1887
  1. Home
  2. Books
  3. Theory and Practice in Functional-Cognitive Space
  4. Chapter

Cognitive functionalism in language education

image of Cognitive functionalism in language education

Functional pressures on language are always cognitive, and cognitive pressuresare always functional, so cognitivism and functionalism combine to explain thestructure of lexicogrammar – the continuum of lexicon and grammar – andalso the statistics of language usage. As an example, the paper shows how WordGrammar explains the difficulty of centre-embedding in terms of dependencysyntax combined with a general cognitive principle of binding, and also thebenefits of non-canonical word orders (such as extraposition) in the lexicogrammar.These reordering options are part of the formal academic languagethat children learn through education, and education should be guided bylinguistic research. This is a research area that calls for far more effort and collaborationwith other disciplines.

References

  1. Barlow, M. , & Kemmer, S
    (2000)  Usage based models of language . Stanford: CSLI.
     [Google Scholar]
  2. Bloom, P. , & Markson, L
    (1998) Capacities underlying word learning. Trends in Cognitive Sciences , 2, 67–73. doi: 10.1016/S1364‑6613(98)01121‑8
     https://doi.org/10.1016/S1364-6613(98)01121-8 [Google Scholar]
  3. Butler, C
    (1985)  Systemic Linguistics: Theory and applications . London: Batsford.
     [Google Scholar]
  4. (2006) Functionalist theories of language. In K. Brown (Ed.), Encyclopedia of language & linguistics (pp. 696–704). Oxford: Elsevier.
     [Google Scholar]
  5. . (2013). Word grammar. In J. Kabatek , & B. Kortmann (Eds.) Theories and methods in linguistics (Wörterbücher der sprach- und kommunikationswissenschaft) . Berlin: Mouton de Gruyter.DOI: 10.1515/wsk.35.0.wordgrammar
     [Google Scholar]
  6. Butler, C. , & Taverniers, M
    (2008) Layering in structural-functional grammars. Linguistics , 46, 689–956.
     [Google Scholar]
  7. Bybee, J
    (2010)  Language, usage and cognition . Cambridge: Cambridge University Press. 
 doi: 10.1017/CBO9780511750526
     https://doi.org/10.1017/CBO9780511750526 [Google Scholar]
  8. Chipere, N
    (2003)  Understanding complex sentences: Native speaker variation in syntactic competence . London: Palgrave Macmillan doi: 10.1057/9780230005884
     https://doi.org/10.1057/9780230005884 [Google Scholar]
  9. Chomsky, N
    (1987) Chomsky on grammar teaching. Noam Chomsky interviewed by Lillian R. Putnam. Reading Instruction Journal 1987.
     [Google Scholar]
  10. (2011) Language and other cognitive systems. What is special about language? Language Learning and Development , 7, 263–278. doi: 10.1080/15475441.2011.584041
     https://doi.org/10.1080/15475441.2011.584041 [Google Scholar]
  11. Evans, N. , & Levinson, S
    (2009) The myth of language universals: Language diversity and its importance for cognitive science. Behavioral and Brain Sciences , 32, 429–492. doi: 10.1017/S0140525X0999094X
     https://doi.org/10.1017/S0140525X0999094X [Google Scholar]
  12. Everett, D
    (2008)  Don’t sleep, there are snakes: Life and language in the Amazonian jungle . Pantheon.
     [Google Scholar]
  13. Gibson, E
    (2002) The influence of referential processing on sentence complexity. Cognition , 85, 79–112. doi: 10.1016/S0010‑0277(02)00087‑2
     https://doi.org/10.1016/S0010-0277(02)00087-2 [Google Scholar]
  14. Gonzálvez-García, F. , & Butler, C
    (2006) Mapping functional-cognitive space. Annual Review of Cognitive Linguistics , 4, 39–96. doi: 10.1075/arcl.4.04gon
     https://doi.org/10.1075/arcl.4.04gon [Google Scholar]
  15. Halliday, M.A.K
    (1994)  An introduction to Functional Grammar . 2nd edition. London: Arnold.
     [Google Scholar]
  16. Hancock, C
    (2009) How linguistics can inform the teaching of writing. In R. Beard , D. Myhill , J. Riley , & M. Nystrand (Eds.), The Sage handbook of writing (pp. 194–207). London: Sage. doi: 10.4135/9780857021069.n14
     https://doi.org/10.4135/9780857021069.n14 [Google Scholar]
  17. Hatch, E.M. , & Brown, C
