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Journal articles on the topic 'Cognitive Linguistic Study'
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1
Yan, Li. "A Cognitive Study of the Color Metaphor of Yellow." IRA International Journal of Education and Multidisciplinary Studies 16, no. 2 (2020): 123. http://dx.doi.org/10.21013/jems.v16.n2.p5.
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A metaphor is the substitution of unknown things by familiar or perceptible things. Traditional linguistic theory regards metaphor as a rhetorical device and metaphorical linguistic transformation as an inter-lingual transformation at the rhetorical level. Cognitive linguistic theory holds that metaphor is not only a linguistic phenomenon but also an important cognitive way, which provides a new study of language cognition and transformation. From the perspective of cognitive linguistics, this paper analyses metaphorical phenomena and explores the transformation of metaphorical language to deepen readers' understanding of metaphorical language and broaden the scope of application of metaphorical techniques.
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qizi, Komilova Malikaxon Nodirjon. "The role of cognitive linguistics in language evolution." European International Journal of Philological Sciences 5, no. 2 (2025): 19–22. https://doi.org/10.55640/eijps-05-02-05.
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Cognitive linguistics plays a crucial role in understanding language evolution by analyzing how human cognition influences linguistic structures, meaning, and change over time. Unlike formal linguistic theories, cognitive linguistics focuses on conceptualization, metaphor, and embodiment as key mechanisms driving language development. This study examines the role of cognitive processes such as metaphorization, categorization, grammaticalization, and conceptual blending in shaping linguistic evolution. The research highlights how metaphorical mappings structure thought, how prototype theory affects word meaning shifts, and how grammaticalization transforms lexical items into functional elements. Conceptual blending, a cognitive mechanism that integrates mental spaces to generate new meanings, further explains linguistic innovation. Findings indicate that language change is not arbitrary but follows systematic cognitive principles, reinforcing the embodied nature of linguistic evolution. By integrating cognitive science, historical linguistics, and psycholinguistics, this study provides a comprehensive framework for analyzing language evolution. Future research should explore the intersection of cognitive linguistics with neurolinguistics and computational modeling to enhance understanding of the cognitive foundations of linguistic change.
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Andrighetto, Giulia. "Universali linguistici e categorie grammaticali." PARADIGMI, no. 2 (July 2009): 113–22. http://dx.doi.org/10.3280/para2009-002010.
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- In this paper I explore the consistency of an idea of language structures as both universal in their nature and empirical in their genesis. To this aim, I assume the theory of the parts of speech as a case study. I proceed from a brief historical reconstruction of 20th-century theories of grammatical categories to an analysis of the semantics of the parts of speech, with particular emphasis on Ronald Langacker's philosophy of grammar. Finally I focus on the theory of prepositions in order to explore the relations between language and perception and the function of perceptual schemas at the basis of linguistic categories.Keywords: Linguistic universals, Parts of speech, Perceptual schemas, Cognitive linguistics, Prepositions, Philosophy of grammar.Parole chiave: Universali linguistici, Parti del discorso, Schemi percettivi, Linguistica cognitiva, Preposizioni, Filosofia della grammatica.
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Qin, Yuejin. "Exploring Cognitive Linguistics." Communications in Humanities Research 22, no. 1 (2023): 252–56. http://dx.doi.org/10.54254/2753-7064/22/20231765.
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In recent years, cognitive linguistics has gained significant traction and recognition among researchers and individuals with a vested interest in the fields of linguistics and cognitive science. This paper serves the purpose of shedding light on some of the most current and pioneering research endeavors in this domain, while also assessing their contributions towards unraveling the intricate nuances of cognitive language processing. Cognitive linguistics represents a paradigm shift in the study of language and cognition, departing from the traditional structuralist and generative approaches. It posits that language is deeply intertwined with human cognitive processes, and therefore, understanding the cognitive aspects of language use is paramount. The contemporary studies explored in this paper have played a pivotal role in advancing this perspective. These studies employ an array of methodologies and approaches, such as neuroimaging, psycholinguistics, and corpus analysis, to investigate how humans conceptualize and process language. One notable study may delve into the neural mechanisms involved in metaphor comprehension, revealing that metaphors are not mere linguistic embellishments but rooted in the perceptual and experiential systems. Another cutting-edge research area might involve examining the influence of linguistic relativity on thought, challenging the idea that language is a neutral medium for thought and instead highlighting how language structures shape the cognitive experiences. These investigations are revolutionizing the understanding of linguistic diversity and the extent to which it influences cognition. In sum, this paper aims to provide a comprehensive overview of recent research endeavors within cognitive linguistics and to underscore their significance in unveiling the intricate processes of cognitive language comprehension. These studies have collectively contributed to the growing body of knowledge surrounding how language and thought are inherently entwined, reshaping the landscape of linguistic and cognitive inquiry.
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Ikromovna, Toshpo‘latova Mahbuba, Jurаyevа Muqaddam Abdug’ofur qizi, and Nabijonova Nilufar Mirmuxsin qizi. "LINGUISTIC AND COGNITIVE THEORIES, COMMUNICATION RESEARCH, COGNITIVE NEUROPSYCHOLOGY." American Journal Of Social Sciences And Humanity Research 4, no. 3 (2024): 182–86. http://dx.doi.org/10.37547/ajsshr/volume04issue03-24.
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This article aims to provide an extensive analysis of linguistic and cognitive linguistic theories, communication research, and cognitive neuropsychology. These interrelated fields of study offer valuable insights into the complexities of human language and communication, encompassing language structure, cognitive processes, social interaction, and the impact of neurological disorders on language and cognition. By examining the theories, methodologies, and empirical findings from each discipline, this essay highlights the significance of an integrated perspective in advancing our understanding of language and cognition.
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Zhan, Haiying. "A Study on the Mental Space of Subjunctive Mood." Journal of Contemporary Educational Research 8, no. 11 (2024): 362–67. http://dx.doi.org/10.26689/jcer.v8i11.8801.
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Cognitive linguistics offers a novel approach to studying and elucidating language phenomena, with the theory of mental spaces being particularly adept at interpreting many “non-canonical” linguistic occurrences and providing a fresh cognitive framework. The subjunctive mood, one of the three primary moods in English, is integral to English grammar. Yet, it remains a contentious topic within the field, with a lack of consensus among different linguistic schools regarding this significant grammatical category. The substantial role of human cognition in the construction and interpretation of the subjunctive mood’s meaning has been infrequently explored. This paper, from a cognitive perspective, employs the theory of mental spaces to discuss the English subjunctive mood, addressing the questions of its theoretical foundation, the reasons for its use, and the methods of its application.
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Orazbayeva, F. "The interrelation of neurolinguistics and communicative linguistics: methodological and methodical foundations." Tiltanym 97, no. 1 (2025): 106–24. https://doi.org/10.55491/2411-6076-2025-1-106-124.
