Krócej niż zwykle, bośmy obejrzeli pare filmów z badań komunikacji multimodalnej oraz... fragmentów filmów fabularnych. Te ostatnie są niekiedy bardziej intrygujące niż przykłady analizowane w podręcznikach pragmatyki.
The document outlines the objectives of a language assessment presentation which include distinguishing assessment from testing, describing five principles of language assessment, identifying types of tests, discussing the historical development and current issues of language assessment, examining large-scale standardized tests like TOEFL, and considering the critical and ethical nature of testing. It then proceeds to define assessment and testing, outline five principles of assessment including practicality, reliability, and validity, identify five common types of tests, and discuss historical developments and current issues in language testing.
The document discusses the authors' beliefs about language, social context, learning, teaching, and curriculum design. Their views are:
1) Language involves systematic rules and standards that allow effective communication, while also needing to be adapted to social contexts.
2) Culture and social environment are crucial for language learning, as language is learned through cultural transmission and different environments.
3) The learning process involves many interconnected factors like students' roles, teachers' roles, and appropriate methods that engage learners. Teachers should provide tools and strategies for students to take responsibility for their own learning.
4) As teachers, the role is to help students learn through providing resources and encouraging active, independent learning, while experience and
The document discusses various aspects of reading assessment, including different genres, skills, strategies, and types of reading. It describes two primary hurdles for becoming efficient readers as mastering bottom-up and top-down processing strategies. Several microskills and macroskills for reading are identified. Common strategies for reading comprehension include using prior knowledge, predicting, identifying main ideas, questioning, and making inferences. The types of reading discussed are perceptive, selective, interactive, and extensive reading.
Krócej niż zwykle, bośmy obejrzeli pare filmów z badań komunikacji multimodalnej oraz... fragmentów filmów fabularnych. Te ostatnie są niekiedy bardziej intrygujące niż przykłady analizowane w podręcznikach pragmatyki.
The document outlines the objectives of a language assessment presentation which include distinguishing assessment from testing, describing five principles of language assessment, identifying types of tests, discussing the historical development and current issues of language assessment, examining large-scale standardized tests like TOEFL, and considering the critical and ethical nature of testing. It then proceeds to define assessment and testing, outline five principles of assessment including practicality, reliability, and validity, identify five common types of tests, and discuss historical developments and current issues in language testing.
The document discusses the authors' beliefs about language, social context, learning, teaching, and curriculum design. Their views are:
1) Language involves systematic rules and standards that allow effective communication, while also needing to be adapted to social contexts.
2) Culture and social environment are crucial for language learning, as language is learned through cultural transmission and different environments.
3) The learning process involves many interconnected factors like students' roles, teachers' roles, and appropriate methods that engage learners. Teachers should provide tools and strategies for students to take responsibility for their own learning.
4) As teachers, the role is to help students learn through providing resources and encouraging active, independent learning, while experience and
The document discusses various aspects of reading assessment, including different genres, skills, strategies, and types of reading. It describes two primary hurdles for becoming efficient readers as mastering bottom-up and top-down processing strategies. Several microskills and macroskills for reading are identified. Common strategies for reading comprehension include using prior knowledge, predicting, identifying main ideas, questioning, and making inferences. The types of reading discussed are perceptive, selective, interactive, and extensive reading.
This document provides an overview of test specifications and the process of writing test items and tasks. It discusses key aspects of developing test specifications, including how specifications are developed through an iterative process of reverse engineering existing tests and identifying archetypical test questions. Specifications evolve over time through critical analysis and discussion. When writing new items and tasks, test developers should use an evidence-centered design approach to ensure items adequately measure the target constructs defined in the specifications. The goal is to design tests where responses provide valid evidence about test takers' abilities as defined by the specifications.
This document discusses post-method pedagogy in TESOL education. It covers three key topics:
1. Understanding the limitations of traditional "method-based" pedagogy and the need to move towards a "post-method condition" that empowers teachers.
2. The three parameters of post-method pedagogy: particularity, practicality, and possibility. This emphasizes developing context-sensitive and location-specific practices.
3. Critical approaches to TESOL, which aim to question the status quo through transformative pedagogy and greater inclusiveness. This involves issues like power relations, marginalization, and ensuring access to discourse for all students.
This is an introduction to the topic "Reference and Meaning" as one of the issues/concerns of philosophy of language. The thoughts of John Locke is also included here. The reference for this material is "Philosophy of Language" by Hornsby and Longworth.
The Nature of Approaches & Methods in Language TeachingEvi Sofiawati
The document discusses different levels of language teaching - approach, method, technique. An approach represents theoretical principles, a method is organized through a design and realized through procedures. A revised model is presented with approach influencing design which determines method and techniques. The model does not imply methods always develop from approach to procedure in a linear way.
Material evaluation involves measuring the potential value of learning materials. It generally follows four steps: analysis of the target situation, material analysis, matching materials to the situation, and evaluation. Evaluation criteria focus on how well materials relate to learners' wants and lives, stimulate emotional engagement, and promote visualization. Effective materials give learners something useful to take away, teach something felt to be useful, provide a sense of achievement, present learning in an interesting way, and allow for individual practice and self-assessment. Material evaluation can be done before, during, or after use, and though time-consuming, helps evaluators learn about teaching and materials while giving insights to improve course design.
Task based language teaching @mehdi sufiIELTS Council
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
This document provides an overview of discourse analysis, including its historical development and key concepts. It discusses how discourse analysis examines language use in context beyond the sentence level, analyzing speech acts, conversations, and written texts. The document also covers various models for analyzing spoken and written discourse, how discourse is structured, and how larger patterns in texts are interpreted. Discourse analysis is presented as a broad field that studies both spoken and written language use and how it relates to social contexts.
