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Review of Cognitive Linguistics. Published under the auspices of the Spanish Cognitive Linguistics Association

image of Review of Cognitive Linguistics. Published under the auspices of the Spanish Cognitive Linguistics Association
ISSN 1877-9751
E-ISSN 1877-976X

<p>The <em>Review of Cognitive Linguistics</em> (published under the auspices of the Spanish Cognitive Linguistics Association) offers an international forum for the publication of original high-quality research from a cognitive perspective in all areas of linguistic conceptualization and communication. Fruitful debate is encouraged with neighboring academic disciplines as well as with other approaches to language study, particularly functionally-oriented ones.</p> <p>Volumes 1 (2003) - 7 (2009) were published under the title <a title="ARCL" href="/content/journals/15720276"><em style="mso-bidi-font-style:normal">Annual Review of Cognitive Linguistics</em></a>.</p>


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  • The contemporary theory of metaphor — now new and improved!
    • Author: Gerard J. Steen
    • Source: Review of Cognitive Linguistics. Published under the auspices of the Spanish Cognitive Linguistics Association, Volume 9, Issue 1, 2011, pages: 26 –64
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    • This paper outlines a multi-dimensional/multi-disciplinary framework for the study of metaphor. It expands on the cognitive linguistic approach to metaphor in language and thought by adding the dimension of communication, and it expands on the predominantly linguistic and psychological approaches by adding the discipline of social science. This creates a map of the field in which nine main areas of research can be distinguished and connected to each other in precise ways. It allows for renewed attention to the deliberate use of metaphor in communication, in contrast with non-deliberate use, and asks the question whether the interaction between deliberate and non-deliberate use of metaphor in specific social domains can contribute to an explanation of the discourse career of metaphor. The suggestion is made that metaphorical models in language, thought, and communication can be classified as official, contested, implicit, and emerging, which may offer new perspectives on the interaction between social, psychological, and linguistic properties and functions of metaphor in discourse.
  • What is to be learned: The community as the focus of social cognition
    • Author: William Labov
    • Source: Review of Cognitive Linguistics. Published under the auspices of the Spanish Cognitive Linguistics Association, Volume 10, Issue 2, 2012, pages: 265 –293
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    • This paper is an effort to define the target of the language learner: asking, what are the data that the child pays attention to in the process of becoming a native speaker? In so doing, we will necessarily be engaged in the more general effort to define language itself. The general argument to be advanced here is that the human language learning capacity is outward bound, that is, aimed at the acquisition of the general pattern used in the speech community. The end result is a high degree of uniformity in both the categorical and variable aspects of language production, where individual variation is reduced below the level of linguistic significance.
  • The semantics of the English and the Spanish motion verb lexicons
    • Author: Paula Cifuentes Férez
    • Source: Review of Cognitive Linguistics. Published under the auspices of the Spanish Cognitive Linguistics Association, Volume 8, Issue 2, 2010, pages: 233 –271
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    • Talmy’s (e.g., 1985, 2000) seminal work has engendered a great deal of research and debate in the literature on motion event descriptions over the last decades. Despite the vast amount of research on the linguistic expression of motion events, the fact that motion verb roots might encode information apart from Path and Manner of motion is often overlooked. The present paper addresses the semantics of 376 English and 257 Spanish motion verbs by exploring the general conflations which are conveyed by these verbs. In this regard, both crosslinguistic similarities and differences will be pointed out. My research concludes that path-conflating and manner-conflating verbs amount to the largest part of their lexicons but that other minor patterns such as ground conflations, in contradiction to Talmy’s speculations on the lack of ground-conflating verbs, are present as well. Taken as a whole, this paper provides a rich and detailed account on the semantic nature of the English and the Spanish motion verb lexicons, and emerges as a helpful reference for researchers in this field.
  • Antonymy: From convention to meaning-making
    • Authors: Carita Paradis, and Caroline Willners
    • Source: Review of Cognitive Linguistics. Published under the auspices of the Spanish Cognitive Linguistics Association, Volume 9, Issue 2, 2011, pages: 367 –391
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    • This article offers a Cognitive Semantic approach to antonymy in language and thought. Based on a series of recent empirical investigations using different observational techniques, we analyze (i) the nature of the category of antonymy, and (ii) the status of its members in terms of goodness of opposition. Our purpose is to synthesize these empirical investigations and provide a theoretical framework that is capable of accounting for antonymy as a mode of thought in language use and meaning-making. We show that antonymy has conceptual basis, but in contrast to other lexico-semantic construals, a limited number of words seem to have special lexical status as dimensional protagonists. Form–meaning pairings are antonyms when they are used as binary opposites. Configurationally, this translates into a construal where some content is divided by a BOUNDARY. This configuration (or schema) is a necessary requirement for meanings to be used as antonyms and all antonyms have equal status as members. In contrast to categorization by configuration, categorization by contentful meaning structures forms a continuum ranging from strongly related pairings as core members to ad hoc couplings on the outskirts. In order to explain why some lexico-semantic couplings tend to form conventionalized pairs, we appeal to their ontological set-up, the symmetry of the antonyms in relation to the boundary between the meaning structures, their contextual range of use and frequency.
  • Cognitive Semantic ways of teaching figurative phrases: An assessment
    • Author: Frank Boers
    • Source: Review of Cognitive Linguistics. Published under the auspices of the Spanish Cognitive Linguistics Association, Volume 9, Issue 1, 2011, pages: 227 –261
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    • In this article I review studies published between 1996 and 2010 in which the effectiveness of Cognitive-Semantics informed second language pedagogy was put to the test. Altogether, the published evidence is manifestly favourable, although questions remain as to the scope of application of the approach and the precise properties that produce its positive effects. It must also be recognised that Cognitive Semantic ventures into language pedagogy stand a lot to gain from a closer collaboration with ‘mainstream’ applied linguistics, not only with regard to general insights into the nature of second language acquisition but also with regard to this type of research methodology.
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