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Cognitive Grammar: Word Network
This document provides an overview of cognitive linguistics and its approach to language and language learning. It discusses key aspects of cognitive linguistics including word grammar theory, which views language as a network of words and meanings rather than as a set of rules. The document also outlines how cognitive linguistics informs communicative language teaching practices through principles such as using meaningful tasks and focusing on language function and communication. Examples are provided to illustrate how vocabulary and grammar can be understood as interconnected networks.
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Introduction to Cognitive Linguistics, covers Word Grammar, Language Network, and course context.
Discusses the paper's design, language theories (Widdowson, Chomsky), and communicative learning principles.
Highlights language as a meaning system, emphasizing the communicative aspect and cognitive learning theory.
Outlines objectives of language learning focusing on expression, semiotic systems, error analysis, and functional syllabuses.
Details learning techniques in CLT, including communicative activities, role plays, and vocabulary games. Describes lesson themes on jobs using communicative methods, discussion, role play, and grammar in context.
Explains the cognitive linguistics interface in language learning, focusing on usage and structure.
Overview of Word Grammar, discussing language as a cognitive network drawing from other language theories.
Details vocabulary and grammar as networks, including relationships and examples from nouns and verbs.
Explains syntax in networks, discussing the principles of inheritance and generalization in language.
Presents examples of adjectives in a network, referencing dialogues to illustrate adjective expressions.
Summarizes the application of Word Grammar in teaching four skills and the foundational network of language.Lists references and sources used, detailing important literature in Cognitive Linguistics and Word Grammar.
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Cognitive Grammar: Word Network
- 1. Cognitive Linguistics: WordGrammar & Language Network Malihee Mahmoudi MEd TESL University of Malaya
- 2. This paper ispresented in partial fulfillment of the requirements for the course General Linguistics for TESL Faculty of Education University of Malaya Dr. Jessie Grace U. Rubrico, Facilitator PBGS 6304, Semester 2, AY 2009-2010 April 2010
- 3. Paper Design Approach Theory of Language Theory of Learning Design Word Grammar as Network
- 4. Theory of Language Widdowson 1978 linguistic system Theory of Language Chomsky Linguistic theory 1965
- 5. Approach Theory of Learning Someelements in CLT practices that underpin a learning theory: Communication principle: Activities involving real communication can promote learning. Task principle: activities which use language for performing meaningful tasks can promote learning. Meaningfulness principle: language meaningful to students enhances the learning process.
- 6. Characteristics of communicativeview of Language Language is a system for expression of meaning Primary function of language is to allow communication Structure of language reflects its functional & communicative uses Unit of Language is not only grammatical and structural features
- 7. CLT practices referto special conditions needed to promote second language learning rather than language acquisition processes. Moreover, learners should be engaged in meaningful and authentic language use not merely mechanical practice of patterns in language (Littlewood 1981; Johnson 1982). Littlewood (1984) and Johnson (1984) represent an alternative theory which is compatible with CLT- a skill – learning model of language learning. This theory involves both cognitive and behavioral aspects that describe acquisition of competence in a language as an example of skill development.
- 8. Objectives Piepho 1981 discussed following level of Objectives With regard to learners’ communicative needs 1 Language as means of expression 2 Language as a semiotic system& object of learning 3 Language as a means of expressing values and judgment about oneself and others. 4 Remedial learning based on error analysis 5 Language learning within school curriculum
- 9. Syllabus Functional-notional Communicative syllabus types Yalden’s Task-based classification (1983) Interaction & Learner-generated
- 10. According to Littlewood( 1981) Learning Techniques& Activities Functional Social communicational Interaction activities activities Dialogues Comparing Complete Draw Discussion sessions & skits Debates pictures a map a shape Role plays
- 11. Procedure in CLT Teacher introduces a new topic about job & Teacher introduces a dialogue motivates them to discuss & asks student to role play, as a pair work Teacher asks about any Teacher in matching game words related to jobs, & Indirectly adds S to verbs to plays vocabulary games refer to singular 3rd person with students In group work students Watch a video to apply ADJ in solve a grammar exercise real World related to jobs
- 12. Why CLT Collaborativework, information-based tasks and tasks which involves students in negotiation with taking risks are emphasized. Communicative Approach SLA Theory Approach to LL School of Thought: Language View Social Interaction Constructivists Communicative
- 13. Theme for teaching Designed for Intermediate-level learners Lesson Theme: Jobs & word of Praise Communicative Methodology Topic-driven Syllabus
- 14. Learning Techniques 1 Complete a diagram, sorting, game & jigsaw exercises 2 Class Discussion about real world topic (jobs) 3 Grammar in communicative contexts with matching exercise 4 Dialogue & Role play 5 Fun speaking activity after watching a video
- 15. Students are ableto…at the end of lesson Speaking:describing Increase power jobs & workplaces of guessing in dealing with Grammar: using new words simple present Objectives tense Learn different Writing about vocabulary in different jobs in words for their family praise Listening for key words
- 16. Support teaching withCognitive Linguistics ON THE CL PLUS SIDE Explain language Language learned Interfaces with From Usage & basic Conceptual unit of language Language Go beyond representation are functional structure as this Communication established during Costruction Explanation of Form-meaning cognition Child L1 Linguistics & change during Mapping in child L1 form Adult L2 Leaner & adult L2 Language Lrarner Learning
- 17. Hudsons’Word Grammar WG Language is just knowlege Language network Language is (symbolic) network Language is based on usage Meanings are embedded in culture Grammar & vocabulary follow very similar pattern in acquisition
- 18. Language is network BriefHistory of WG Knowledge is Network too
- 19. WG Theories • early1980s - Hudson first used WG (Hudson 1984); basically, a theory of grammar where words played a significant role -the only units of syntax; the largest units of morphology. • has developed around three decades by borrowing ideas from a selection of other theories of language structure (e.g., Systemic Functional Grammar, Generative Grammar, artificial intelligence, psycholinguistics and sociolinguistics).