    (1995)  Vocabulary, semantics, and language education . Cambridge: Cambridge University Press
     [Google Scholar]
  18. Hawkins, J
    (1994)  A performance theory of order and constituency . Cambridge: Cambridge University Press.
     [Google Scholar]
  19. (1999) Processing complexity and filler-gap dependencies across grammars. Language , 75, 244–285. doi: 10.2307/417261
     https://doi.org/10.2307/417261 [Google Scholar]
  20. (2001) Why are categories adjacent?. Journal of Linguistics , 37, 1–34. doi: 10.1017/S002222670100860X
     https://doi.org/10.1017/S002222670100860X [Google Scholar]
  21. Hudson, R
    (1990)  English Word Grammar . Oxford: Blackwell.
     [Google Scholar]
  22. (1996)  Sociolinguistics .2nd edition. Cambridge: Cambridge University Press. doi: 10.1017/CBO9781139166843
     https://doi.org/10.1017/CBO9781139166843 [Google Scholar]
  23. (2004) Why education needs linguistics (and vice versa). Journal of Linguistics , 40, 105–130. doi: 10.1017/S0022226703002342
     https://doi.org/10.1017/S0022226703002342 [Google Scholar]
  24. (2007a) English dialect syntax in Word Grammar. English Language and Linguistics , 11, 383–405. doi: 10.1017/S1360674307002298
     https://doi.org/10.1017/S1360674307002298 [Google Scholar]
  25. (2007b)  Language networks: The new Word Grammar . Oxford: Oxford University Press.
     [Google Scholar]
  26. (2009) Measuring maturity. In R. Beard , D. Myhill , M. Nystrand , & J. Riley (Eds.), Sage handbook of writing development (pp. 349–362). London: Sage. doi: 10.4135/9780857021069.n24
     https://doi.org/10.4135/9780857021069.n24 [Google Scholar]
  27. (2010)  An introduction to Word Grammar . Cambridge: Cambridge University Press. doi: 10.1017/CBO9780511781964
     https://doi.org/10.1017/CBO9780511781964 [Google Scholar]
  28. Kolln, M. , & Hancock, C
    (2005) The story of English grammar in United States schools. English Teaching: Practice and Critique , 4, 11–31.
     [Google Scholar]
  29. Krashen, S
    (1982)  Principles and practice in second language acquisition . Michigan: Pergamon.
     [Google Scholar]
  30. Myhill, D
    (2011) Grammar for designers: How grammar supports the development of writing. In S. Ellis , & E. McCartney (Eds.), Applied linguistics and primary school teaching (pp. 81–92). Cambridge: Cambridge University Press. doi: 10.1017/CBO9780511921605.011
     https://doi.org/10.1017/CBO9780511921605.011 [Google Scholar]
  31. Myhill, D. , Lines, H. , & Watson, A
    (2010) Making meaning with grammar: A repertoire of possibilities. METAphor , 2, 1–10.
     [Google Scholar]
  32. Nagy, W. , & Herman, P
    (1987) Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction. In M. McKeown , & M. Curtis (Eds.), The nature of vocabulary acquisition (pp. 19–35). Hillsdale NJ: Lawrence Erlbaum.
     [Google Scholar]
  33. Newmeyer, F
    (2010) History and philosophy of Linguistics: An interview with Frederick J. Newmeyer. ReVel, 8 .
  34. Ninio, A
    (1994) Predicting the order of acquisition of three-word constructions by the complexity of their dependency structure. First Language , 14, 119–152. doi: 10.1177/014272379401404101
     https://doi.org/10.1177/014272379401404101 [Google Scholar]
  35. Olson, G. , Faigley, L. , & Chomsky, N
    (1991) Language, politics and composition: A conversation with Noam Chomsky. Journal of Advanced Composition , 11, 1–35.
     [Google Scholar]
  36. Perera, K
    (1984)  Children’s writing and reading. Analysing classroom language . Oxford: Basil Blackwell.
     [Google Scholar]
  37. (1990) Grammatical differentiation between speech and writing in children aged 8 to 12. In R. Carter (Ed.), Knowledge about language and the curriculum (pp. 216–233). London: Hodder and Stoughton.
     [Google Scholar]
  38. (1994) Child language research: Building on the past, looking to the future. Journal of Child Language , 21, 1–7. doi: 10.1017/S0305000900008643
     https://doi.org/10.1017/S0305000900008643 [Google Scholar]
  39. Tomasello, M
    (2003)  Constructing a language: A usage-based theory of language acquisition . Harvard University Press.
     [Google Scholar]

