacker, 1987, 1991, 2001, 2008, 2009) with the aim of inquiring into the prospects, potential gains, and limitations of a Cognitive Grammar-inspired discourse analysis. First the two frameworks are compared from a theoretical point of view, focusing on how Du Bois’ account and Langacker’s Current Discourse Space Model (2001, 2008) deal with prior discourse as a resource for new usage events. In the subsequent case study, the theory is confronted with interactional data from Austrian parliamentary debates. Specific attention is paid to construal operations, more specifically viewpoint phenomena and subjectification, which are explored in relation to resonance activation. Drawing on detailed analyses that combine insights and concepts from Dialogic Syntax and Cognitive Grammar, strengths, shortcomings, and future challenges of Cognitive Grammar discourse studies are discussed.

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Benware, Wilbur A. "Romans 1.17 and Cognitive Grammar." Bible Translator 51, no. 3 (July 2000): 330–40. http://dx.doi.org/10.1177/026009350005100304.

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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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Browse, Sam. "From functional to cognitive grammar in stylistic analysis of Golding’s The Inheritors." Journal of Literary Semantics 47, no. 2 (December 19, 2018): 121–46. http://dx.doi.org/10.1515/jls-2018-2003.

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Abstract Systemic Functional Grammar (SFG) is one of the most influential grammars used in stylistics, but more recently the discipline has witnessed a growing body of work using cognitive grammars to explain stylistic effects. This research has tended to make the positive case for cognitive grammar (CG) by demonstrating its similarity to functionalist approaches. However, it is also necessary to say how CG adds to an SFG account of literary effects. To do so, I return to Halliday’s seminal analysis of Golding’s novel, The Inheritors. I use CG to investigate the conceptual processes involved in the reader’s interpretation of the character’s deviant mindstyle and outline some of the ludic and dramatic effects of these reconstrual operations. Thus, whereas SFG focuses on describing the ideational structure of the representations proffered by texts, I argue that a unique affordance of CG is its focus on the readerly construction of meaning.

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Kempson, Ruth M. "Logical form: the grammar cognition interface." Journal of Linguistics 24, no. 2 (September 1988): 393–431. http://dx.doi.org/10.1017/s0022226700011841.

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Over the course of the last twenty-five years, linguistic theory has established itself as providing one of the major routes towards an understanding of the human mind. With increasing precision we have been able to address the problem of articulating in detail the structured capacities the human mind brings to the problem of language acquisition. Along the way there have been doubters, much of the doubt having arisen because of the apparently unbridgeable gap the theory demands between the language user's capacity and the interaction of this capacity with more general cognitive skills. Such doubters as there were received little reassurance from looking at work on performance or language use, for there has been little more than speculative philosophy on the one hand (most notably by Paul Grice, 1975) and articulation of detailed processing mechanisms on the other (e.g. Fodor, 1978; Frazier, 1979; Frazier & Fodor, 1978), without any overall theory. J. A. Fodor (1982, 1983) has led the field in cognitive psychology with his representational theory of mind. But we have till now had no theory of the central cognitive mechanism. Relevance Theory (Sperber & Wilson, 1986) provides us with a contender. It makes specific claims about the central cognitive mechanism and about the relation of natural language to that central mechanism. Against this framework, we are at last able to formulate precise proposals about the grammar-cognition interface, and in so doing provide answers to the psychological reality questions which have gone unanswered for so long: What is the relation of grammars to utterance–interpretation? What is the nature of the link between grammars and the central cognitive mechanism? What is the relation between a speaker's knowledge of his language and his general knowledge?

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Majcher, Magdalena Zofia. "On Proper Names in German: An Analysis from the Cognitive Perspective." Respectus Philologicus 23, no. 28 (April 25, 2013): 38–46. http://dx.doi.org/10.15388/respectus.2013.23.28.3.

