Cognitive Linguistics---New Approach to Language Study.ppt

cognitivelinguistics newapproachtolanguagestudy 张征zhangzhengclaire44 telq 741924794 maincontents self introductionthreeapproachesinlinguisticstudyanintroductiontocognitivelinguisticsreferencesandrequirements self introduction educationmasterdegreelinguistics specificallyinpragmatics hunannormaluniversity 1994 1997 doctordegreelinguistics pragmatics beijingnormaluniversity 2004 2007 researchinterestspragmaticshistoryoflinguisticscognitivelinguisticsfunctionallinguisticslinguisticphilosophylanguageteaching initialquestions whatislinguistics whatislanguagefor howmanylinguisticschoolsdoyouknow haveyoueverencountered whatfeaturesdotheyhave what stherelationshipbetweenthe form andthe function whatdoyouthinkcognitivelinguistsaremainlyconcernedwith what syourexpectationaboutthiscourse threeapproachesinlanguagestudy structuralapproachfunctionalapproachcognitiveapproach structuralapproach tostudytheinnerstructureoflanguageitself therelationshipbetweentheelementsinlanguage syntagmatic paradigmatictoconductthelinguisticstudybystressingonthestructureoflanguagesaussure fatherofthemodernlinguisticsthecentraltaskforthescholarsaftersaussure tostudythestructureoflanguage thebeginningofmodernlinguistics whatislinguistics thescientificstudyoflanguagehowtostudylanguage historically howlanguageschangecomparatively similaritiesanddifferencesphilosophically howlanguageexpressesthoughtsocially howlanguageisaffectedbysocialenvironmentspsychologically howpeopleactuallyuselanguage but whatislanguage ferdinanddesaussure 索绪尔 1857 1913swisslinguistfamousforhisbookcourseingenerallinguisticspublishedin1916 afterhisdeathbasedonlecturenotestakenbystudentsfatherofmodernlinguisticsdrewseveralveryimportantdistinctionsinthestudyoflanguage seeblow languevs parole languagevs speech thesystemoflanguageasetofsocialconventionsexistsinthemindofeachspeakerlearnedbyeachspeakerallspeakershavethesamesystemmoreorlessfixedaspeakerispowerlesstocreateitormodifyit actualspeechanindividualactofthewillandtheintelligenceaspeakerhasfreedominutteringsentences isfreetochoosewhattosayancillary accidentalthespeechesoftwospeakersmayberatherdifferent languevs parole parolemakesuseoflanguebuttheyareseparate amanwholosestheabilitytospeaknonethelessretainshisgraspofthelanguagesystem similartochomsky sdistinctionbetween competenceperformance signifiervs signified符号施指符号受指 langueshouldbetheobjectofourstudylangueisasystemofsigns 符号 eachsignhastwosides soundvalue concepts ideas thetwosidesofthesigntree syntagmatic 连锁 vs paradigmatic associative选择 联想 weshouldstudylangue asystemofsignsbuthowtostudyit whatrelationshipsexistamongsigns syntagmaticparadigmatic syntagmaticrelations inspeech wordsarestrungtogetheroneafteranother inalinearorderitisafinedaytodaythelifeofamanre readthissequentialrelationiscalledasyntagmaticrelationtheunitsinasentence phrase wordaresyntagmaticallyrelated paradigmatic associativerelations forteacher youcanthinkof toteach tostudy towork worker lawyer student banker education school forjohnrunsfastpeterjumpsslowlyshe hegetsupearlythemanreadswitheaseeach isparadigm synchronicvs diachronic synchronicstudystudythelanguagesystematagivenperiodtreatthesystemasbeingstaticconcentrateononelanguageandonthespeaker sknowledgeofthelanguagediachronicstudystudythelanguagesystemsindifferentperiodsconcentrateonhowlanguageschangeoftenneedstostudyseveraldifferentlanguages synchronicvs diachronic saussure smajorcontributions distinguishbetweensynchronicanddiachronicstudiesoflanguagelanguagecanbestudiedsynchronicallydoesnotneedtoconsiderhistorydistinguishbetweenlangueandparoletreatlanguageasasystemdefinetheunitsoflanguagestudytherelationsamongunitsandtherulesofcombinationsynchronicstudyoflangue