Cognitive Linguistic Studies - Volume 12, Issue 1, 2025

Abstract

This article argues that the intersubjective and self-constitutive function of narratives can be traced back to the coexistence and interaction of explicit and implicit narrative levels. Explicit narratives are visible and/or audible story constructions that take on concrete textual form in the process of communication. The deeper level of implicit narratives, on the one hand, is represented by specific models of meaning-making that represent event structures drawn from the personal experiences of individuals embedded in their cultural and social relations, which guide their behavior unconsciously, without reflection; and, on the other hand, represents the propositional attitudes of the individual who chooses among the possible actions in a given situation. The study will deal with the level of implicit narratives representing the relationship of the individual to the communication situation. The research would like to highlight that the hypothesis of this level of implicit narratives representing propositional attitudes can help understand why intersubjective narratives, used as tools in communicative processes to interpret the actions of others, can be applied to the description of the embodied self’s bodily experience of action. This level of narratives, in addition to being a condition for reproducing the intentional reasons behind intersubjective narratives, also provides the individual with a basis for choosing the most appropriate intersubjective narrative as an analogy for structuring his or her bodily experiences of action.

Abstract

Applied Cognitive Linguistics (ACL) has so far largely failed to concretize its potential to inform language teaching. This is evidenced by the scarcity of cognitive-pedagogical teaching materials on the market. This article contends that the problem may not lie in the theory itself as much as in the way it is being transposed in teaching materials, because novel theories are unlikely to be adopted without a proper pedagogical vehicle (Numa Markee 1997). To investigate this hypothesis, this article reviews issues with the cognitive-pedagogical approach to preface a principled evaluation of textbooks tapping into the ACL framework. The article adopts an instrumental case study design and surveys a corpus of 3 published textbooks using a principled list of criteria. The data confirms that available cognitive-pedagogical teaching materials do not meet some of the minimum requirements for successful implementation in the FL classroom as defined by materials development research (Tomlinson & Masuhara 2018). The paper ends with some practical suggestions for the development of more effective teaching materials adopting a CL approach, which is hypothesized to help further the ACL agenda in the language classroom.

Abstract

The present study aimed to identify whether different modes of presentation have an effect on the cognitive processing of ambiguous relative clauses (RCs) in English-as-a-foreign-language (EFL) learners. The study used different online modes of presentation, in which the ambiguous RCs were presented in different conditions to the participants. The participants were 135 L1-Persian EFL learners who were randomly assigned to three modes of presentation, namely online (n = 45), timed online (n = 45), and self-paced online (n = 45). The stimuli used in the study were structurally ambiguous RCs. The participants were asked to read the sentences appearing on the laptop monitor one by one and decide whether the RC was related to any of the noun phrases. Using the software PsychoPy, error rates were measured to determine the effect of mode of presentation on the EFL learners’ cognitive processing of ambiguous RCs. The data revealed that the mode of presentation had a significant effect on their cognitive processing of ambiguous RCs. The study results underscore the notion that mode of presentation has a strong effect on cognitive processing of ambiguous RCs in second language education.

Abstract

This paper presents a digital tool for teaching and learning the usage patterns of English prepositions using an Embodied Scenes approach. Building on corpus linguistic investigations and insights from Cognitive Linguistics, we present the usage patterns of prepositional constructions in line with how spatial relations are typically used to construe meaning. The tool is intended to empower students of English to increase confidence in their L2 skills through usage-based examples. In two studies, we test a set of sample lessons targeting the preposition into. Data were collected from ESL classes at Swedish High Schools. Students were randomly assigned to a control group exposed to traditional preposition materials or an experimental group exposed to the new lessons. Students then completed a pre-test, learning sessions, a post-test, and a delayed post-test. Results show that the Embodied Scenes approach led to proficiency in using into and this was maintained over time.

Abstract

The present study investigates dog-related proverbs found in language data from Modern Greek. Two corpus materials were examined and contrasted: one with the proverbs and one concerning the overall cultural schema for the animal. The analysis takes into consideration universal aspects regarding meaning construction in proverbs, together with culture-specific aspects influencing the perception of the animal in the Greek language and culture. The investigation of the language data reveals contradictory conceptualizations for the animal, both literally and metaphorically. However, proverbs reflect mainly negative features of its behavior. Furthermore, apart from the older metaphorical conceptualizations of dogs found in Greek and other languages, newer metaphorical conceptualizations were found in the corpus. Moreover, a dog’s life is perceived in three different ways in Greek language and culture while a distinction between domestic and stray dog emerges through the corpus data.

Abstract

The conceptualization of time is based on the physical experience in space (Vyvyan Evans 2004). Linguistically and psychologically, time is represented in two deictic spacetime metaphors: the ego-moving metaphor and the time-moving metaphor (Herbert H. Clark 1973). In the current research, two studies were conducted to investigate a novel relationship between taste and time. In Study 1, participants drank honey water and black coffee separately before interpreting a temporally ambiguous question. The results showed that whereas sweet taste tilted participants toward the ego-moving perspective in disambiguation, bitter taste slanted participants toward the time-moving perspective. To find out whether the influence of taste on time could be reversed, Study 2 primed participants with the ego-moving- or the time-moving-framed contextual statements before asking them to gauge the sweetness of honey water and the bitterness of black coffee independently. It was observed that in contrast to the ego-moving prime that prompted higher sweetness scores, the contrary prime begot higher bitterness ratings. Across the two studies, emotion was shown to correlate with taste and time perspective. Taken together, our findings buttress the embodied cognition theory by furnishing preliminary evidence that taste can affect and be affected by time. Implications for the interplay between sensation, emotion, culture, and temporal cognition are discussed.

Abstract

Linguistic landscape is a tangible reflection of culture, with its core attribute being inherently cultural. At present, efforts to enhance cultural awareness and foster cultural identity among international students in China are largely centered on traditional classroom instruction, often overlooking the importance of cultural context, particularly the role of urban linguistic landscapes. This study undertakes field research to analyze the creation, classification, and modal selection of linguistic landscapes. By examining their functions and characteristics, it delves into the deeper cultural meanings embedded within them. The findings reveal that the linguistic landscapes at prominent urban sites emphasize the dominant ideologies, civilizational values of Chinese society, regional and folk cultures, as well as traditional spiritual and cultural heritage. These landscapes serve as vital vehicles for showcasing China’s national image and embodying its cultural essence. Effectively leveraging the educational potential of linguistic landscapes can enhance international students’ comprehension of Chinese culture and represent an innovative approach to promoting China’s narrative on the global stage.

Abstract

This paper explores the polysemy of the preposition around from a cognitive perspective. The purpose of this paper is: (i) to show that in cognitive semantics of around, the trajectors (TRs), landmarks (LMs), and image-schemas are captured three-dimensionally and topologically; (ii) to show that in the senses of around, a circular path sense is central, and other senses are formed from the central circular path sense via image-schema transformations and domain shift; (iii) to show that the image-schema transformations include: disposing the TR along the circular path and excluding motion; mental scanning of the circular path; the TR entering the inside of the LM, (which is termed ‘LM-internal TRs’ in this paper); and segment profiling; (iv) to present the radial category relating each sense of around; and (v) to show that the sense of ‘LM-internal TRs’ of around can be subjectified diachronically.

This article reviews Multilevel Grounding: A Theory Of Musical Meaning978-0-367-46738-8158

This article reviews Visual Metaphors and Aesthetics: A Formalist Theory of Metaphor9781350127715$108.00