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In modern linguistics, the study of cognitive and pragmatic aspects of linguistic activity is a relevant research area. Neurolinguistics examines the role of the brain in shaping speech activity and the impact of cognitive mechanisms on linguistic structures. Communicative linguistics, in turn, considers language as a means of communication, analyzing the pragmatic, discursive, and socio-psychological aspects of speech acts. The integration of these two fields contributes to the development of new methodological and methodical approaches in linguistics. The aim of the study is to identify the interrelation between neurolinguistics and communicative linguistics, compare their theoretical and methodological foundations, and describe the influence of cognitive mechanisms on speech activity. In line with this objective, the research examines the cognitive processing of linguistic structures and the features of neurolinguistic and communicative-pragmatic processes. The theoretical significance of the study lies in the systematization of cognitive and neuropsychological mechanisms of linguistic activity, providing a deeper understanding of the relationship between neurolinguistics and communicative linguistics. The practical significance is in enhancing language teaching methodologies, integrating cognitive and neuropsychological approaches, analyzing the pragmatic structure of speech acts, and optimizing linguistic communication. The research employs theoretical analysis, comparative methods, discourse analysis, cognitive modeling, and content analysis. These methods enabled a comparative examination of linguistic communication across different scientific frameworks, viewing neurolinguistic and communicative factors as a unified system. The results indicate that neurolinguistics and communicative linguistics are complementary research domains. Cognitive mechanisms and pragmatic factors play a crucial role in shaping speech activity. It is demonstrated that linguistic information processing and the structure of speech behavior are regulated by cognitive processes. Furthermore, the cognitive foundations of speech act interpretation and pragmatic meanings have been clarified. This study offers a comprehensive perspective on linguistic communication through the integration of neurolinguistics and communicative linguistics. The findings contribute to the development of new scientific approaches in cognitive linguistics and the refinement of language teaching methodologies. The research findings can be applied in language teaching methodologies, the development of speech skills, and the optimization of linguistic communication. The combination of neurolinguistic and communicative-pragmatic approaches will facilitate the design of effective language acquisition strategies.
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Muratkhodjayeva, Feruzakhon. "Cognitive Linguistics Theory in Anthropocentric Paradigm." International Journal of Industrial Engineering, Technology & Operations Management 2, no. 2 (2024): 63–70. https://doi.org/10.62157/ijietom.v2i2.63.
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This study examines cognitive linguistics within the framework of the anthropocentric paradigm, focusing on the dynamic interplay between language and thought. The study aims to unravel how these two elements mutually shape and influence each other, highlighting the centrality of the anthropocentric perspective in understanding cognitive processes. The research underscores the relevance of this approach in contemporary linguistics, offering valuable insights into the ways in which language not only reflects but also molds our perception of reality. Through a detailed analysis, the study explores how linguistic structures inform cognitive frameworks and how these structures, in turn, guide thought patterns. The findings demonstrate that language is a key determinant in shaping cognitive processes and influencing how individuals conceptualize and engage with the world around them. The author's scientific contribution lies in advancing linguistic theories and offering innovative perspectives on the practical applications of the anthropocentric paradigm, particularly in the domains of education and cognitive science. By focusing on the role of language in cognitive development, the research opens new avenues for future exploration and provides a critical reassessment of existing linguistic models. This work invites further inquiry into the intersection of language, thought, and cognition, contributing to a deeper understanding of the human mind and its connection to language. Ultimately, the study emphasizes the transformative potential of the anthropocentric approach in reshaping linguistic and educational methodologies.
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Romanchuk, Svetlana, Olena Sytko, Mykola Karpik, Iryna Skoreiko-Svirska, and Yelizaveta Isakova. "The role of cognitive linguistics in developing students' communicative competence and forming their linguistic personality." Multidisciplinary Science Journal 5 (October 10, 2023): 2023ss0511. http://dx.doi.org/10.31893/multiscience.2023ss0511.
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The research examines the specifics of cognitive linguistics regarding developing communicative competence and forming students' linguistic personalities. Attention is paid to the essence of cognitive linguistics, the history of the emergence of this direction, and the current state of research. The article analyzes the ways, methods, and forms of cognitive linguistics application in the educational process to form the student's linguistic personality and develop communicative competence. The structure of the concept is presented for the simplified perception of a specific phenomenon by a student of a philological specialty. The study aims to reveal the role of cognitive linguistics in developing communicative competence and forming a student's linguistic personality. The object of research is cognitive linguistics as a linguistic direction. Research methods. Such research methods as description, analysis and synthesis, generalization, and linguistic analysis were used in the work. The work examines the issue of cognitive linguistics in terms of the development of communicative competence and the formation of students' linguistic personalities. The essence of the concept of "cognitive linguistics," its direction, principles, and principles are revealed. The history of the emergence of cognitive linguistics as a linguistic direction and the current state of research are described. Cognitive linguistics’ impact on forming a student's communicative competence is described. The student's types of thinking are analyzed, in particular, abstract, professional, critical, fast, and systematic. The case method is a key cognitive linguistics method used during educational activities. The proof of the values of the method is implemented, and the stages of the case method are demonstrated with the help of a graphic image. The article provides ways of forming the student's communicative competence through cognitive linguistics. The advantages and disadvantages of each method are described. The construction of the concept is carried out, which contributes to the student's faster perception of the topic and the types of concepts given.
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Petrova, Elena A. "On intentionality of communication in terms of general cognitivity." Verhnevolzhski Philological Bulletin 2, no. 25 (2021): 71–77. http://dx.doi.org/10.20323/2499-9679-2021-2-25-71-77.
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The article is devoted to the issues of cognitive linguistics, which studies language as a communication tool. The article postulates that cognitive linguistics is an approach to the analysis of natural language, which has as its main goal the study of language as a tool for organizing, processing and transmitting information. The author puts forward a point of view that it is fundamentally important for cognitive linguistics to analyze the conceptual base of linguistic categories, as well as certain mechanisms of information processing. The subject of the analysis in the article is the characteristic of the ratio of linguistic and cognitive modules. The purpose of the article is to analyze the correlation of linguistic and cognitive modules. The methodological basis of the study includes theoretical works on cognitive linguistics and philosophical theory of cognition, for which the priority is the study of language as a cognitive mechanism that contributes to encoding and transforming information. The emphasis is placed on the fact that language serves cognition, which is understood as both scientific and everyday comprehention of the world, realized in the processes of its conceptualization and categorization. Particular attention is paid to the analysis of verbal and non-verbal communication using the example of mental representations formed in childhood. The results of the analysis underline the ambiguous interpretation of the problem, revealing the mechanism of perception and generation of speech. A conclusion is made that communication can be divided into intentional and non-intentional. Evidence was found that the information transmission can be carried out without intention, i.e., not all information can be intentional.
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Turamuratova, Iroda Ilkhombaevna. "Language and Thought: Interconnectedness in the Cognitive Approach." Multidisciplinary Journal of Science and Technology 5, no. 5 (2025): 689–93. https://doi.org/10.5281/zenodo.15442621.
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The relationship between language and thought has long been a focal point of linguistic, philosophical, and psychological inquiry. In the cognitive approach, this relationship is viewed as deeply interconnected, with language serving not only as a means of communication but also as a tool for shaping, structuring, and reflecting thought. This article explores the core assumptions of cognitive linguistics regarding the interplay between linguistic structures and cognitive processes. It examines how conceptual metaphors, mental schemas, and linguistic categorization reflect underlying cognitive mechanisms. The study also considers cross-linguistic evidence to demonstrate how different languages encode and influence thought patterns in unique ways. By analyzing both theoretical frameworks and empirical studies, the article highlights the bidirectional influence of language and cognition, supporting the view that language is both shaped by and helps shape human thought.
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qizi, Komilova Malikaxon Nodirjon. "The role of cognitive linguistics in language evolution." American Journal of Philological Sciences 5, no. 2 (2025): 92–94. https://doi.org/10.37547/ajps/volume05issue02-26.