modernlinguistics theotherstructuralschools pragueschoolamericanstructuralismdescriptivestructuralismexplanatorystructuralism t ggrammar thefunctionalapproach functiontherolealinguisticformplaysinitsstructurethecommunicativeroleofalinguisticformfunctionalismatrendofthought describeandexplainthegrammatical semanticandphonologicalstructureoflanguagethroughthestudyofthefunctioninsocialcommunicationrepresentativeschools representativeschools pragueschoolphonology combine minimalpairs londonschoolcontextlinguisticcontextsocialcontextstressthesemanticsaspectoflanguagesystemicfunctionallinguistics threemeta functionsaccordingtosfl ideationalinterpersonaltextual cognitivelinguisticapproach generalintroductionthirtyyearsofdevelopment dividedintothree10 years twokeycommitmentsthreephilosophicalassumptionsthephilosophicalfoundationforcognitivelinguistics experientialrealismfourfoundingfathersthreemainapproachesincognitivelinguisticsthemaincontents generalintroduction cognitivelinguisticsisamodernschooloflinguisticthoughtthatoriginallyemergedintheearly1970soutofthedissatisfactionwithformalapproachestolanguage rootedintheemergenceofmoderncognitivescienceinthe1960sand1970sbasedonourexperienceoftheworldandthewayweperceiveandconceptualizeit languagereflectspatternsofthought clattempttodescribeandaccountforitssystematicity itsstructureandthefunctions thirtyyearsofdevelopment thefirst10 years rudimentarystage 1975 1985 seriesofspeechin1975 inthelinguisticsummercampforcaliforniauniv berkleyschool paulkayonfocalcolorseleanorroschoncategorizationtheoryleonardtalmyontheenglishspatialrelationcharlesfillmoreonschematicsemanticsmonographslangackerstartedhisstudyoncognitivegrammarin1976lakoffetal 1977linguisticgestalttalmy 1975figureandgroundincomplexsentenceslakoff johnson2003 1980 metaphorsweliveby thirtyyearsofdevelopment thesecond10 years establishingperiod 1986 1995 monographslakoff george 1987 woman fireanddangerousthings whatcategoriesrevealabouttheworldlangacker ronaldw 1987 foundationsofcognitivegrammar theoreticalprerequisities vol i langacker ronaldw 1991 foundationsofcognitivegrammar descriptiveapplication vol ii johnson mark 1987 thebodyinthemind thebodilybasisofmeaning imagination andreason fauconnier gilles 1985 mentalspace aspectsofmeaningconstructioninnaturallanguage goldberg adelee 1995 construction aconstructiongrammarapproachtoargumentstructure thesecond10 years establishingperiod 1986 1995 1989ren dirven germanscholar invitedlakoff langacker etc toduisburgtoattendsymposiumoncognitivelinguistics lateritwasregardedasthefirstinternationalcognitivelinguisticconference iclc1 andinternationalcognitivelinguisticassociation icla wasestablished1990thebirthofcognitivelinguistics theperiodical asymposiumorganizedbyren dirvenandheldinduisburginthespringof1989markedthebirthofcognitivelinguisticsasabroadlygrounded self consciousintellectualmovement langacker2002 1991 xv thirtyyearsofdevelopment thethird10 years matureperiod 1996 2006 talmy leonard 2000 towardacognitivesemantics vol i ii cognitivelinguisticdevelopmentinvariouscountriestheestablishmentofclainthegreatbritain japan germany france russia china etc inchina from2004 chinainternationalforumoncognitivelinguistics theinvited lakoff taylor langacker talmy fauconnier sinha etc moremonographsmulti disciplinarystudycognitivesociallinguistics cognitivepoetics appliedcognitivelinguistics cognitivetextlinguistics etc twokeycommitments 首要共识 in1990 