Cognitive Grammar - MA Seminar 4

General data

Course ID:	3301-JFS4KO
Erasmus code / ISCED:	09.305 Kod klasyfikacyjny przedmiotu składa się z trzech do pięciu cyfr, przy czym trzy pierwsze oznaczają klasyfikację dziedziny wg. Listy kodów dziedzin obowiązującej w programie Socrates/Erasmus, czwarta (dotąd na ogół 0) – ewentualne uszczegółowienie informacji o dyscyplinie, piąta – stopień zaawansowania przedmiotu ustalony na podstawie roku studiów, dla którego przedmiot jest przeznaczony. / (0232) Literature and linguistics The ISCED (International Standard Classification of Education) code has been designed by UNESCO.
Course title:	Cognitive Grammar - MA Seminar 4
Name in Polish:	Gramatyka kognitywna - Sem. mgr 4
Organizational unit:	Institute of English Studies
Course groups:	(in Polish) Seminaria magisterskie dla studiów dziennych
ECTS credit allocation (and other scores):	(not available) Basic information on ECTS credits allocation principles: the annual hourly workload of the student’s work required to achieve the expected learning outcomes for a given stage is 1500-1800h, corresponding to 60 ECTS; the student’s weekly hourly workload is 45 h; 1 ECTS point corresponds to 25-30 hours of student work needed to achieve the assumed learning outcomes; weekly student workload necessary to achieve the assumed learning outcomes allows to obtain 1.5 ECTS; work required to pass the course, which has been assigned 3 ECTS, constitutes 10% of the semester student load. view allocation of credits
Language:	English
Type of course:	Master's seminars
Short description:	The seminar devoted to a discussion of selected topics in cognitive linguistics, with emphasis on: - the general overview of the theoretical foundations of cognitive linguistics - the idea of the embodied mind in semantics - the idea that linguistic meaning is encyclopedic in nature - metonymy as a conceptual mechanism - metaphor as a conceptual mechanism - conceptual blending - grammar as image - the case of grammatical voice - a usage-based approach to language. The seminar concentrates on the topic of grounding in language. The semantic difference between nouns & verbs on the one hand, and nominals and finite clauses on the other will be elucidated and the meanings of English grounding predications, with special emphasis on those that effect clausal grounding, will be characterized The notions of virtual and actual grounding will be discussed. The remaining part of the course will be devoted to discussing aspects of MA theses that the students are preparing. Fourth semester.
Full description:	The seminar is devoted to a discussion of selected topics in cognitive linguistics, with special emphasis on the following issues: - the general overview of the theoretical foundations of cognitive linguistics - the idea of the embodied mind and its consequences for the study of meaning - the idea that linguistic meaning is encyclopedic in nature - metonymy as a conceptual mechanism: the reference-point ability; different levels of manifestations of metonymy; the mechanism of conceptual metonymy and indirect speech acts - metaphor as a conceptual mechanism: metaphor as a tool which both shapes and misshapes human understanding of the world; metaphor as a tool of manipulation- conceptual blending: the mechanism of blending; the conceptual effects of blending; blending as a tool of manipulation; blending as a tool for achieving humorous effects - grammar as image - the case of grammatical voice (billiard-ball model; transitive event model; canonical event model; an analysis of diverse voice phenomena from cognitive grammar's perspective) - usage-based approach to language. The seminar concentrates on the topic of grounding in language. One of the aims is to elucidate the semantic difference between nouns and verbs on the one hand, and nominals and finite clauses on the other. The second important aim is to characterize in detail the meanings of English grounding predications, with special emphasis on those that effect clausal grounding. Their semantic import will be analyzed via reference to the epistemic models proposed by Langacker, as well as his control cycle model in the epistemic sphere. The notions of virtual and actual grounding will be discussed. The remaining part of the course will be devoted to discussing aspects of MA theses that the students are preparing.
Bibliography:	Evans, Vyvyan and Melanie Green. 2006. Cognitive linguistics: an introduction. Edinburgh: Edinburgh University Press. (sections 9.1 - 9.3) Fauconnier, Gilles and Mark Turner. 1998. "Conceptual integration networks". Cognitive science 22 (2). 133 - 187. Langacker Ronald W. 2004. "Grammar as image: the case of voice". In Lewandowska-Tomaszczyk, Barbara and Alina Kwiatkowska (eds.). Imagery in language. Festschrrift in honour of Professor Ronald W. Langacker. Frankfurt am Main: Peter Lang. 63 - 114. Langacker, Ronald W. 1991. Foundations of Cognitive Grammar. Vol. 2. Descriptive Application. Stanford; Stanford University Press. (sections 1.1, 2.2.1, 2.3.1, 2.4, 3.1; ch. 6 without section 6.2.2) Langacker, Ronald W. 2000. "A dynamic usage-based model". In Barlow, Michael and Suzanne Kemmer (eds.). Usage-based models of language. Stanford, Ca.: CSLI Publications. 1 - 63. Langacker, Ronald W. 2002. "The control cycle: why grammar is a matter of life and death". Proceedings of the Second Annual Meeting of the Japanese Cognitive Linguistics Association: 193-220. Langacker, Ronald W. 2004. "Aspects of the Grammar of Finite Clauses" In Achard, Michel and Suzanne Kemmer (eds.). Language, Culture, and Mind. Stanford: CSLI Publications. 535-577. Panther, Klaus-Uwe and Linda Thornburg. 1998. "A cognitive approach to inferencing in conversation". Journal of pragmatics 30. 755 - 769. Turner, Mark. 1992. "Design for a theory of meaning". In Overton, W and D. Palermo (eds.). 1994. The nature and ontogenesis of meaning. Hillsdale, N.J. Lawrence Erlbaum Associates. 91 - 107. Wierzbicka, Anna. 1995. "Dictionaries vs. encyclopaedias: how to draw the line". In Davis, Philip (ed.). Alternative linguistics. Descriptive and theoretical modes. Amsterdam: John Benjamins. 289 - 315.
Learning outcomes:	A student will acquire advanced information about : Cognitive Grammar - MA Seminar 4 and will develop his/her analytical skills.

This course is not currently offered.

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