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The aim of this paper is a cognitive grammar analysis of noun phrases in German which contain a proper noun. It is common for proper nouns in German, like first names, surnames, the names of cities and countries, to occur without an article. They can, however, also occur with the definite article, the demonstrative pronoun or with the indefinite article. There are also proper nouns in German, such as the names of rivers, mountain ranges, and some countries, which—according to many grammars—obligatorily occur with the definite article. However, it may happen that even those occur without an article. Whether there is an article before a proper noun or not is regarded as a grammatical phenomenon, without acknowledging its semantic aspects. The latter are only considered in a very few cases. A cognitive grammar analysis makes it possible to look at the abovementioned phenomena from the semanticconceptual perspective, thus ensuring wider opportunities to explain and describe them. According to cognitive grammar, every use of any element should have a semantic-conceptual motivation. The cognitive grammar analysis of German noun phrases containing a proper noun carried out in this article allows us to conclude that the use of articles in the German language is in most cases determined by the speaker’s intention. The analysis in this paper includes a description of noun phrases containing proper nouns selected from the German magazine Der Spiegel.

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Rundquist, Eric. "The Cognitive Grammar of drunkenness: Consciousness representation in Under the Volcano." Language and Literature: International Journal of Stylistics 29, no. 1 (February 2020): 39–56. http://dx.doi.org/10.1177/0963947020908622.

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Cognitive Grammar analyses the semantics of linguistic features in relation to human cognition; Free Indirect Style allows authors to represent their characters’ cognition with language. This article applies Cognitive Grammar to the analysis of a character’s mind that is represented with Free Indirect Style. In the tradition of mind style analysis, it aims to use linguistics to reveal some of the underlying cognitive processes and proclivities at work in the character’s psychology. The character in question is the protagonist in Malcolm Lowry’s Under the Volcano, an alcoholic who is largely characterised by his drunken behaviour and ideation. This article therefore focuses on the linguistic features that serve to represent his inebriated state of mind. It analyses the semantic effects of those features primarily in terms of attentional focus, drawing on Cognitive Grammar concepts, such as objective construal, specificity, scope, profile and domain, and relating these to the protagonist’s cognitive proclivities for solipsism, partial awareness, delayed reaction, attenuated experience and self-delusion. The article also discusses the theoretical background for mind style analysis, arguing for the continued importance of focusing on the relationship between the text and a character’s mind, alongside the focus on the reader’s mind that has come to dominate cognitive stylistics.

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Varley, Rosemary, and Michael Siegal. "Words, grammar, and number concepts: Evidence from development and aphasia." Behavioral and Brain Sciences 24, no. 6 (December 2001): 1120–21. http://dx.doi.org/10.1017/s0140525x01400136.

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Bloom's book underscores the importance of specifying the role of words and grammar in cognition. We propose that the cognitive power of language lies in the lexicon rather than grammar. We suggest ways in which studies involving children and patients with aphasia can provide insights into the basis of abstract cognition in the domain of number and mathematics.

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Chen, Zhaojun. "Grammar Learning Strategies Applied to ESP Teaching." Theory and Practice in Language Studies 6, no. 3 (March 21, 2016): 617. http://dx.doi.org/10.17507/tpls.0603.23.

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There are difficulties in learning ESP because of the characteristics of ESP and learners’ low grammatical competence. Grammar knowledge plays important roles in cultivating grammar competence, especially for ESP learning. There is the connection between grammar and learning strategies. Cognitive approach (deductive and inductive learning), communicative approach, and drills are beneficial to grammar learning. ESP grammar learning strategies can be classified into cognitive strategies, metacognitive strategies, affective strategies for learning grammar, and social strategies for learning grammar. Teachers can apply some strategies to ESP teaching.

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ONNIS, LUCA, WIN EE CHUN, and MATTHEW LOU-MAGNUSON. "Improved statistical learning abilities in adult bilinguals." Bilingualism: Language and Cognition 21, no. 2 (October 11, 2017): 427–33. http://dx.doi.org/10.1017/s1366728917000529.

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Using multiple languages may confer distinct advantages in cognitive control, yet it is unclear whether bilingualism is associated with better implicit statistical learning, a core cognitive ability underlying language. We tested bilingual adults on a challenging task requiring simultaneous learning of two miniature grammars characterized by different statistics. We found that participants learned each grammar significantly better than chance and both grammars equally well. Crucially, a validated continuous measure of bilingual dominance predicted accuracy scores for both artificial grammars in a generalized linear model. The study thus demonstrates the first graded advantage in learning novel statistical relations in adult bilinguals.

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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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Ji-Ryong Lim. "A Cognitive Exploration of Grammar Education." korean language education research ll, no. 46 (April 2013): 5–44. http://dx.doi.org/10.20880/kler.2013..46.5.