- 20. WG and combinationof 3 Super-Lexicons • Language is a cognitive network of 3 units: form, words and sounds. (Hudson;1984; Goldberg, 1995: Langacker, 2000). • no ‘rules’ but there are plenty ‘of generalization’. • WG ‘isa’ relation; e.g. CAT isa Noun, This relation carries the basic logic of generalization called ‘ inheritance,’ Through the Teaching Procedure in a Linguistic way
- 21. Source: Richards, Halland Proctor (2005, page 8)
- 22. Vocabulary is anetwork (Noun category) Noun is a is a Fish Fisherman ? ? ? Network neighbors
- 23. Vocabulary is anetwork Noun is a is a Fish Fisherman Sea Net Boat Sea-animals River animals Beach
- 24. Vocabulary is anetwork Noun is a is a ? Lumberjack ? ? ? ?
- 25. Vocabulary is anetwork Noun is a is a Tree Lumberjack jungle wood saw woodcutter lorry hammer
- 26. Vocabulary is anetwork Noun is a is a Dance Dancer ? ? ? Network neighbor
- 27. Vocabulary is anetwork Noun is a is a Dance Dancer music Dance studio ballade Show room Cds Audience
- 28. Source: Richards, Halland Proctor (2005, page 8)
- 29. Source: Richards, Halland Proctor (2005, page 9)
- 30. Grammar is network( Verb category) word stem Singular f Verb Word-form s S-variant
- 31. Grammar is network word stem works Work Word-form s S-variant
- 32. Grammar is network Morphology of Plural Nouns word stem builds Build Word-form s S-variant
- 33. Inheritance & Generalization Syntax in Network Noun Subject Verb Sara Before Subject cooks mother W‘ Before
- 34. Noun Subject Verb Doctor Before Subject cares nurse Before
- 35. Source: Richards, Halland Proctor (2005, page 9)
- 36. Source: Richards, Halland Proctor (2005, page 9)
- 37. ? Adjective ? ? great Dependent Dancer Adj network, ADJ Category
- 38. terrific Adjective wonderful fantastic great Dependent Dancer ADJ Category
- 39. outstanding Adjective marvelous super excellent Dependent Photographer ADJ Category Watch a video to practice these Adjective neighbors
- 40. Source: Lefferts, George(1991), Episode 17, Act 3. Jason: Look at that! Andrea: Great! Jason: Look at that! Andrea: Sensational! Great, sensational! Jason: What do you think of that? Andrea: Amazing! Amazing! Jason: What do you think of that? Andrea: Terrific! Amazing Jason: Look over here. What do you think of them? Andrea: They're wonderful!
- 41. Jason: Oooh, lookat them! Andrea: All right! They're fabulous! Wonderful, fabulous! Jason: Check this out. What do you think of him? Andrea; He's marvelous! Jason: Ooh! Listen to that! Andrea: Wow! He's incredible! Marvelous, incredible! Jason: Look at him! Andrea: He's fantastic! Jason: Look at him! Andrea: He's super! Jason and Andrea: Fantastic, super!
- 42. Source: Lefferts, George(1991), Episode 17, Act 3. Great! Sensational! Amazing! Terrific! Fantastic! Super! Wonderful! Fabulous! Marvelous! Incredible! OUTSTANDING!
- 43. Conclusion WG & languagenetwork can be used in teaching all 4-skills to learners in a simple and applicable way Hudson’s Perspective in WG : Language is network L1 is More general network Patterns of L2 Morphology & is syntax network Are network Grammar is network
- 44. References Creider, Chet andHudson, Richard (2006). 'Case agreement in Ancient Greek: Implications for a theory of covert elements.’ In Sugayama, Kensei & Hudson, Richard (eds.), Word Grammar. New Perspectives on a Theory of Language Structure. London: Continuum. 35-53. Hudson, Richard. (2007b). Language networks: the New Word Grammar. Oxford: Oxford University Press. Hudson, Richard. (1997a). 'Inherent variability and linguistic theory' Cognitive Linguistics 8: 73-108. Hudson, Richard. 1990. English Word Grammar. Oxford: Blackwell. Hudson, Richard. (1984). Word Grammar. Oxford: Blackwell.
- 45. Lefferts, George (Writer)& Sedwich, Anne and M. Mazuer (Directors).(1991) Photo finish [Episode 17]. In A. Cooperman (Producer), Family Album USA. New York: Maxwell Macmillan International Publishing Group. Richards, J.C., Hull, J., & Proctor, S. (2005). Interchange 1 (3rd ed.). Cambridge: Cambridge University Press. Robinson, P. and N. Ellis (eds). 2008. Hand Book Of Cognitive Linguistics & Second Language Acquisition. By Rutledge: Taylor & Francis