2024-03-28T09:28:17Z
https://publicaciones.unirioja.es/ojs/index.php/index/oai
oai:ojs.www.unirioja.es:article/39
2023-03-21T10:05:03Z
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Some reflections on the origins of cognitive linguistics
Some reflections on the origins of cognitive linguistics
Bernárdez Sanchís, Enrique
The purpose of these notes is to contribute to the understanding of the intellectual and scientific origins of Cognitive Linguistics (CL); it is not, therefore, a history, even partial and incomplete, of CL; neither does it offer any exhaustive consideration of all the factors, influences, linguistic and psychological models, or of all the linguists that have contributed to the birth and development of the discipiline, an enterprise that is probably premature.
The purpose of these notes is to contribute to the understanding of the intellectual and scientific origins of Cognitive Linguistics (CL); it is not, therefore, a history, even partial and incomplete, of CL; neither does it offer any exhaustive consideration of all the factors, influences, linguistic and psychological models, or of all the linguists that have contributed to the birth and development of the discipiline, an enterprise that is probably premature.
Universidad de La Rioja (Spain)
1999-05-29
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Articles
application/pdf
https://publicaciones.unirioja.es/ojs/index.php/jes/article/view/39
10.18172/jes.39
Journal of English Studies; Vol. 1 (1999): Special issue: Cognitive Linguistics; 9-27
Journal of English Studies; Vol. 1 (1999): Special issue: Cognitive Linguistics; 9-27
1695-4300
1576-6357
10.18172/jes.vol1
eng
https://publicaciones.unirioja.es/ojs/index.php/jes/article/view/39/19
Derechos de autor 1999 Enrique Bernárdez Sanchís
oai:ojs.www.unirioja.es:article/40
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What's in a title? The strategic use of metaphor and metonymy in "Some like it hot"
What's in a title? The strategic use of metaphor and metonymy in "Some like it hot"
Caballero Rodríguez, María del Rosario
The aim of this paper is to call attention upon the strategic and relevant use of the polysemous nature of language as it is instantiated in film titles such as the one in our discussion. The theoretical framework adopted in our analysis of the concept hot in our title is that of Cognitive Linguistics (Lakoff 1987; Langacker 1987), which explains polysemy in terms of conceptual organisation and categorisation. We defend that the cognitive approach to lexis as an array of semantic networks triggered by the words within them proves a useful explanation in solving a number of troublesome issues in the analysis of short texts like titles, namely the use of implicatures, polysemy, and the ambiguity usually resulting from both.
Universidad de La Rioja (Spain)
1999-05-29
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Articles
application/pdf
https://publicaciones.unirioja.es/ojs/index.php/jes/article/view/40
10.18172/jes.40
Journal of English Studies; Vol. 1 (1999): Special issue: Cognitive Linguistics; 29-43
Journal of English Studies; Vol. 1 (1999): Special issue: Cognitive Linguistics; 29-43
1695-4300
1576-6357
10.18172/jes.vol1
eng
https://publicaciones.unirioja.es/ojs/index.php/jes/article/view/40/20
Derechos de autor 1999 María del Rosario Caballero Rodríguez
oai:ojs.www.unirioja.es:article/41
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The R files : applying relevance model to conspiracy theory fallacies
The R files : applying relevance model to conspiracy theory fallacies
Martínez Sánchez, Roser
Figueras Solanilla, Carolina
Casacuberta Sevilla, David
The general aim of this article is to test how the relevance model can be of use to model argumentation. More specifically, to check if the theory developed by Sperber and Wilson (1986) is able to explain some specific fallacies, the so called "conspiracy theory fallacy". This paper contains: a short introduction both to fallacies and to relevance theory; a summary of two real conspiracy theories taken from the book "The 60 greatest conspiracies of all times", and a detailed analysis of these two conspiracies by means of the relevance model.
Universidad de La Rioja (Spain)
1999-05-29
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Articles
application/pdf
https://publicaciones.unirioja.es/ojs/index.php/jes/article/view/41
10.18172/jes.41
Journal of English Studies; Vol. 1 (1999): Special issue: Cognitive Linguistics; 45-55
Journal of English Studies; Vol. 1 (1999): Special issue: Cognitive Linguistics; 45-55
1695-4300
1576-6357
10.18172/jes.vol1
eng
https://publicaciones.unirioja.es/ojs/index.php/jes/article/view/41/21
Derechos de autor 1999 Roser Martínez Sánchez, Carolina Figueras Solanilla, David Casacuberta Sevilla
oai:ojs.www.unirioja.es:article/42
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The cognitive motivation for adjective sequences in attribution
The cognitive motivation for adjective sequences in attribution
Dirven, René
Adjective sequences in attributive position tend to follow a fairly rigorous order, which was already observed in several structuralist approaches. Thanks to the insights of case grammar, iconicity studies and cognitive linguistics, these adjective sequences can now also be given a semantic, i.e. a conceptual basis. Adjective types that imply some semantic role such as agent, instrument, source, are conceptually and hence also syntactically in close proximity to the noun they modify. Next in proximity are the more “objective” adjective types denoting properties such as size, shape, age and colour. The internal sequence of these four properties can be explained by the principle of saliency, which is supported by observations in language acquisition and language typology research. More “subjective” qualifications such as nice, splendid, wonderful are least inherent to any entity denoted by the noun and consequently, iconically speaking, at the greatest distance from it.