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The conceptualization of time and space is a fundamental aspect of human cognition, deeply embedded in language. Cognitive linguistics provides a framework for understanding how individuals mentally structure these abstract domains through embodied experiences and cultural influences. This study examines how metaphor, image schemas, and conceptual blending shape linguistic representations of time and space. Findings reveal that time is often conceptualized through spatial metaphors, such as the "Moving Time" and "Time as a Path" metaphors, which structure human perception of temporal progression. Spatial cognition is influenced by embodied schemas like the "Container Schema" and "Source-Path-Goal" schema, reflecting physical experiences of movement and orientation. Cross-linguistic studies highlight cultural variations in time and space conceptualization, demonstrating that languages differ in how they encode spatial and temporal relationships. Conceptual Blending Theory further explains how mental spaces interact to create new linguistic meanings. The study concludes that while cognitive mechanisms underlying time and space conceptualization are universal, cultural and technological factors influence their linguistic expressions. Future research should explore how digital communication and evolving cultural paradigms shape the cognitive and linguistic representation of time and space.
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Shvetsova, Yulia O., and Kirill V. Kashitskii. "Experimental study of heuristics in solving linguistic tasks by translation students." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 28, no. 3 (2023): 170–76. http://dx.doi.org/10.34216/2073-1426-2022-28-3-170-176.
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The article presents the experimental study of the heuristics manifestations seen during solving linguistic tasks divided into three categories: Olympiad linguistic tasks, linguistic tasks on translation, linguistic tasks on interpreting. The algorithm and conditions of the experiment are also described. The solutions to 9 written tasks and the recording of 326 minutes of oral answers were analysed. Among the participants, there were 30 students (the 3rd and 4th years of study) of the Department of Foreign Languages, Linguistics & Translation of Perm National Research Polytechnic University. The experiment showed the difference between translation and other types of cognitive language activity, as well as the importance of cognitive control and comprehension of the nature of the performed activity. In written tasks, heuristic mechanisms were preceded by logical algorithms. When solving linguistic tasks on interpretation and translation, a cognitive distortion ‟confirmation bias” was detected. We also noted a type of heuristics specific for translation activity, determined as ‟flow heuristics” and manifested at the moment of correlating the information coming from the context with the previous cognitive experience of translation activity.
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Arppe, Antti, Gaëtanelle Gilquin, Dylan Glynn, Martin Hilpert, and Arne Zeschel. "Cognitive Corpus Linguistics: five points of debate on current theory and methodology." Corpora 5, no. 1 (2010): 1–27. http://dx.doi.org/10.3366/cor.2010.0001.
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Within cognitive linguistics, there is an increasing awareness that the study of linguistic phenomena needs to be grounded in usage. Ideally, research in cognitive linguistics should be based on authentic language use, its results should be replicable, and its claims falsifiable. Consequently, more and more studies now turn to corpora as a source of data. While corpus-based methodologies have increased in sophistication, the use of corpus data is also associated with a number of unresolved problems. The study of cognition through off-line linguistic data is, arguably, indirect, even if such data fulfils desirable qualities such as being natural, representative and plentiful. Several topics in this context stand out as particularly pressing issues. This discussion note addresses (1) converging evidence from corpora and experimentation, (2) whether corpora mirror psychological reality, (3) the theoretical value of corpus linguistic studies of ‘alternations’, (4) the relation of corpus linguistics and grammaticality judgments, and, lastly, (5) the nature of explanations in cognitive corpus linguistics. We do not claim to resolve these issues nor to cover all possible angles; instead, we strongly encourage reactions and further discussion.
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Turakhonova, Gulnozakhon B. "THEORETICAL FUNDAMENTALS OF THE CONCEPT IN COGNITIVE LINGUISTICS." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 03, no. 01 (2022): 36–39. http://dx.doi.org/10.37547/philological-crjps-03-01-07.
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Cognitive linguistics is the study of the essence of a particular concept in the linguistic description of the world and its relation to world realities. Concept is one of the main categories of cognitive linguistics and is an element that establishes the connection between culture and man. Cognitive linguistics is a cluster of closely related approaches to the study of language as a mental phenomenon. Cognitive linguistics emerged as a school of linguistics in the 1970s. Cognitive linguistics is the study of knowledge, the study of language, which represents the crucial role of secular information structures in our interactions with the world. This paper discusses the theoretical foundations of conceptualization in cognitive linguistics.
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Butler, Christopher S. "Systemic Functional Linguistics, Cognitive Linguistics and psycholinguistics." Functions of Language 20, no. 2 (2013): 185–218. http://dx.doi.org/10.1075/fol.20.2.03but.
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The overall aim of this article is to explain why researchers working in Systemic Functional Linguistics and Cognitive Linguistics would benefit from dialogue with people working in psycholinguistics, and with each other. After a brief introduction, the positions on cognition taken in the Sydney and Cardiff models of Systemic Functional Linguistics are reviewed and critiqued. I then assess the extent to which Cognitive Linguistics has honoured the ‘cognitive commitment’ which it claims to make. The following section examines compatibilities between Systemic Functional and Cognitive Linguistic approaches, first outlining existing work which combines Hallidayan and cognitive perspectives, then discussing other potential areas of contact between the two, and finally examining the Cardiff model in relation to Cognitive Linguistics. The final section presents a collaborative view, suggesting that the ultimate aim of functionally-oriented (including cognitive) linguistics should be to attempt to answer the question ‘How does the natural language user work?’, and pointing out that collaboration between proponents of different linguistic models, and between linguists and researchers in other disciplines which study language, is crucial to this enterprise. Suggestions are made for ways in which dialogue across the areas of Systemic Functional Linguistics, Cognitive Linguistics and psycholinguistics could contribute to such a project.
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Devos, Anastasiia. "THE LINGUISTIC AND COGNITIVE DIMENSION OF MODERN EUROPEAN SOCIAL ADVERTISING." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ Fìlologìčna 1, no. 20(88) (2023): 3–6. https://doi.org/10.25264/2519-2558-2023-20(88)-3-6.
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The article is devoted to the study of European social advertising as a special type of modern advertising discourse, namely, the definition of its linguistic and cognitive dimension and the related linguistic and pragmatic aspect. Advertising discourse is the object of study from the point of view of cognitive linguistics as a phenomenon that is an integral part of every person’s life, having a powerful impact on the linguistic environment and the linguistic and conceptual worldview of a particular ethnicity. The cognitive analysis of advertising, in turn, complements the linguistic analysis itself. Contemporary linguists consider advertising discourse as an object of linguistic analysis at different language levels, and on the basis of advertising discourse they trace and study the formation of neologisms in the lexicon and the use of non-standard grammatical structures in the syntax of the language of advertising. That is why advertising discourse is an inexhaustible material for analysis using the methodology of such modern linguistic sciences as cognitive linguistics and linguistic pragmatics, since advertising discourse is the so-called «language in action» and, given its pragmatic orientation, generates non-standard language design of advertising texts. The analysis of numerous examples of advertising messages in the linguistic and cognitive aspect allows us to assert that advertising discourse is a complex phenomenon that condenses the entire linguistic potential based on the concepts typical for a particular ethnic group. Having studied the advertising of Belgium, Germany and France, we found that social advertising in these countries reflects the most acute problems of modern European society and is based on concepts typical for a particular society, namely, love of wine and gastronomy, care for the environment, and energy saving. Thus, the contemporary European social advertising discourse is a multidimensional phenomenon and requires a comprehensive analysis based on several linguistic theories, especially from the point of view of cognitive linguistics and pragmatics.
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Wiraszka, Łukasz. "A Cognitive Linguistics account of viewpoint in academic prose." Language, Mind, Culture and Society 5 (2021): 76–100. https://doi.org/10.32058/lamicus-2021-004.
