Outline 1. Cognitive Linguistics: some basic facts 2. Branches of Cognitive Linguistics 1. Cognitive Linguistics: some basic facts What is cognitive linguistics? Cognitive linguistics is a branch of linguistics that focuses on the conceptual structures and cognitive processes that underlie linguistic representation and grammar in language. [3] Cognitive linguistics is the study of language in its cognitive function‚ where “cognitive” refers to the crucial role of intermediate
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how a language should or should not be used rather than describing the ways in which a language is actually used. 6. Structural grammar is a means of analyzing written and spoken language. It is concerned with how elements of a sentence such as morphemes‚ phonemes‚ phrases‚ clauses and parts of speech are put together. 7. Analytical language is a language that conveys grammatical relationships without using inflectional affixes 8. Syntactical language is a language intended for the study of a formal
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Language and Society 1. The relatedness between language and Society 1) While language is principally used to communicate meaning‚ it is also used to establish and maintain social relationships. 2) Users of the same language in a sense all speak differently. The kind of language each of them chooses to use is in part determined by his social background. Language‚ in its turn‚ reveals information about its speaker. 3) To some extent‚ language‚ especially the structure of its
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children learn by imitating the language they hear around them in their own childish way. However‚ a quick review of the material presented above will reveal that imitation plays little (or no) role at all. For example‚ when learning grammatical morphemes‚ remember‚ the child overregularizes the endings‚ producing forms like good-gooder-goodest‚ putted‚ taked‚ etc. Those forms do not occur in the speech heard by children‚ yet all children go through a stage in which they create them. Imitation can
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Revista Alicantina de Estudios Ingleses 4 (1991): 145-62 Stress and Rhythm in English Maria-Josep Solé Sabater Universidad Autónoma de Barcelona ABSTRACT This paper studies the role played by stress and rhythm in English. The effects of stress on the phonetic realization of segments‚ the morphological and syntaclic function of elemcnts and the structuring of information in the sentencc are considercd. English rhythm is studied and the factors that contribute to maintain a regular stress-timed
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Lectures 4-5 OVERVIEW: 1. Child language development: stages 2. FLA Theories: Skinner‚ Piaget vs. Chomsky. 3. Roger Brown & Morpheme Order 4. Child-Directed Speech (motherese); CHILDES 5. Gordon Wells & The Bristol Project ============================================================== Summary of Theories
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they do not purely mimic utterances they hear around them. TELEGRAPHIC * Around 24-30 months * Jumps straight from the 2 word stage to the multiword stage * Children sound as if they are reading a telegram * Function words and morphemes are still lacking * The utterances have a clear hierarchal structure but not yet of the adult grammar * First inflection to emerge is –ing * With the plurals not far behind‚ (-s‚ -es‚ ‘s) and simple prepositions also occur at this time
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A Summary of The Nature of Philosophical Inquiry A Summary of Robert Johann’s “The Nature of Philosophical Inquiry” Philosophy has made progress through the development of specialized methods that fragment the knowledge that philosophy eternally seeks. Johann seeks to elaborate on the nature of philosophical inquiry through the method of Pragmatism‚ more specifically Ontological Pragmatism. This method will measure the truth of philosophical inquiry through what it leads to in experience or practice
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Branches of typology of languages 1.Typological classification of languages. 2. The subject of comparative typology and its aims. 3. The difference between typological and historic and comparative linguistics. The word typology consists of two Greek morphemes: a) typos means type and b) logos means science or word. Typology is a branch of science which is typical to all sciences without any exception. In this respect their typological method is not limited with the sphere of one science. It has a universal
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compared to those colonized who saw the inferiority of non-whites. He says‚ “We now know that both sides were wrong; grammar functions in all languages‚” (Trouillot‚ 7). Language conveys information‚ whereas grammar uses rules in formation of morphemes and syntax. The language and context of history is open to more than one interpretation. It is the historian’s job to distinguish what actually happened as opposed to stories told of what was believed to have happened. The article is strong
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