Universidad de La Rioja (Spain)
1999-05-29
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Articles
application/pdf
https://publicaciones.unirioja.es/ojs/index.php/jes/article/view/42
10.18172/jes.42
Journal of English Studies; Vol. 1 (1999): Special issue: Cognitive Linguistics; 57-67
Journal of English Studies; Vol. 1 (1999): Special issue: Cognitive Linguistics; 57-67
1695-4300
1576-6357
10.18172/jes.vol1
eng
https://publicaciones.unirioja.es/ojs/index.php/jes/article/view/42/22
Derechos de autor 1999 René Dirven
oai:ojs.www.unirioja.es:article/43
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Imagination and nonliterality : a case study of superhuman entities in religion
Imagination and nonliterality : a case study of superhuman entities in religion
Fernández de la Torre Madueño, María Dolores
In the present work we would like to emphasize the aspect of imagination as an element of great relevance in the production of metaphorical processes. With the experientialism upheld by the cognitive approach, people's imaginative ability is established as one of the main arguments to face any lexical analysis from a cognitive perspective. A double focus can be appreciated in the religious vocabulary: On one hand, the experience that the members of a linguistic community live directly and personally and on the other hand, a virtual creation of such an experience, a sort of "imagined experience". In it, imagination would be characterized by the ability to transfer certain conceptualizations and ideas to human domains; conceptualizations and ideas which, from a theological point of view, are neither present nor located in such domains. This focus centers on a series of religious lexemes of a superhuman nature, angel and devil.
Universidad de La Rioja (Spain)
1999-05-29
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Articles
application/pdf
https://publicaciones.unirioja.es/ojs/index.php/jes/article/view/43
10.18172/jes.43
Journal of English Studies; Vol. 1 (1999): Special issue: Cognitive Linguistics; 69-80
Journal of English Studies; Vol. 1 (1999): Special issue: Cognitive Linguistics; 69-80
1695-4300
1576-6357
10.18172/jes.vol1
eng
https://publicaciones.unirioja.es/ojs/index.php/jes/article/view/43/23
Derechos de autor 1999 María Dolores Fernández de la Torre Madueño
oai:ojs.www.unirioja.es:article/44
2023-03-21T10:05:03Z
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When consequences are causes : Texts as guided paths
When consequences are causes : Texts as guided paths
Inchaurralde Besga, Carlos
Causation is a very important structuring principle of our perception of reality, but causation is, very often, imposed, and it basically depends on the observer and his or her perspective. It will be illustrated here how causation can be manipulated, as well as the relevance of this fact for language and communication. In scientific texts, the reader is guided through an evaluative process whose main goal is persuasion, but in this kind of message there is little room for manipulation concerning the ordering of causes and consequences. Logical fallacies, which may appear in ordinary conversation but also in more specialized varieties of linguistic usage (e.g. political language) illustrate it better. However, where this manipulative resource excels is in messages constructed around big metaphorical mappings. This is exemplified with the case of the treatment of the Gulf War in the mass media, as Lakoff (1992) very clearly explains. Moreover, we have that mass media exchanges between two different sides normally try to assign causes and consequences in a manipulative manner too, and there is a last example presenting this fact. Finally, our conclusion shows how all these possibilities share some configurational properties.
Universidad de La Rioja (Spain)
1999-05-29
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Articles
application/pdf
https://publicaciones.unirioja.es/ojs/index.php/jes/article/view/44
10.18172/jes.44
Journal of English Studies; Vol. 1 (1999): Special issue: Cognitive Linguistics; 81-96
Journal of English Studies; Vol. 1 (1999): Special issue: Cognitive Linguistics; 81-96
1695-4300
1576-6357
10.18172/jes.vol1
eng
https://publicaciones.unirioja.es/ojs/index.php/jes/article/view/44/24
Derechos de autor 1999 Carlos Inchaurralde Besga
oai:ojs.www.unirioja.es:article/45
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Conceptualization of events, semantic relations between constructions and topology : a catastrophe theoretic study of "get" and "be"
Conceptualization of events, semantic relations between constructions and topology : a catastrophe theoretic study of "get" and "be"
Marín Arrese, Juana Isabel
The existence of syncretisms in the marked coding patterns for variations in the domains of transitivity and voice presumably indicate the interrelation between constructions involving different event views and voice alternations and voicerelated phenomena, such as inchoative and stative resultative morphosyntax. This paper will examine deviations from the prototypical event view, variations in transitivity and their relation to voice distinctions in constructions with be and get. It will be argued that the relations between these constructions and the position they occupy in semantic space are best understood in terms of the interaction between the conceptual status of participants as 'controller' or 'affected' (Klaiman 1988) and the conceptual property 'relative elaboration of events' (Kemmer 1993; 1994), correlating with different event views (Croft 1990; 1994).