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This article is concerned with viewpoint-related phenomena in academic texts. Traditionally regarded as a highly impersonal type of communication, academic prose has recently drawn the attention of researchers exploring manifestations of author subjectivity and a growing body of linguistic research has demonstrated that research articles, monographs, university textbooks, etc. are far from objective or “faceless” acts of communication. Since Cognitive Linguistics is particularly well suited to the study of subjective aspects of linguistic meaning, this paper argues for a Cognitive Linguistics approach to the study of viewpoint in academic texts and proposes a model of viewpoint based on Langacker’s Cognitive Grammar designed specifically for the study of academic discourse. The model encompasses three aspects of viewpoint: vantage point, subjectivity and the conceptualizer’s identity. The discussion is illustrated with linguistic material from Cognitive Linguistics articles and monographs and, hopefully, demonstrates the relevance of Cognitive Linguistics research into viewpoint-related conceptual phenomena in academic discourse.
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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.
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Golubeva, N. A. "VARIABLE TENDENCIES OF NATURAL LANGUAGE: SOCIOCOGNITIVE ASPECT." Voprosy Kognitivnoy Lingvistiki, no. 2 (2025): 53–67. https://doi.org/10.20916/1812-3228-2025-2-53-67.
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The article is devoted to studying socially determined linguistic processes, which are traditionally associated with the broad problem of social variation of communication (discourse) and linguistic variability of the German language. It presents the results of a study conducted within the framework of cognitive sociolinguistics - the linguistics of social meanings. The author observes continuity in the development of scientific thought, explores the problem of linguistic variability in two modes - theoretical and applied. The subject of the research is the terminological apparatus and specific linguistic facts that are based on the cognitive, communicative and social functions of language, that is, to be the reality of the thought of individual and/or collective knowledge of representatives of a certain society and the means of their communication. The purpose of the article is to analyze theoretical propositions, linguistic terms and existing specific language forms that convey social meanings, marked by a social feature in their terminological interpretations with a focus on the linguistic picture of the Germany new lands. The novelty of the research lies in cognitive-semantic analysis, systematization and modeling this phenomenon in the social aspect. As a result, the author comes to her own conclusions, which lead to understanding and rethinking the old views on the problems of dialectology in the context of modern realities of the German language society and the data of modern linguistics. The methodology of the research and the description of its results are determined by the principle of interdependence of the three most important didactic and linguistic strata - the study of modern language from the standpoint of linguistic norms, the study of linguistic variability and the analysis of language change in the framework of its historical development. General scientific methods and special methods of cognitive linguistics are used to analyze theoretical material and linguistic facts, including explanatory description, interpretation, cognitive modeling, cognitive dominance, and focusing.
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Halimova, F. R., and M. B. Kengessova. "INTERPRETATION OF THE CONCEPTUAL FIELD IN COGNITIVE LINGUISTICS." PHILOLOGICAL SCIENCES JOURNAL 7 (2024): 44–53. https://doi.org/10.52081/phsj.2024.v07.i3.040.
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This topic examines the most important aspect of cognitive linguistics, which concerns how linguistic units reflect structures and categories existing in human thinking. A conceptual field is a system of related concepts that are perceived and interpreted based on life experience, culture, and cognitive mechanisms. Cognitive linguistics focuses on understanding how various linguistic expressions (such as metaphors, frames, and schemas) help organize and categorize conceptual structures in human consciousness. The study of conceptual fields allows for a deeper understanding of how individuals construct meanings and build semantic relationships between objects and phenomena in the world. An important role in this process is played by the conceptual metaphor, which serves as a bridge between abstract and concrete concepts, as well as cognitive schemas that organize our knowledge of the world.
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Umarova, Mokhinur Sirojiddinovna. "A comparative study of the “tradition” concept in Uzbek and Russian linguistic frameworks." American Journal of Social Science and Education Innovations 7, no. 1 (2025): 5–7. https://doi.org/10.37547/tajssei/volume07issue01-02.
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This comparative linguistic study delves into the semantic and cultural representations of the concept of “tradition” in Uzbek and Russian languages. Employing methodologies such as semantic field analysis, cognitive linguistics, and corpus linguistics, the research elucidates how “tradition” is lexically encoded and culturally contextualized within these distinct ethno-linguistic frameworks. The findings reveal that the Uzbek term “an’ana” predominantly conveys communal and familial customs, reflecting the society’s collectivist ethos, whereas the Russian «традиция» encompasses a broader spectrum, including institutional conventions, indicative of a more centralized cultural narrative.
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Shavkatovna, Sattorova Shahlo. "Study and Importance of Modality Category in World Linguistics." International Journal of Language Learning and Applied Linguistics 3, no. 4 (2024): 82–85. http://dx.doi.org/10.51699/ijllal.v3i4.134.
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Modality has been a topic of linguistic study since ancient times. This article explores the theories of early linguists on the modality category, while also addressing its various types, features, and meanings. In modern linguistics, the modality category has expanded to include cognitive and cultural functions, which are central to this study. The research aims to clarify the evolution of these functions, addressing a gap in understanding their broader implications in language. Using a comparative analysis of ancient and modern linguistic theories, the results highlight the significant role of modality in shaping both cognition and culture. These findings have implications for further studies in semantics and pragmatics.
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Wu, Dan. "Complementarity of the Relevance-theoretic and Cognitive Linguistic Approaches to Metaphor Study: A Critical Review." Theory and Practice in Language Studies 10, no. 5 (2020): 592. http://dx.doi.org/10.17507/tpls.1005.13.
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This paper attempts to take a critical review of research work on the complementarity of the cognitive linguistic and relevance-theoretic approaches to metaphor study. Addressing the current concerns and problems of metaphor studies, the complementarity view demonstrates the cooperative potential of relevance-theoretic and cognitive linguistic approaches which will benefit metaphor studies and give full accounts of metaphor understanding and interpretation. In particular, the relevance-theoretic approach gives an account of ad hoc concept, emergent property and mental imagery which complements the cognitive linguistics and helps solve some issues in metaphor interpretation.
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Li, Tiantian. "A Cognitive Linguistic Study on the Polysemous Chinese Word “头”". English Language Teaching and Linguistics Studies 6, № 2 (2024): p191. http://dx.doi.org/10.22158/eltls.v6n2p191.
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The prototype category serves as the foundation for polysemy which is extended via metonymy and metaphor. As cognitive linguistics advances, it has become apparent that metaphor and metonymy are not merely poetic embellishments for language. Rather, they constitute a mode of thought and a form of cognition, by which we gain comprehension of new concepts. Due to the fact that the head is the most significant portion of the human body, it is frequently used in linguistic expressions. This study adopts qualitative descriptive study through the framework of prototype theory, metaphor, metonymy, and iconicity to make an analysis of the polysemous Chinese character “头” (head), which contributes to our understanding of the intricate interplay between language, cognition, and cultural associations.
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Karabaeva, L. K., F. T. Erekhanova, and B. T. Taspolatov. "Actual Problems of Cognitive Linguistics at the Present Stage." Iasaýı ýnıversıtetіnіń habarshysy 131, no. 1 (2024): 135–48. http://dx.doi.org/10.47526/2024-1/2664-0686.12.