References

  1. Barlow, M. , & Kemmer, S
    (2000)  Usage based models of language . Stanford: CSLI.
     [Google Scholar]
  2. Bloom, P. , & Markson, L
    (1998) Capacities underlying word learning. Trends in Cognitive Sciences , 2, 67–73. doi: 10.1016/S1364‑6613(98)01121‑8
     https://doi.org/10.1016/S1364-6613(98)01121-8 [Google Scholar]
  3. Butler, C
    (1985)  Systemic Linguistics: Theory and applications . London: Batsford.
     [Google Scholar]
  4. (2006) Functionalist theories of language. In K. Brown (Ed.), Encyclopedia of language & linguistics (pp. 696–704). Oxford: Elsevier.
     [Google Scholar]
  5. . (2013). Word grammar. In J. Kabatek , & B. Kortmann (Eds.) Theories and methods in linguistics (Wörterbücher der sprach- und kommunikationswissenschaft) . Berlin: Mouton de Gruyter.DOI: 10.1515/wsk.35.0.wordgrammar
     [Google Scholar]
  6. Butler, C. , & Taverniers, M
    (2008) Layering in structural-functional grammars. Linguistics , 46, 689–956.
     [Google Scholar]
  7. Bybee, J
    (2010)  Language, usage and cognition . Cambridge: Cambridge University Press. 
 doi: 10.1017/CBO9780511750526
     https://doi.org/10.1017/CBO9780511750526 [Google Scholar]
  8. Chipere, N
    (2003)  Understanding complex sentences: Native speaker variation in syntactic competence . London: Palgrave Macmillan doi: 10.1057/9780230005884
     https://doi.org/10.1057/9780230005884 [Google Scholar]
  9. Chomsky, N
    (1987) Chomsky on grammar teaching. Noam Chomsky interviewed by Lillian R. Putnam. Reading Instruction Journal 1987.
     [Google Scholar]
  10. (2011) Language and other cognitive systems. What is special about language? Language Learning and Development , 7, 263–278. doi: 10.1080/15475441.2011.584041
     https://doi.org/10.1080/15475441.2011.584041 [Google Scholar]
  11. Evans, N. , & Levinson, S
    (2009) The myth of language universals: Language diversity and its importance for cognitive science. Behavioral and Brain Sciences , 32, 429–492. doi: 10.1017/S0140525X0999094X
     https://doi.org/10.1017/S0140525X0999094X [Google Scholar]
  12. Everett, D
    (2008)  Don’t sleep, there are snakes: Life and language in the Amazonian jungle . Pantheon.
     [Google Scholar]
  13. Gibson, E
    (2002) The influence of referential processing on sentence complexity. Cognition , 85, 79–112. doi: 10.1016/S0010‑0277(02)00087‑2
     https://doi.org/10.1016/S0010-0277(02)00087-2 [Google Scholar]
  14. Gonzálvez-García, F. , & Butler, C
    (2006) Mapping functional-cognitive space. Annual Review of Cognitive Linguistics , 4, 39–96. doi: 10.1075/arcl.4.04gon
     https://doi.org/10.1075/arcl.4.04gon [Google Scholar]
  15. Halliday, M.A.K
    (1994)  An introduction to Functional Grammar . 2nd edition. London: Arnold.
     [Google Scholar]
  16. Hancock, C
    (2009) How linguistics can inform the teaching of writing. In R. Beard , D. Myhill , J. Riley , & M. Nystrand (Eds.), The Sage handbook of writing (pp. 194–207). London: Sage. doi: 10.4135/9780857021069.n14
     https://doi.org/10.4135/9780857021069.n14 [Google Scholar]
  17. Hatch, E.M. , & Brown, C
    (1995)  Vocabulary, semantics, and language education . Cambridge: Cambridge University Press
     [Google Scholar]
  18. Hawkins, J
    (1994)  A performance theory of order and constituency . Cambridge: Cambridge University Press.
     [Google Scholar]
  19. (1999) Processing complexity and filler-gap dependencies across grammars. Language , 75, 244–285. doi: 10.2307/417261
     https://doi.org/10.2307/417261 [Google Scholar]
  20. (2001) Why are categories adjacent?. Journal of Linguistics , 37, 1–34. doi: 10.1017/S002222670100860X
     https://doi.org/10.1017/S002222670100860X [Google Scholar]
  21. Hudson, R
    (1990)  English Word Grammar . Oxford: Blackwell.
     [Google Scholar]