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TAYLOR, JOHN R. "Old problems: Adjectives in Cognitive Grammar." Cognitive Linguistics 3, no. 1 (January 1992): 1–36. http://dx.doi.org/10.1515/cogl.1992.3.1.1.

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38

WINTERS, MARGARET E. "Kuryłowicz, analogical change, and cognitive grammar." Cognitive Linguistics 8, no. 4 (January 1997): 359–86. http://dx.doi.org/10.1515/cogl.1997.8.4.359.

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Zhan, Hongwei. "Zhang, N. (2015). Cognitive Chinese grammar." Review of Cognitive Linguistics 15, no. 1 (August 18, 2017): 297–303. http://dx.doi.org/10.1075/rcl.15.1.12zha.

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Poletiek, Fenna. "What in the World Makes Recursion so Easy to Learn? A Statistical Account of the Staged Input Effect on Learning a Center-Embedded Structure in Artificial Grammar Learning (AGL)." Biolinguistics 5, no. 1-2 (June 27, 2011): 036–42. http://dx.doi.org/10.5964/bioling.8827.

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In an artificial grammar learning study, Lai & Poletiek (2011) found that human participants could learn a center-embedded recursive grammar only if the input during training was presented in a staged fashion. Previous studies on artificial grammar learning, with randomly ordered input, failed to demonstrate learning of such a center-embedded structure. In the account proposed here, the staged input effect is explained by a fine-tuned match between the statistical characteristics of the incrementally organized input and the development of human cognitive learning over time, from low level, linear associative, to hierarchical processing of long distance dependencies. Interestingly, staged input seems to be effective only for learning hierarchical structures, and unhelpful for learning linear grammars.

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Seuren, Pieter. "Essentials of Semantic Syntax." Cadernos de Linguística 2, no. 1 (January 28, 2021): 01–20. http://dx.doi.org/10.25189/2675-4916.2021.v2.n1.id290.

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Semantic Syntax (SeSyn), originally called Generative Semantics, is an offshoot of Chomskyan generative grammar (ChoGG), rejected by Chomsky and his school in the late 1960s. SeSyn is the theory of algorithmical grammars producing the well-formed sentences of a language L from the corresponding semantic input, the Semantic Analysis (SA), represented as a traditional tree structure diagram in a specific formal language of incremental predicate logic with quantifying and qualifying operators (including the truth functions), and with all lexical items filled in. A SeSyn-type grammar is thus by definition transformational, but not generative. The SA originates in cognition in a manner that is still largely mysterious, but its actual form can be distilled from the Surface Structure (SS) of the sentences of L following the principles set out in SeSyn. In this presentation we provide a more or less technical résumé of the SeSyn theory. A comparison is made with ChoGG-type grammars, which are rejected on account of their intrinsic unsuitability as a cognitive-realist grammar model. The ChoGG model follows the pattern of a 1930s neopositivist Carnap-type grammar for formal logical languages. Such grammars are random sentence generators, whereas, obviously, (nonpathological) humans are not. A ChoGG-type grammar is fundamentally irreconcilable with a mentalist-realist theory of grammar. The body of the paper consists in a demonstration of the production of an English and a French sentence, the latter containing a classic instance of the cyclic rule of Predicate Raising (PR), essential in the general theory of clausal complementation yet steadfastly repudiated in ChoGG for reasons that have never been clarified. The processes and categories defined in SeSyn are effortlessly recognised in languages all over the world, whether indigenous or languages of a dominant culture—taking into account language-specific values for the general theoretical parameters involved. This property makes SeSyn particularly relevant for linguistic typology, which now ranks as the most promising branch of linguistics but has so far conspicuously lacked an adequate theoretical basis.

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Evans, Hywel. "Simpler semantics for computational and cognitive linguistics." Investigationes Linguisticae 41 (December 11, 2019): 17–31. http://dx.doi.org/10.14746/il.2018.41.2.

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Certain consequences are considered regarding a simpler, more cognitively plausible treatment of semantics in SignBased Construction Grammar, a cognitive, unification- based theory of language. It is proposed that a construction grammar may be able to improve its coverage of core linguistic phenomena in line with minimalist goals (Chomsky 1993). Suggestions are offered regarding relative clauses and wh-expressions to show that a more straightforward account is available, one that allows a unified treatment of scope for quantifiers and wh-expressions.