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This article is devoted to the study of the historical and scientific prerequisites for the formation of a young, developing, and at the same time controversial and controversial scientific branch of linguistics - cognitive linguistics. The goals, object and subject of research in this field of knowledge are determined by theoretical and methodological principles that are formed on the basis of the cognitive-oriented work of Kazakh and foreign linguists. The continuation of the research traditions of cognitive linguistics, which is gaining popularity among Kazakh researchers, is noted. The theoretical and scientific basis of the research are such linguistic areas as frame and conceptual semantics, prototypical semantics, the theory of relevance (or linguistic emphasis), the theory of cognitive models and cognitive metaphor, the theory of mental spaces. Special attention is paid to the problems of the English language in comparison with other language groups, which creates difficulties in linguists relying on traditional approaches to the study of the language system. The identified specific features in the use of English prepositions, modal verbs, the use of participles, the category of voice, tense, aspect, mood, as well as some difficulties in coordinating tenses lead researchers to the need to use linguo-cognitive methods of cognition. The establishment of a close and complex relationship between language and the process of thinking, cognition is accepted as an evidence-based advantage of the study. The data obtained as a result of the analysis are based on logical, deductive, comparative linguistic research methods. The tools used to assess the current problems of modern cognitive linguistics can be of applied significance and be used in international scientific communities to improve approaches to language learning. The scientific and practical significance of this study lies in the search for possible ways and implementation of identification opportunities, as well as a comprehensive study of the most pressing problems, reflecting the urgent need for further development of this scientific field.
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Joldasbaevich, Mukhammadiyarov Aydos. "Cognitive-Discursive Analysis of The Concept «Soul/Ruwx» In English And Karakalpak Poetry." International Journal Of Literature And Languages 5, no. 4 (2025): 51–55. https://doi.org/10.37547/ijll/volume05issue04-14.
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This article explores the concept of «Soul/Ruwx» through a cognitive-discursive lens, integrating insights from linguistics, semiotics, psychology, anthropology, and sociology. Recognizing the relative novelty of discourse analysis in Karakalpak linguistics, this study draws upon established frameworks in English and world linguistics to analyze references in texts. Utilizing cognitive-discursive analysis informed by the theories of Saussure, Lakoff, and Johnson, the research examines how the concept of «Soul/Ruwx» is linguistically constructed and communicated. By analyzing examples by Byron’s and I.Yusupov’s poems, the study identifies key linguistic elements, including references, grammatical connections, and stylistic devices, that contribute to the conceptualization and expression of the soul. The findings contribute to a deeper understanding of the cross-linguistic and cultural dimensions of abstract concepts, highlighting the interplay between language, cognition, and discourse in shaping human understanding.
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Myronova, Natalia, Alla Poltoratska, Svitlana Romanchuk, Svitlana Bernatska, and Dmytro Boklakh. "LINGUO-COGNITIVE ANALYSIS OF A LITERARY TEXT." Conhecimento & Diversidade 15, no. 40 (2023): 304–21. http://dx.doi.org/10.18316/rcd.v15i40.11253.
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The work is devoted to the study of the linguo-cognitive analysis of the literary text in the aspect of linguistic means of expressing concepts and images. The relevance of this article is due to the growing attention to the analysis of the literary text using the methods and techniques of cognitive linguistics. The main aspects of cognitive linguistics, lingua-cognitive analysis, and text as an object of cognitive linguistics research are widely covered in the work. The main features of the literary text, its components, and lingua-cognitive analysis of linguistic means of expressing concepts and images are defined. The purpose of the research is to reveal the lingo-cognitive analysis of the literary text in the aspect of linguistic means of expressing concepts and images. The object of research is a literary text as material for lingua-cognitive research. Research methods. Such research methods such as description, analysis and synthesis, comparison, generalization, cognitive analysis, linguistic analysis, and modelling were used in the work. The article reveals the lingua-cognitive analysis of the literary text in terms of linguistic means of expressing concepts and images. The essence of the concept of “cognitive linguistics” and the main aspects of this phenomenon are characterized. The interpretation of the term “lingua-cognitive analysis” is defined. The essence of the “text” concept and the classification features of the text are described. The scientific work describes the features of the literary text. The components of the literary text influencing the lingua-cognitive analysis are characterized. Such elements of the literary text as image, concept, character, and evaluation are summarized.
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ABDULLAEVA, Gulbahor Nuriddinovna. "CONCEPT OF "DEVOTION": SEMANTIC, COGNITIVE, LINGUOCULTURAL APPROACH." American Journal of Philological Sciences 4, no. 10 (2024): 141–46. http://dx.doi.org/10.37547/ajps/volume04issue10-22.
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The choice of anthropocentric linguistics as a scientific paradigm is due to the inclusion of the studied problems in the study of the semiosphere of the inner world of man, which is one of the priorities of modern research. In modern linguistics, it becomes relevant to understand and describe the linguistic ontology of the concept of “loyalty” to the fullest extent possible, to identify and form the conceptual properties of the concept, to characterize its objective structure as a moral concept.
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Jakhonovna, Khabibullina Liliya. "Functional-semantic and linguocognitive features of habitual structures." International Journal Of Literature And Languages 5, no. 3 (2025): 135–39. https://doi.org/10.37547/ijll/volume05issue03-34.
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The study of habitual structures within language involves understanding how habitual actions or states are expressed and interpreted across different linguistic systems. Habitual structures are linguistic constructions used to describe actions or situations that occur regularly or typically. These structures are a significant aspect of human cognition, as they help represent routine activities, customs, and recurring events. The analysis of habitual structures within the framework of cognitive linguistics and functional semantics provides a deep insight into how habituality is conceptually organized and conveyed in language. This article explores the functional-semantic and linguocognitive features of habitual structures, focusing on their role in grammar, meaning, and cognition. Through an examination of habitual constructions, we aim to shed light on their linguistic functions, cognitive representations, and the various ways languages encode habituality.
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Slyshkin, Gennady G. "Review of the collective monograph “The Metalanguage of cognitive linguistics (revisiting complex self-developing systems)” by S.N. Bredikhin, M.V. Kamensky, G.N. Manaenko, et al. (Stavropol: North Caucasus Federal University, 2024)." Current Issues in Philology and Pedagogical Linguistics, no. 4 (December 25, 2024): 236–41. https://doi.org/10.29025/2079-6021-2024-4-236-241.
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The monograph is a comprehensive study of the means of metalinguistic description in cognitive linguistics. The cornerstone of building a holistic metalinguistic system of the transdisciplinary field of cognitive linguistics is the continuity of cognition and its verbalization in a single hermeneutic circle, in which each subsequent step of phenomenological reflection brings to life a modification of the structure and system. On the basis of hermeneutic and noematic, discursive and modus, as well as dialectical and relational analysis, the generalized contents of the most complex units of concepts explication within the considered direction of linguistic science are objectified. The monograph may be applicable in studying basic mechanisms of creation, replenishment and conventionalization of open metalanguage systems of linguistic description.
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Vinogradova, S. G. "SECONDARY PHENOMENA IN THE LINGUISTIC WORLDVIEW (COGNITIVE PERSPECTIVE)." Voprosy Kognitivnoy Lingvistiki, no. 4 (2021): 47–54. http://dx.doi.org/10.20916/1812-3228-2021-4-47-54.
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The article opens with a brief overview of approaches to the study of secondary phenomena in the linguistic worldview. In particular, the author indicates the main reasons for secondary meaning formation including linguistic economy based on minimum of efforts aspiration and the associative and creative nature of human thinking. The author argues that in the framework of cognitive linguistics secondary meanings result from interpretation and the accompanying conceptual derivation and metarepresentation as processes of cognition. Such processes reflect a new understanding of the previously acquired knowledge, generating secondary conceptual structures, and choosing best ways of their anchoring in language considering cognitive dominants of linguistic consciousness as certain templates for construing reality through language. In the context of the above processes, the author examines secondary phenomena of the linguistic worldview analysing the examples of lexical and grammatical units of the English language. The discussion is focused on the outcomes of word formation in lexis, secondary interjections, secondary predicative structures, composite sentences.