  22. (1996)  Sociolinguistics .2nd edition. Cambridge: Cambridge University Press. doi: 10.1017/CBO9781139166843
     https://doi.org/10.1017/CBO9781139166843 [Google Scholar]
  23. (2004) Why education needs linguistics (and vice versa). Journal of Linguistics , 40, 105–130. doi: 10.1017/S0022226703002342
     https://doi.org/10.1017/S0022226703002342 [Google Scholar]
  24. (2007a) English dialect syntax in Word Grammar. English Language and Linguistics , 11, 383–405. doi: 10.1017/S1360674307002298
     https://doi.org/10.1017/S1360674307002298 [Google Scholar]
  25. (2007b)  Language networks: The new Word Grammar . Oxford: Oxford University Press.
     [Google Scholar]
  26. (2009) Measuring maturity. In R. Beard , D. Myhill , M. Nystrand , & J. Riley (Eds.), Sage handbook of writing development (pp. 349–362). London: Sage. doi: 10.4135/9780857021069.n24
     https://doi.org/10.4135/9780857021069.n24 [Google Scholar]
  27. (2010)  An introduction to Word Grammar . Cambridge: Cambridge University Press. doi: 10.1017/CBO9780511781964
     https://doi.org/10.1017/CBO9780511781964 [Google Scholar]
  28. Kolln, M. , & Hancock, C
    (2005) The story of English grammar in United States schools. English Teaching: Practice and Critique , 4, 11–31.
     [Google Scholar]
  29. Krashen, S
    (1982)  Principles and practice in second language acquisition . Michigan: Pergamon.
     [Google Scholar]
  30. Myhill, D
    (2011) Grammar for designers: How grammar supports the development of writing. In S. Ellis , & E. McCartney (Eds.), Applied linguistics and primary school teaching (pp. 81–92). Cambridge: Cambridge University Press. doi: 10.1017/CBO9780511921605.011
     https://doi.org/10.1017/CBO9780511921605.011 [Google Scholar]
  31. Myhill, D. , Lines, H. , & Watson, A
    (2010) Making meaning with grammar: A repertoire of possibilities. METAphor , 2, 1–10.
     [Google Scholar]
  32. Nagy, W. , & Herman, P
    (1987) Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction. In M. McKeown , & M. Curtis (Eds.), The nature of vocabulary acquisition (pp. 19–35). Hillsdale NJ: Lawrence Erlbaum.
     [Google Scholar]
  33. Newmeyer, F
    (2010) History and philosophy of Linguistics: An interview with Frederick J. Newmeyer. ReVel, 8 .
  34. Ninio, A
    (1994) Predicting the order of acquisition of three-word constructions by the complexity of their dependency structure. First Language , 14, 119–152. doi: 10.1177/014272379401404101
     https://doi.org/10.1177/014272379401404101 [Google Scholar]
  35. Olson, G. , Faigley, L. , & Chomsky, N
    (1991) Language, politics and composition: A conversation with Noam Chomsky. Journal of Advanced Composition , 11, 1–35.
     [Google Scholar]
  36. Perera, K
    (1984)  Children’s writing and reading. Analysing classroom language . Oxford: Basil Blackwell.
     [Google Scholar]
  37. (1990) Grammatical differentiation between speech and writing in children aged 8 to 12. In R. Carter (Ed.), Knowledge about language and the curriculum (pp. 216–233). London: Hodder and Stoughton.
     [Google Scholar]
  38. (1994) Child language research: Building on the past, looking to the future. Journal of Child Language , 21, 1–7. doi: 10.1017/S0305000900008643
     https://doi.org/10.1017/S0305000900008643 [Google Scholar]
  39. Tomasello, M
    (2003)  Constructing a language: A usage-based theory of language acquisition . Harvard University Press.
     [Google Scholar]

  • From This Site

    /content/books/9789027270146-sfsl.68.11hud
    dcterms_subject,pub_keyword
    -contentType:Journal
    10
    5
/content/books/9789027270146-sfsl.68.11hud
dcterms_subject,pub_keyword
-contentType:Journal
10
5
Chapter
content/books/9789027270146
Book
false
Loading
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error