Universidad de La Rioja (Spain)
1999-05-29
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Articles
application/pdf
https://publicaciones.unirioja.es/ojs/index.php/jes/article/view/45
10.18172/jes.45
Journal of English Studies; Vol. 1 (1999): Special issue: Cognitive Linguistics; 97-117
Journal of English Studies; Vol. 1 (1999): Special issue: Cognitive Linguistics; 97-117
1695-4300
1576-6357
10.18172/jes.vol1
eng
https://publicaciones.unirioja.es/ojs/index.php/jes/article/view/45/25
Derechos de autor 1999 Juana Isabel Marín Arrese
oai:ojs.www.unirioja.es:article/46
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The contribution of cognitive anthropolinguistics to educational linguistics
The contribution of cognitive anthropolinguistics to educational linguistics
Martín Morillas, José Manuel
In this paper it is argued that, despite the welcome psycho-social emphasis in educational linguistic theories witnessed in recent decades, and with it, a rapprochement of the social sciences to the psychological sciences, the relationship between these fields has not gone far enough. The actual challenge is a move towards the unification of the social, psychological and language sciences (anthropology and sociology; cognitive science; and linguistics). A step in this interdisciplinary direction is offered by the discipline called 'cognitive anthropolinguistics', and its central concept of 'cultural cognition'. The paper discusses the implication of this concept for the field of educational linguistics, followed by a brief illustration of a cognitive-cultural application of that concept, namely the concept of 'ethnic stereotype', as part of a socio-cultural guide for a cross-cultural pedagogical grammar.
Universidad de La Rioja (Spain)
1999-05-29
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Articles
application/pdf
https://publicaciones.unirioja.es/ojs/index.php/jes/article/view/46
10.18172/jes.46
Journal of English Studies; Vol. 1 (1999): Special issue: Cognitive Linguistics; 119-144
Journal of English Studies; Vol. 1 (1999): Special issue: Cognitive Linguistics; 119-144
1695-4300
1576-6357
10.18172/jes.vol1
eng
https://publicaciones.unirioja.es/ojs/index.php/jes/article/view/46/26
Derechos de autor 1999 José Manuel Martín Morillas
oai:ojs.www.unirioja.es:article/47
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The metaphorical use of "on"
The metaphorical use of "on"
Navarro Ferrando, Ignasi
An attempt is made at refuting the idea that figurative uses of prepositions are chaotic. Figurative uses of the preposition on are explained as the result of metaphorical mappings from the physical domain onto abstract domains. The semantic structure of this preposition in the source domain is explained as a conceptual schema (support), which is formed as a combination of three more basic image schemas, namely, the contact schema, the control schema, and the force downwards schema. The Invariance Principle guarantees the preservation of the logic of these image schemas in target domains. The selection of a particular target domain is, therefore, motivated.
Universidad de La Rioja (Spain)
1999-05-29
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Articles
application/pdf
https://publicaciones.unirioja.es/ojs/index.php/jes/article/view/47
10.18172/jes.47
Journal of English Studies; Vol. 1 (1999): Special issue: Cognitive Linguistics; 145-164
Journal of English Studies; Vol. 1 (1999): Special issue: Cognitive Linguistics; 145-164
1695-4300
1576-6357
10.18172/jes.vol1
eng
https://publicaciones.unirioja.es/ojs/index.php/jes/article/view/47/27
Derechos de autor 1999 Ignasi Navarro Ferrando
oai:ojs.www.unirioja.es:article/48
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A cognitive view on bilingualism and "bilingual" teaching and learning
A cognitive view on bilingualism and "bilingual" teaching and learning
Niemeier, Susanne
Foreign language teaching and learning may profit substantially when discussed from a cognitive point of view. The paper deals with the situation of a new direction of foreign language teaching and learning in Germany, where in the last years so-called "bilingual" approaches have been implemented. This means that subjects such as history or biology are taught in English instead of in the mother tongue, thus exposing the learners to the foreign language to a degree that can not be offered by traditional English lessons. Furthermore, in those content subjects, the foreign language is used in a much more authentic and holistic way. So far, the results have been very promising. Combining some reflections on this new kind of teaching with insights from cognitive linguistics seems to be a way of introducing the learners not only to more exposure to the language, but also offers a way to provide the learners with insights into the way language works as well as with insights into the conceptual world behind the foreign language, and it tries to prevent the students from generating an indiscriminate mixture between their home culture and the foreign culture
Universidad de La Rioja (Spain)
1999-05-29
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Articles
application/pdf
https://publicaciones.unirioja.es/ojs/index.php/jes/article/view/48
10.18172/jes.48
Journal of English Studies; Vol. 1 (1999): Special issue: Cognitive Linguistics; 165-185
Journal of English Studies; Vol. 1 (1999): Special issue: Cognitive Linguistics; 165-185
1695-4300
1576-6357
10.18172/jes.vol1
eng
https://publicaciones.unirioja.es/ojs/index.php/jes/article/view/48/28
Derechos de autor 1999 Susanne Niemeier
953e36c99ceb06a6215e5d8396c9e35e