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Janda, Laura A. "Quantitative perspectives in Cognitive Linguistics." Review of Cognitive Linguistics 17, no. 1 (2019): 7–28. http://dx.doi.org/10.1075/rcl.00024.jan.
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Abstract As a usage-based approach to the study language, cognitive linguistics is theoretically well poised to apply quantitative methods to the analysis of corpus and experimental data. In this article, I review the historical circumstances that led to the quantitative turn in cognitive linguistics and give an overview of statistical models used by cognitive linguists, including chi-square test, Fisher test, Binomial test, t-test, ANOVA, correlation, regression, classification and regression trees, naïve discriminative learning, cluster analysis, multi-dimensional scaling, and correspondence analysis. I stress the essential role of introspection in the design and interpretation of linguistic studies, and assess the pros and cons of the quantitative turn. I also make a case for open access science and appropriate archiving of linguistic data.
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Kulyntaeva, T. B., Gurer Gulsevin, l. A. Espekova, and M. A. Batyrbaeva. "«SITUATIONAL TIME» IN HISTORICAL EPICS." Bulletin of Shokan Ualikhanov Kokshetau University. Philological Series 2024, no. 1 (2024): 167–79. http://dx.doi.org/10.59102/kufil/2024/iss1pp167-179.
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Conceptual research stands as a cornerstone in uncovering linguocultural values and the collective psyche of diverse peoples, offering profound insights into their worldview. This article endeavors to unveil the manifestation of temporal context within historical epics, deeply intertwined with the epochs and narratives of the respective societies. The study seeks to elucidate the collective consciousness and societal understanding prevalent during the periods under study, achieved through an analysis of linguistic expressions denoting temporal concepts within historical poetic texts. Drawing upon scholarly evidence, the article delineates the mechanisms and distinctive attributes characterizing the portrayal of situational time within historical epics. It underscores the prominent role of grammatical constructs, particularly the active utilization of the verb's grammatical category, in conveying temporal nuances. Furthermore, linguistic analysis reveals the pivotal role of the temporal dimension in discerning historical veracity within these literary compositions. The scholarly significance of this research lies in its theoretical contributions to cognitive linguistics, linguoculturology, and the study of linguistic folklore. Additionally, the practical implications extend to educational contexts, offering enriching content for specialized courses such as "Linguistic Folklore Studies," "Cognitive Linguistics," and "Linguoculturology," thereby fostering a deeper understanding of temporal dynamics within cultural narratives. Key words: concept, cognition, historical epic, linguistic unity, time, situational time, grammatical category
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Yuldasheva, Dilorom, and Dildora Yusupova. "The value of silence in speech communication." E3S Web of Conferences 538 (2024): 05030. http://dx.doi.org/10.1051/e3sconf/202453805030.
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Linguistic cognition as a relatively new area of modern linguistics began to study the cognitive properties of linguistic and nonlinguistic units. Based on the commonality of the national language and national thinking, consideration of the cognitive, expressive, accumulative aspects of each linguistic phenomenon is considered one of the main tasks of this direction. After all, it is important to analyze each language in the aggregate of such factors as the social environment, national mentality, national etiquette, as well as the speech and culture of the speaker of this language. This article analyzes the issue of approaching the phenomenon of silence, which is a component of discourse, as a unit of action of internal and external speech in the process of verbal communication.
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Weissler, Rachel Elizabeth. "A meeting of the minds: Broadening horizons in the study of linguistic discrimination and social justice through sociolinguistic and psycholinguistic approaches." Annual Review of Applied Linguistics 42 (March 2022): 137–43. http://dx.doi.org/10.1017/s0267190521000131.
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Abstract 1Understanding social justice as it relates to linguistic discrimination and identity requires consideration of both production and perception. As linguists and cognitive psychologists become more attuned to talking about social justice, the need to discuss linguistic human behaviors through a sociocognitive lens becomes more pertinent than ever. This article offers a sociocognitive approach to linguistic analysis as a means to combat linguistic discrimination in the pursuit of social justice. Having negative ideologies about a particular group of people, especially a minoritized group, influences linguistic prediction and perceptions. Together, sociolinguistic and psychological methodologies are necessary to navigate a world in which people use linguistic knowledge to make decisions and predictions about their interlocutors. I use sociocognitive approaches as vehicles for social justice, centering African American English and Anti-Black Racism. The limited existing sociocognitive linguistic research indicates that listeners may modulate their linguistic expectations during cognitive processing based on speaker identity and stereotypes of speakers. As linguistic discrimination is ever-present in U.S. society, in addition to describing sociocognitive solutions, this article also represents a call to action for researchers to empirically test ideological claims about linguistic varieties that are passively accepted, strengthen replicability, and broaden approaches to the study of minoritized varieties more generally. Hopefully, this article will inspire linguistics researchers to consider all factors, cognitive and social, related to linguistic perception, further contributing to a greater understanding of how to combat linguistic discrimination from a multidimensional frame.
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Sakita, Tomoko I. "Parallelism in conversation." Pragmatics and Cognition 14, no. 3 (2006): 467–500. http://dx.doi.org/10.1075/pc.14.3.03sak.
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Speakers often construct their utterances based on the immediately co-present utterances of dialogue partners. They array their linguistic resources parallel to their partners’ and activate resonance. Based on the theories of dialogic syntax and cognitive linguistics, this study undertakes to explain how speakers activate resonance and how parallelism contributes to constructing linguistic forms as well as to shaping the ongoing flow of conversation. Three phases of resonance activation are illustrated in relation to cognitive processes: (a) parallelism constituted with extension of multiple categories in synthesis; (b) parallelism meeting or failing the previous speaker’s intention due to schematization; and (c) parallelism achieved as a consequence of priming through schematization and extension. It is concluded that linguistic forms develop in the ongoing flow of socially coordinated cognition, where patterns emerge through activation of mapping relations between linguistic elements. This process is anchored in speakers’ concepts of grammatical equivalences, ability of categorization, and grasp of linguistic conventions.
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Yang, Ting. "A Cognitive Approach to Semantic Disorientation in Mandarin I —Theoretical Prerequisites and a Case Study." Theory and Practice in Language Studies 11, no. 8 (2021): 942–51. http://dx.doi.org/10.17507/tpls.1108.10.
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Semantic disorientation refers to the phenomenon where sentence constituents with direct syntactic relations have no direct semantic linkage. The phenomenon is ubiquitous in Mandarin and related structures have been frequent research topics in the field of Chinese language study. However, there’s no systemic description of their syntactic and semantic features, nor in-depth exploration of the linguistic and non-linguistic motivations. From the perspective of cognitive linguistics, the current study approaches this phenomenon with a usage-based and non-derivational language view. The phenomenon is defined and categorized on the cognitive and psychological basis and a descriptive and explanative frame-work is built for a more accurate and adequate account of the phenomenon. The syntactic and semantic features, as well as the linguistic and non-linguistic motivations of the disoriented verb-complement constructions are addressed as a case study.
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Lee, Mi Sook, and Bo Seon Kim. "A Preliminary Study for the Development of Informant-Report Scale on Cognitive-Linguistic Abilities of the Elderly: Focused on Mild Cognitive Impairment and Alzheimer’s Disease." Audiology and Speech Research 16, no. 2 (2020): 167–74. http://dx.doi.org/10.21848/asr.200002.