georgelakoffarguedthatthecognitivelinguisticsenterpriseischaracterizedbytwokeycommitments generalizationcommitmentcognitivecommitment twokeycommitments forme cognitivelinguisticsisdefinedbytwoprimarycommitments whatiwillcallthegeneralizationcommitmentandthecognitivecommitment thegeneralizationcommitmentisacommitmenttocharacterizingthegeneralprinciplesgoverningallaspectsofhumanlanguage iseethisasthecommitmenttoundertakelinguisticsasascientificendeavor thecognitivecommitmentisacommitmenttomakeone saccountofhumanlanguageaccordwithwhatisgenerallyknownaboutthemindandthebrain fromotherdisciplinesaswellasourown lakoff1990 40 threephilosophicalassumptions languageisnotanautonomouscognitivefacultygrammarisconceptualizationknowledgeoflanguageemergesfromlanguageuse excerptionconcerningwiththerelationbetweenlanguageandcognition incontrasttomostpreviouslinguisticparadigms whichsawmeaningeitheraslessrelevantorelseasanautonomouslinguisticmodule clapproacheslanguageasanintegratedpartofhumancognitionwhichoperatesininteractionwithandonthebasisofthesameprincipleasothercognitivefaculties clisthereforedefinedasalinguistictheorywhichanalyzeslanguageinitsrelationtoothercognitivedomainsandfacultiessuchasbodilyandmentalexperiences image schemas perception attention memory viewingframes categorization abstractthought emotion reasoning inferencing etc theyarealloneincognition dirven2005 17 18 clinbroadandnarrowsense clinbroadsenselinguisticcompetenceisaspecialcognitivecompetence inessence itisdifferentfromothercognitivecompetenceofhumanbeing sclinnarrowsenselinguisticcompetenceisnodifferentfrompeople sothercognitivecompetence thephilosophicalfoundationforcognitivelinguistics experientialrealism thoughtisembodiedthoughtisimaginativethoughthasgestaltpropertiesandisthusnotatomisticthoughthasanecologicalstructure fourfoundingfathers threemainapproachesincognitivelinguistics basedonourexperienceoftheworldandthewayweperceiveandconceptualizeit threemainapproachesincognitivelinguisticstheexperientialviewtheprominenceviewtheattentionalview themaincontents 1 prototypesandcategories 2 levelsofcategorization 3 conceptualmetaphorsandmetonymies 4 figureandground 5 framesandconstructions 6 blendingandrelevance 7 otherissuesincognitivelinguistics contentclassification theexperientialview 1 2 3 theprominenceview 4 theattentionalview 5 thecognitivehandlingoflanguage 6 otherissues 7 featuresofthiscourse besympathetic 汲取精华 understandtheconcernsandmethodsassimilatetheirgoodpointsbecritical 剔除糟粕 pointoutweaknesses limitations problemsdaretodisagreeandchallengebeconstructive 勇敢创新 explorenewpossibilities approachesconstructnewtheoriesberesearch oriented 于研究中学习 doreadwidely books journalarticles think argueforyourself writeresearchpapers references croft william 2003 typologyanduniversals 2nd ed cambridge cambridgeuniversitypress croft williamandd alancruse 2004 cognitivelinguistics cambridge cambridgeuniversitypress dirven ren 2005 majorstrandsincognitivelinguistics inruizdemendozaibnez franciscoj andm sandrapenacervel eds cognitivelinguistics internaldynamicsandinterdisciplinaryinteraction 17 68 berlin newyork moutondegruyter evans vyvyanandgreenmelanie 2006 cognitivelinguistics anintroduction edinburgh edinburghuniversitypress fauconnier gilles 1985 mentalspace aspectsofmeaningconstructioninnaturallanguage cambridge cambridgeuniversitypress references fauconnier gilles 1997 mappingsinthoughtandlanguage cambridge cambridgeuniversitypress goldberg adelee 1995 construction aconstructiongrammarapproachtoargumentstructure chicago theuniversityofchicagopress lakoff george 1987 women fire anddangerousthings chicago london universityofchicagopress