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Anthonissen, Lynn. "Cognition in construction grammar: Connecting individual and community grammars." Cognitive Linguistics 31, no. 2 (June 25, 2020): 309–37. http://dx.doi.org/10.1515/cog-2019-0023.

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AbstractThis paper examines, on the basis of a longitudinal corpus of 50 early modern authors, how change at the aggregate level of the community interacts with variation and change at the micro-level of the individual language user. In doing so, this study aims to address the methodological gap between collective change and entrenchment, that is, the gap between language as a social phenomenon and the cognitive processes responsible for the continuous reorganization of linguistic knowledge in individual speakers. Taking up the case of the prepositional passive, this study documents a strong community-wide increase in use that is accompanied by increasing schematicity. A comparison of the 50 authors reveals that regularities arising at the macro-level conceal highly complex and variable individual behavior, aspects of which may be explained by studying the larger (social) context in which these individuals operate (e. g., age cohorts, community of practice, biographical insights). Further analysis, focusing on how authors use the prepositional passive in unique and similar ways, elucidates the role of small individual biases in long-term change. Overall, it is demonstrated that language change is an emergent phenomenon that results from the complex interaction between individual speakers, who themselves may change their linguistic behavior to varying degrees.

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Iwasaki, Shoichi. "A multiple-grammar model of speakers’ linguistic knowledge." Cognitive Linguistics 26, no. 2 (May 1, 2015): 161–210. http://dx.doi.org/10.1515/cog-2014-0101.

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AbstractBy using the concept of ‘multiple grammars,’ this paper develops the view of an individual speaker’s cognitive organization of grammar. Although conversation, one type of spoken language environment, plays a crucial role in the emergence of grammar, for some speakers in a literate society, the written language environment may also contribute to developing a grammar. The two language environments are expected to provide unique incentives to shaping grammar differently as they diverge greatly in terms of media types (sound vs graph), constraints (online processing vs detachment), and purposes (interaction vs ideational formation), among others. At the same time, speakers may come in contact with and acquire additional sets of grammar for specific genres. Though the grammars acquired in different genre environments may be merged at the most abstract level, each grammar contains genre-specific formulaic expressions and grammatical resources with varying degrees of granularity. Speakers may conduct their routine linguistic activities in an informal conversation by employing reusable formulaic expressions of various types and rudimentary combinatory algorithms, but when they engage in more complex verbal tasks (politicians engaging in a debate, interviewees reconstructing past experiences), they may employ more abstract grammatical resources including those that were acquired from written language. The paper explores these suggestions by performing text and statistical analyses of several Japanese discourse samples.

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Llopis García, Reyes. "Cognitive grammar: marking new paths in foreign language teaching." Verba Hispanica 19, no. 1 (December 31, 2011): 111–27. http://dx.doi.org/10.4312/vh.19.1.111-127.

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This article analyzes the usefulness of cognitive grammar for teaching foreign languages, also because of a growing interest for this discipline in recent years. First the author exposes an overview of cognitive grammar, a language model framed in the cognitive linguistics. Although the concept exists since the late 1980s, its applications for second language acquisition is very recent. In the second part of the article the author explains basics of the cognitive grammar, as well as its most important concepts.

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Pinheiro, Diogo. "Entreviʃta com Ronald W. Langacker." Revista Linguíʃtica 14, no. 1 (April 30, 2018): 35. http://dx.doi.org/10.31513/linguistica.2018.v14n1a18646.

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<p>Over thirty years ago, the first volume of Ronald Langacker’s <em>Foundations of cognitive grammar</em> presented the linguistic community with a highly innovative and equally controversial framework for linguistic analysis. It took some time, however, for Cognitive Grammar to be perceived as a construction grammar model – maybe because “the word ‘construction’ rarely appears there” (Croft and Cruse 2004: 278), maybe because the semantic apparatus and heavy use of diagrams seemed so overwhelming at first that the construction grammar side of the framework faded into the background.</p><p>-------------------------------------------------------------------------------------</p><p>Há mais de trinta anos, o primeiro volume de <em>Foundations of cognitive grammar</em> de Ronald Langacker apresentou à comunidade linguística uma estrutura altamente inovadora e igualmente controversa para a análise linguística. Demorou algum tempo, no entanto, para a Gramática Cognitiva ser vista como um modelo gramatical da construção - talvez porque “a palavra 'construção' raramente aparece lá” (Croft e Cruse 2004: 278), talvez porque o aparato semântico e o uso pesado de diagramas parecia tão avassalador a princípio que o lado da gramática da construção da estrutura desapareceu no fundo.</p><p>---</p><p>Origianl em inglês.</p>