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Purpose: Subjective cognitive-linguistic test is used to supplement various objective tests and increase a diagnostic accuracy. The purpose of this preliminary study was to develop and standardize the Informant-report Scale on Cognitive-Linguistic abilities of the Elderly (ISCOLE), and investigate the correlation between ISCOLE and objective test in individuals with neurological disease. Methods: People with mild cognitive impairment (MCI) (n = 30) and Alzheimer’s disease (AD) (n = 32) completed the objective cognitive-linguistic test. Informants of these patients (n = 62) and controls (n = 35) provided ratings of ISCOLE. Results: The main findings were as follows. Firstly, there was a significant difference among three groups in all subdomains and total score of ISCOLE. Secondly, several domains like attention, higher-order cognition, and language of ISCOLE were significantly associated with the objective performances in tow groups. Thirdly, memory, language, and total score of ISCOLE were a predictor of memory in MCI group. AD’s higher-order cognition was also predicted by attention, language and higher-order cognition of ISCOLE. Conclusion: This study is expected to help confirm the overall correlations between ISCOLE and objective test, and present the predictors of objective cognitive-linguistic performances in MCI and AD. The findings have implications for the use of ISCOLE in clinical settings. We also showed evidence that the ISCOLE is an informant-based measure of cognitive-linguistic decline providing a relevant contribution to the diagnostic and prognostic investigation of patients with MCI and AD.
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Kasng, Sukjin. "The Metaphor and its Cognitive Implications for English Education in the 21st Century." Society of English Education in Korea 54 (June 30, 2024): 7–42. http://dx.doi.org/10.69822/kdps.2024.54.7.
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This study explores conceptual metaphors of Have You Ever Seen a Flower? through the theories of cognitive linguistics such as categorization, image schemata, and prominence, attempting to apply cognitive linguistics to English education in this process. The conception that everyday language and poetic language are fundamentally different, and that literary language is a departure from everyday language use ultimately confine the metaphor within the self-sufficient and closed linguistic system or within the poet's imagination, away from our daily lives. For this reason, the metaphor has been regarded as secondary or non-essential in language learning. Yet from a cognitive linguistic point of view, the metaphor is in an inseparable relationship with thinking and cognition. The status of the metaphor in English education needs to be re-evaluated, and it should not be regarded as a secondary learning subject trapped in the stereotype of figurative expression.
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Gao, Jingsi. "ON COGNITIVE CRITICAL DISCOURSE ANALYSIS: A SYNTHESIS OF CRITICAL DISCOURSE ANALYSIS AND COGNITIVE LINGUISTICS." Bulletin of Taras Shevchenko National University of Kyiv. Literary Studies. Linguistics. Folklore Studies, no. 37 (2025): 15–19. https://doi.org/10.17721/1728-2659.2025.37.03.
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Background. This article examines the complementarity and potential for innovative synthesis of critical discourse analysis and cognitive linguistics through a literature review. Given the longstanding issue of the lack of cognitive explanation in critical discourse analysis and the weakness of the social dimension in cognitive linguistics, the study substantiates, based on scholars' reflections on the mutual theoretical challenges of both fields, how their deep synthesis through the triadic model of "cognition – discourse – society" can overcome the limitations of individual research paradigms. As a result, the theoretical advantage of cognitive critical discourse analysis in explaining the mechanisms of interaction between consciousness, language, and society is identified. Methods. The article uses the descriptive method (for the systematic analysis of studies devoted to critical discourse analysis and cognitive linguistics) and the functional method (for the study of language in action, in the process of functioning in view of the purposeful nature of language units and phenomena); established methods of modeling functional-semantic fields, discourse analysis. Results. The article analyzed studies on critical discourse analysis, highlighted its arbitrary application of linguistic theory, noted that the reliance of critical discourse analysis on linguistics leads to insufficient explanations of the relationship between discourse production mechanisms and social factors. Additionally, examined cognitive linguistics research, revealed that inadequate attention to social factors necessitates their inclusion in cognitive linguistic studies. Furthermore, the study discussed the openness of theories and corresponding shortcomings in both CDA and cognitive linguistics research, confirmed the advisability and necessity of their deep synthesis, reviewed attempted at such integration, indicatied that synthesizing these two approaches can provide broader research perspectives and analytical frameworks. Conclusions. Critical discourse analysis and cognitive linguistics have a solid foundation and broad prospects for synthesis, and existing research confirms its feasibility and advantages. Further synthesis of these two approaches can create broader opportunities for a comprehensive understanding of the relationship between discourse production mechanisms and social factors, as well as a deeper explanation of the mechanisms of meaning construction at both the cognitive and social levels.
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Sotova, Irina A., and Daria S. Kvashnina. "Formation patterns of schoolchildren’s scientific linguistic world picture at Russian language lessons in the Russian Federation." Russian Language Studies 21, no. 4 (2023): 503–21. http://dx.doi.org/10.22363/2618-8163-2023-21-4-503-521.
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The relevance of the research is due to the importance of forming a scientific linguistic picture of the world in the Russian language lessons as a cognitive component of the students’ linguistic worldview and to the need of developing linguistic-methodological foundations to achieve this aim. The aim of the study is to identify and describe the patterns of forming the scientific linguistic world picture in the process of teaching Russian in secondary schools. Theoretical analysis of scientific literature, observation, pedagogical experiment were used as scientific methods. The scientific publications on cultural linguistics, cognitive linguistics, theory and methodology of teaching the Russian language were the research materials. The definition of the concept “scientific linguistic picture of the world” is given in relation to the tasks of teaching the Russian language. The authors revealed that the formation of the scientific linguistic picture of the world is formed through learning new words and concepts as a result of observation, analysis and interpretation of language phenomena from linguistic positions during categorization and conceptualization primarily at the lexical level. The formation of scientific linguistic world picture is based on the knowledge, skills and abilities acquired at Russian language lessons and, to a certain extent, is set in the guidelines of the textbook authors. The main didactic means of forming the scientific linguistic world picture is the scientific linguistic text. The leading method of forming the scientific linguistic world picture is cognitive linguistic tasks, including comparative ones. Prospects for further study of the problem lie in developing a methodology for forming a scientific linguistic world picture at Russian language lessons on the basis of various sections of linguistics.
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PONTEROTTO, DIANE. "Motion for emotion: an empirical cross-linguistic study of conceptual construals." Language and Cognition 9, no. 3 (2016): 383–411. http://dx.doi.org/10.1017/langcog.2016.9.
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abstractThis study reports a methodological itinerary aimed at developing a statistically supported investigative procedure useful for the empirical verification of hypotheses in Cognitive Linguistics research. It targets motion–emotion construals and explores the possible conceptual link between upward-oriented movements encoded in some motion verbs and the emotional state of happiness. The results emerging from the observation of two typologically different languages (English and Italian) lend empirically verified evidence for basic hypotheses in cognition and language research regarding the conceptualization of emotions and also for findings in cross-linguistic research on emotion representation.
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Gopnik, Alison, and Soonja Choi. "Do linguistic differences lead to cognitive differences? A cross-linguistic study of semantic and cognitive development." First Language 10, no. 30 (1990): 199–215. http://dx.doi.org/10.1177/014272379001003002.
