D. U. Ashurova m. R. Galieva cognitive linguistics

Questions and tasks for discussion

1. 
   What is Cognitive Linguistics, its subject matter and aims?
   
2. 
   What ideas lie at the roots of Cognitive Linguistics?
   
3. 
   Discuss the theoretical foundations of Cognitive Linguistics
   
4. 
   Name the pioneer figures of Cognitive Linguistics
   
5. 
   What are the basic principles of Cognitive Linguistics?
   
6. 
   Highlight the major problems and themes of Cognitive Linguistics
   

Recommended Literature

1. 
   Evans V., Green M. Cognitive Linguistics. An Introduction. – Edinburgh: Edinburgh University Press, 2006
   
2. 
   Кубрякова Е.С. Язык и знание. На пути получения знаний о языке: части речи с когнитивной точки зрения. Роль языка в познании мира. – М.: Языки славянской культуры, 2004. — 560 c.
   
3. 
   Маслова В. А. Когнитивная лингвистика. – Минск: Тетра Системс, 2004. – 256 c.
   
4. 
   Сафаров Ш. С. Когнитив тилшунослик. – Самарқанд: Сангзор нашриёти, 2006. – 92 б.
   

Chapter III. The main trends of Cognitive Linguistics

Cognitive Linguistics has been developing in many directions. The main trends are Cognitive Semantics, Cognitive Grammar and Cognitive Stylistics.

3.1. Cognitive Semantics

Cognitive Semantics deals with the conceptual theory of meaning which presupposes the multilevel interpretation of both linguistic and non-linguistic (encyclopedic) knowledge (Болдырев, 2004). It means that meanings correlate with certain cognitive contexts, knowledge structures, which represent these meanings and secure their understanding. In other words, meaning is a manifestation of conceptual structures, and Cognitive Semantics focuses on how language encodes and reflects conceptual structures (Evans, Green, 2006).

So, Cognitive Semantics aims to interpret linguistic meaning on the basis of knowledge structures and evaluations represented by linguistic units. This idea can be illustrated by interpreting the conceptual structure of the word “book”. The dictionary meaning of this word is “a number of printed sheets of paper, fastened together in a cover” (CCELD). This meaning serves as “a point of access” to a vast conceptual domain, which includes knowledge in various fields: a) science – books in history, politics, economy, etc.; b) literature – novels, poems, collections of stories, etc.; c) personal experience – a favorite book, a book as a present; d) typography – edition, copyright, patent, design, etc.
Meaning in its cognitive sense is characterized by a number of features: it is encyclopedic, it depends on the cognitive contexts, it is usage-based (Evans, Green, 2006). The encyclopedic nature of meaning gives access to vast resources of knowledge relating to a particular concept or conceptual domain. The notion of “concept” is the key notion of Cognitive Linguistics, as “a quantum of knowledge”, a unit of the conceptual system of language. The notion of concept, its structure and types will be discussed further (ch.IV). Here it should be stressed that there are different approaches, views and definitions of this notion. As for conceptual domains, they are defined as “cognitive entities, mental experiences, representational spaces, conceptual complexes (Langacker, 1987) of various complexity and organization”.
The meaning of a particular linguistic unit cannot be understood independently of the cognitive context it is associated with. Cognitive contexts are known under various names: cognitive domains (Langacker, 1987), mental spaces (Fauconnier, 1994), frames (Fillmore, 1982). Despite some differences, all these terms convey the idea that knowledge is not a sum of separate facts, but a complex hierarchical system, a cognitive model of presenting information. The most acknowledged is the theory of frames. This theory, developed by Ch. Fillmore (1982), proposes that a frame is a schematization of experience, a knowledge structure which relates the elements and entities to a particular scene from human experience. Frames represent a complex knowledge structure which allows to understand the meaning. For example, the frame of the word “Fishing” includes a range of event sequences: 1) preparation for fishing (fish-net, fishing rods, lines, hooks, etc.); 2) place (sea, river, fish-pond, etc.); 3) the process of fishing (hobby, business, sport, biting, catch, bait, business of catching fish, etc.); 4) the concomitant events (talks, discussions, funny stories, yarns, jokes, etc.); 5) evaluations associated with the process of fishing (excitement, joy, delight, disappointment, etc.).
It is acknowledged that the meaning of linguistic units depends on how language is actually used. Language use presupposes not only linguistic knowledge (paradigmatic, syntagmatic and contextual links), but also interactional and goal-directed aspects, and background knowledge.
So, Cognitive Semantics is primarily concerned with the conceptual nature of linguistic meanings, their relationships to conceptual structures, that reflect human knowledge and experience.