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Müller, Stefan. "Head-Driven Phrase Structure Grammar, Sign-Based Construction Grammar, and Fluid Construction Grammar." Constructions and Frames 9, no. 1 (October 20, 2017): 139–73. http://dx.doi.org/10.1075/cf.9.1.05mul.

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Abstract Van Trijp (2013, 2014) claims that Sign-Based Construction Grammar (SBCG) and Head-Driven Phrase Structure Grammar (HPSG) are fundamentally different from Fluid Construction Grammar (FCG). He claims that the former approaches are generative ones while the latter is a cognitive-functional one. I argue that it is not legitimate to draw these distinctions on the basis of what is done in FCG. Van Trijp claims that there are differences in the scientific model, the linguistic approach, formalization, the way constructions are seen, and in terms of processing. This paper discusses all these alleged differences. Van Trijp also claims that his cognitive-functional approach is superior in terms of completeness, explanatory adequacy, and theoretical parsimony. In order to facilitate a discussion and comparison, I introduce the reader to basic assumptions made in FCG and the analyses suggested by Van Trijp: I first deal with the representations that are used in FCG, talk about argument structure constructions, the combination operations fusion and merging that are used in FCG, I than discuss the analysis of nonlocal dependencies and show that the suggested FCG analysis is not explanatorily adequate since it is not descriptively adequate and that a full formalization of approaches with discontinuous constituents is not more parsimonious than existing HPSG analyses either. After the discussion of specific analyses, I then provide a detailed comparison of FCG and SBCG/HPSG and discuss questions like the competence/performance distinction, mathematical formalization vs. computer implementation, fuzziness and fluidity in grammars, and permissiveness of theories. I conclude that HPSG, SBCG, and FCG belong to the same family of theories and that all claims to the contrary are unjustified.

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Li, Yujing. "A cognitive-functional approach to utterance pairs: A critical review of dialogic construction grammar." Forum for Linguistic Studies 3, no. 1 (September 6, 2021): 162. http://dx.doi.org/10.18063/fls.v3i1.1255.

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The combination of construction grammar and dialogic syntax in cognitive linguistics facilitates a novel cognitive-functional approach to investigating dialogues, which highlights the engagement of interlocutors and aims to examine the cognitive motivation and mechanism underlying the resonances and temporary constructions in utterance pairs. Nevertheless, studies on dialogic construction grammar are scarce and unsystematic, some of which concern theoretical explanation instead of practical application with sufficient data. As a result, it is demanding to testify its explanatory force in diverse types of utterance pairs in natural language. Basically grounded on the monograph Dialogic Construction Grammar: A Theoretical Framework and Its Application, this review sorts out the development of dialogic construction grammar, and manages to presents how the Event domain-based Schema-Instance model is constructed to explore the cognitive mechanism of common types of utterance pairs, particulary, wh-question and answer pairs, namely wh-dialogues, with the intention to explain how dialogic construction grammar theory is applied to investigate the cognitive-functional properties of common utterance pairs in linguistic communication, at the same time pointing out the future work that might be done in the studies on construction grammar.

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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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Tong, Chong Seng, Ng Yu Jin, Noor Asam Abdul Rahman, and Zalina MohdKasim. "Cognitive grammar on "smash": Perspectives from Langacker's framework." Indonesian JELT: Indonesian Journal of English Language Teaching 9, no. 2 (August 10, 2020): 90–103. http://dx.doi.org/10.25170/ijelt.v9i2.649.

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The language system allows us to express perceived events in different ways using different linguistic resources. Ability to perform this task goes beyond the notion of prescriptive grammar, which makes no connection between language and the cognitive mind. Cognitive grammar focuses on the way we construct our ideas. Meaning is equated with conceptualization. Semantic structures are characterized Based on the ideas and theses posited by Langacker with regards to Cognitive Grammar, we seek to illustrate how our cognitive minds help us manipulate the use of language, especially the grammatical items.

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