Cognitive Linguistics

LELA30181 Cognitive Linguistics 20 Semester 1 Undergraduate Level 3 Maj-Britt Hansen Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 The course covers central topics in Cognitive Linguistics (CL), a cover term for a group of approaches to the study of language which constitute an alternative to formal and structural approaches. CL assumes that language is not a separate and autonomous cognitive faculty, but part of general cognition; that linguistic meaning is dynamic and grounded in cultural and physical experience and thus features an inescapable degree of subjectivity; and that grammar is meaningful and structured by users’ conceptualizations, as opposed to being essentially arbitrary. Centrally, the framework is usage-based, meaning that it makes no principled distinction between competence and performance, but assumes that knowledge of language emerges from language use.  Subtopics covered include: Categorization, Frames and domains, Construal, Metaphor and Metonymy, Polysemy, Iconicity, Constructions, and Meaning Change.    The course covers central topics in Cognitive Linguistics (CL), a cover term for a group of approaches to the study of language which constitute an alternative to formal and structural approaches. CL assumes that language is not a separate and autonomous cognitive faculty, but part of general cognition; that linguistic meaning is dynamic and grounded in cultural and physical experience, and thus features an inescapable degree of subjectivity; and that grammar is meaningful and structured by users’ conceptualizations, as opposed to being essentially arbitrary. Centrally, the framework is usage-based, meaning that it makes no principled distinction between competence and performance, but assumes that knowledge of language emerges from language use.  Subtopics covered include: Categorization, Frames and domains, Construal, Metaphor and Metonymy, Polysemy, Iconicity, Constructions, and Meaning Change.NB! While its basis in usage means that parts of Cognitive Linguistics have taken a strong quantitative turn in recent decades, the focus of this module is on the kinds of qualitative analysis that underpin quantitative work.    The aim of the module is to introduce students to a set of approaches which assume that language is shaped by the conceptualization of human experience and by the need to communicate such conceptualizations to others. We will study central aspects of the cognitivist approach to language and look at how the aims, assumptions, and commitments of this school of thought differ from competing approaches, and at the type of arguments that are brought to bear in the debate. Upon successful completion of this module, students will:<ul> <li style="text-align:justify">Understand central concepts in Cognitive Linguistics and be able to apply them to data from a variety of languages, prominently including English.</li> <li style="text-align:justify; margin-bottom:13px">Understand how and why cognitive approaches to language differ from formal and structural approaches.</li> <li style="text-align:justify; margin-bottom:13px">Have a deeper understanding of the intellectual history of the field of linguistics.</li></ul> Abstract thinking skillsReasoning and argumentation skills Qualitative data analysis skillsProblem solving skills Communication skillsProblem solving skillsArgumentation skillsIndependent study skillsTime-management skills Other The ability to identify a problem area and to determine what sort of data and methods are relevant for addressing it The ability to critically assess data and arguments adduced in support of a position The ability to clearly structure and compose short essays. In addition, students will have acquired an enhanced understanding of human conceptualization patterns and how they affect linguistic communication. In particular, this will be useful for students who wish to go into fields that centrally involve communication, such as teaching, journalism, or public relations. 0 Other 100% Midterm MCQ exam                                   25%Exam                                                                      75% <table class="Table" style="width:496.15pt; margin-left:7px; border-collapse:collapse; border:solid windowtext 1.0pt" width="662"> <tbody> <tr> <td style="border:solid windowtext 1.0pt; width:241.0pt; padding:0cm 5.4pt 0cm 5.4pt" valign="top" width="321">Feedback method </td> <td style="border:solid windowtext 1.0pt; width:9.0cm; border-left:none; padding:0cm 5.4pt 0cm 5.4pt" valign="top" width="340">Formative or Summative</td> </tr> <tr> <td style="border:solid windowtext 1.0pt; width:241.0pt; border-top:none; padding:0cm 5.4pt 0cm 5.4pt" valign="top" width="321">Oral feedback on contributions to class discussions</td> <td style="border-bottom:solid windowtext 1.0pt; width:9.0cm; border-top:none; border-left:none; border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt" valign="top" width="340">Formative</td> </tr> <tr> <td style="border:solid windowtext 1.0pt; width:241.0pt; border-top:none; padding:0cm 5.4pt 0cm 5.4pt" valign="top" width="321">Generalized written feedback on midterm</td> <td style="border-bottom:solid windowtext 1.0pt; width:9.0cm; border-top:none; border-left:none; border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt" valign="top" width="340">Formative and Summative</td> </tr> <tr style="height:5.25pt"> <td style="border:solid windowtext 1.0pt; width:241.0pt; border-top:none; padding:0cm 5.4pt 0cm 5.4pt; height:5.25pt" valign="top" width="321">Written and oral feedback on exam</td> <td style="border-bottom:solid windowtext 1.0pt; width:9.0cm; border-top:none; border-left:none; border-right:solid windowtext 1.0pt; padding:0cm 5.4pt 0cm 5.4pt; height:5.25pt" valign="top" width="340">Summative</td> </tr> </tbody></table> LELA10301 English Word and Sentence Structure Pre-Requisite Compulsory Pre-req of LELA10301LELA10301: English Word and Sentence StructureThe following are recommended, but not required: LELA10332: The Study of Meaning LELA10201: Language, Mind and BrainLELA20292: Pragmatics: Meaning, Context and Interaction BA(Hons) English Language BA (Hons) English Language Third Year Optional BA(Hons) Linguistics BA (Hons) Linguistics Third Year Optional Y Set text:<ul> <li style="text-align: justify;">Evans, Vyvyan & Melanie Green. 2006. Cognitive Linguistics: an Introduction. London: Routledge.</li></ul> Additional recommended texts:<ul> <li style="text-align: justify;">Croft, William & D. Alan Cruse. 2004. Cognitive Linguistics. Cambridge: Cambridge University Press.</li> <li style="text-align: justify;">Geeraerts, Dirk & Hubert Cuyckens, eds. 2010. The Oxford Handbook of Cognitive Linguistics. Oxford: Oxford University Press.</li> <li style="text-align: justify;">Taylor, John R. 20043. Linguistic Categorization. Oxford: Oxford University Press.</li> <li style="text-align: justify;">Ungerer, Friedrich & Hans-Jörg Schmid. 20062. An Introduction to Cognitive Linguistics. London: Routledge.</li></ul> Lectures 22 Seminars 11 0 167