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Alpatov, V. V., O. V. Chukarkova, and S. V. Michugina. "COGNITIVE ONOMASTICS: SOME RESULTS AND PROSPECTS." Voprosy Kognitivnoy Lingvistiki, no. 3 (2024): 42–58. http://dx.doi.org/10.20916/1812-3228-2024-3-42-58.
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The article surveys the subject matter and methodology of research within the overlapping area between cognitive linguistics and onomastics. It explores the cognitive dimension in onomastics as such and how it has been approached in onomasiology, cognitive psychology, cultural linguistic studies and ethnolinguistics. This is followed by an outline of cognitive onomastics as it emerged in the first quarter of the 21st century in Russia and, partially, Europe, adopting the agenda and terminology of cognitive linguistics. The authors offer an interpretation of the tendencies, along with prognostic suggestions concerning further trajectories and objectives of development of onomastics within the cognitive paradigm. The authors highlight a need for increased cohesion between the various schools in onomastics that study cognition, as well as increased awareness of research across other countries, and exemplify prospective areas where symbiosis of onomastics and cognitive linguistics could be most fruitful.
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Li, Boyang. "Effects of Homophone Priming on the Decision-Making in Perceptual Color Recognition of Mandarin Speakers." Communications in Humanities Research 40, no. 1 (2024): 88–99. http://dx.doi.org/10.54254/2753-7064/40/20242261.
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This study delves into the nuanced interactions between language, cognition, and perception by examining the impact of homophones on decision-making and perceptual color recognition among native Mandarin speakers. Drawing on theories of linguistic relativity and cognitive processing, this research hypothesized that homophonic primes would subtly influence both decision-making processes and color recognition tasks. Participants were assigned at random to surveys where they were unknowingly exposed to stimuli with and without homophonic primes before engaging in color recognition tasks involving subtle shade differentiations. Contrary to initial expectations, statistical analysis revealed no significant differences in decision-making accuracy between conditions, suggesting that homophones may not overtly affect conscious decision-making processes in our bilingual cohort. However, intriguing variations emerged in the perceptual color recognition task, where participants exposed to homophonic primes showed tendencies to perceive color shades more similarly compared to those in the control condition. This finding implies a potential cognitive load effect or subtle priming influence on perceptual categorization tied to linguistic structures. The implications of these findings challenge traditional views on language's role in shaping cognitive processes, highlighting the complexity of how linguistic structures such as homophones may operate at subconscious levels. The study contributes to ongoing debates in cognitive science and linguistics by underscoring the need for nuanced approaches to understanding cross-linguistic cognitive mechanisms. Future research should further explore the Whorfian hypothesis within bilingual contexts, considering additional variables such as language proficiency and cultural influences to elucidate the intricate relationship between language and cognition.
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Sain, Shahzadi Hina, and Zohaib Hassan Sain. "AI Transformations in Language Acquisition and Linguistic Study." Indiana Journal of Arts & Literature 5, no. 12 (2024): 49–53. https://doi.org/10.5281/zenodo.14643332.
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<strong>Abstract:</strong> Language, a cornerstone of human communication and cognition, has long been a central focus of linguistic research. Advances in Artificial Intelligence (AI), including Natural Language Processing (NLP), Machine Learning (ML), and Deep Learning (DL), have transformed the methodologies and tools available to linguists, enabling more profound insights into language acquisition, structure, and usage. This study investigates integrating AI-driven techniques into linguistics, particularly in understanding and modelling language acquisition processes. It explores how AI enhances the study of syntax, semantics, and pragmatics while addressing the benefits and limitations of these tools in linguistic research. The paper critically reviews existing literature, comparing traditional linguistic theories with AI methodologies such as SRNs, connectionist models, and transformer-based approaches like BERT and GPT. It examines the applications of these tools in analyzing linguistic data, modelling language learning, and automating assessment processes. AI models significantly improve the simulation and understanding of language learning mechanisms, offering insights into cognitive processes, developmental trajectories, and common learner errors. Tools driven by NLP and ML automate complex tasks, such as parsing and sentiment analysis, enhancing efficiency and precision in linguistic research. However, challenges such as data bias, model interpretability, and ethical considerations persist. AI has revolutionized linguistics by providing robust methodologies for analyzing language at unprecedented scales and depths. While offering transformative tools for research, its limitations underscore the need for interdisciplinary collaboration and ethical guidelines to ensure responsible use. Integrating AI in linguistics facilitates new research directions, enabling scholars to uncover hidden patterns in language data and refine theoretical models. Future studies should prioritize diverse data collection, ethical considerations, and the development of interpretable AI systems to harness the full potential of these technologies in advancing linguistic understanding.
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Turakhonova, Gulnozakhon Bakhodirkhon kizi. "THEORETICAL FUNDAMENTALS OF THE CONCEPT IN COGNITIVE LINGUISTICS." Eurasian Journal of Academic Research 1, no. 8 (2021): 281–84. https://doi.org/10.5281/zenodo.5744921.
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Cognitive linguistics is the study of the essence of a particular concept in the linguistic description of the world and its relation to world realities. Concept is one of the main categories of cognitive linguistics and is an element that establishes the connection between culture and man. Cognitive linguistics is a cluster of closely related approaches to the study of language as a mental phenomenon. Cognitive linguistics emerged as a school of linguistics in the 1970s. Cognitive linguistics is the study of knowledge, the study of language, which represents the crucial role of secular information structures in our interactions with the world. This paper discusses the theoretical foundations of conceptualization in cognitive linguistics
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Bekirova, Elzara Saydalievna. "LINGUISTIC AND NON-LINGUISTIC KNOWLEDGE STRUCTURES AND THEIR TYPES." EURASIAN JOURNAL OF ACADEMIC RESEARCH 2, no. 2 (2022): 280–84. https://doi.org/10.5281/zenodo.6224048.
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Aim and tasks of the research is to discuss the cognitive essence of some stylistic devices, their types and utilization in different texts. To achieve the aim, the following tasks were set: to study the main problems and notions of stylistics and cognitive stylistics and its branches; to define the term cognitive metaphor and to reveal the differences between cognitive metaphor and traditional metaphor; to discuss the theory of conceptual blending, conceptual domains and stylistic devices based on these cognitive principles; to discuss the principle of redundancy as excessive usage of linguistic means; to discuss the principle of knowledge structures and their types; to reveal specific features of stylistic devices based on conceptual blending, principle of redundancy and knowledge structures.
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Vogelzang, Margreet, Christiane M. Thiel, Stephanie Rosemann, Jochem W. Rieger, and Esther Ruigendijk. "Neural Mechanisms Underlying the Processing of Complex Sentences: An fMRI Study." Neurobiology of Language 1, no. 2 (2020): 226–48. http://dx.doi.org/10.1162/nol_a_00011.
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Previous research has shown effects of syntactic complexity on sentence processing. In linguistics, syntactic complexity (caused by different word orders) is traditionally explained by distinct linguistic operations. This study investigates whether different complex word orders indeed result in distinct patterns of neural activity, as would be expected when distinct linguistic operations are applied. Twenty-two older adults performed an auditory sentence processing paradigm in German with and without increased cognitive load. The results show that without increased cognitive load, complex sentences show distinct activation patterns compared with less complex, canonical sentences: complex object-initial sentences show increased activity in the left inferior frontal and temporal regions, whereas complex adjunct-initial sentences show increased activity in occipital and right superior frontal regions. Increased cognitive load seems to affect the processing of different sentence structures differently, increasing neural activity for canonical sentences, but leaving complex sentences relatively unaffected. We discuss these results in the context of the idea that linguistic operations required for processing sentence structures with higher levels of complexity involve distinct brain operations.