This document discusses several questions regarding language acquisition in children: whether children acquire language through imitation, if language learning involves learning rules, and if correcting children's errors helps their learning. It also examines how children produce novel utterances and generalize rules. The document explores theories of language learning, including behaviorism, and debates whether correcting mistakes aids children or is frustrating.
This document discusses a framework for designing language courses. It outlines a process involving investigation, conceptualization, and practice. Teachers' voices provide examples of applying the framework and insights into designing courses. A key point is that course design is an ongoing process as student needs and feedback require modifications. Collaboration with other teachers helps strengthen design work by providing different perspectives and support for ongoing improvements.
The document defines key terms related to assessment such as tests, assessment, evaluation, and measurement. It discusses trends in assessment and the purposes of assessment in teaching and learning. Assessment can be formative or summative. Different types of assessments include tests, projects, portfolios, and self-reflection. Tests can provide information about students' strengths, weaknesses, and placement. Reliability, validity, practicality, objectivity, washback effect, and authenticity are important principles of assessment.
The document discusses the postmethod era in language teaching. It begins by contrasting modernism and postmodernism, noting that postmodernism rejects notions of objectivity, universal truths, and the idea that one theory can explain everything. It then discusses three models of postmethod pedagogy: Stern's 3D model, Allwright's exploratory practice framework, and Kumaravadivelu's strategic framework involving macrostrategies and microstrategies. The document outlines characteristics of postmethod teachers, curricula, teacher education programs, and learners. It also discusses problems and facilitating factors in implementing postmethod approaches.
The origins of language curriculum developmentPe Tii
The document discusses the historical origins and development of language curriculum design. It addresses how vocabulary and grammar were initially seen as the basic building blocks of language and were selected and graded according to various principles. Early approaches made assumptions that all learners' needs are the same, needs are defined by the language alone, and learning is determined by textbooks. The document outlines different methods used for vocabulary selection based on frequency, teachability, and learner needs. It also discusses principles for grammar syllabus design like simplicity, frequency, and learnability.
Chomsky's theory proposes that children are born with an innate Language Acquisition Device containing Universal Grammar that allows them to learn the structure of any language. It is a nativist theory which assumes children have internalized knowledge of language that allows them to creatively use new words. A key aspect is the existence of a critical period for language learning during which children can acquire language spontaneously without formal teaching. The case of "Genie" provided an example of a child deprived of language input, but did not conclusively prove the theory due to uncertainties over her mental state and whether the critical period had passed.
Oto druga prezentacja z wykładu o językoznawstwie kogntywnym dla studentów III i IV roku kognitywistyki na Wydziale Nauk Społecznych UAM w Poznaniu. (czwartki 13:15-14:45 w sali 04/D)
Language policy, planning and the impact in the English language curriculum, ...SuciAprianisuciapria
- The document discusses language policy, planning, and the impact on the English language curriculum in Indonesia. It outlines the key components of language policy, including practices, beliefs, and management. It also discusses language planning ideologies like linguistic assimilation and pluralism.
- In Indonesia, English is used to varying degrees based on education level, from an optional subject in elementary school to increasing use as the medium of instruction up to university level. The curriculum has changed over time from Kurikulum 2013 to Kurikulum Merdeka, aiming to improve outcomes but also strengthen Pancasila values.
- Reforms seek to address issues like falling standards, but balancing development needs. Overall the document provides context on curriculum changes in
The document discusses theories of pragmatic competence and functional approaches to language. It covers:
1) The Prague School's view of language as a system of units with internal and external functions. External functions include referential, expressive, and conative.
2) Halliday's hierarchy of meaning potential which builds from behavioral to meaning to lexical-grammatical potential.
3) Models of pragmatic competence including Bachman's model with functional and sociolinguistic knowledge, and Celce-Murcia's model with 5 components.
4) Components of pragmatic competence including different categories of language functions proposed by different scholars.
This document provides an overview of test specifications and the process of writing test items and tasks. It discusses key aspects of developing test specifications, including how specifications are developed through an iterative process of reverse engineering existing tests and identifying archetypical test questions. Specifications evolve over time through critical analysis and discussion. When writing new items and tasks, test developers should use an evidence-centered design approach to ensure items adequately measure the target constructs defined in the specifications. The goal is to design tests where responses provide valid evidence about test takers' abilities as defined by the specifications.
This document discusses post-method pedagogy in TESOL education. It covers three key topics:
1. Understanding the limitations of traditional "method-based" pedagogy and the need to move towards a "post-method condition" that empowers teachers.
2. The three parameters of post-method pedagogy: particularity, practicality, and possibility. This emphasizes developing context-sensitive and location-specific practices.
3. Critical approaches to TESOL, which aim to question the status quo through transformative pedagogy and greater inclusiveness. This involves issues like power relations, marginalization, and ensuring access to discourse for all students.
This is an introduction to the topic "Reference and Meaning" as one of the issues/concerns of philosophy of language. The thoughts of John Locke is also included here. The reference for this material is "Philosophy of Language" by Hornsby and Longworth.
The Nature of Approaches & Methods in Language TeachingEvi Sofiawati
The document discusses different levels of language teaching - approach, method, technique. An approach represents theoretical principles, a method is organized through a design and realized through procedures. A revised model is presented with approach influencing design which determines method and techniques. The model does not imply methods always develop from approach to procedure in a linear way.
Material evaluation involves measuring the potential value of learning materials. It generally follows four steps: analysis of the target situation, material analysis, matching materials to the situation, and evaluation. Evaluation criteria focus on how well materials relate to learners' wants and lives, stimulate emotional engagement, and promote visualization. Effective materials give learners something useful to take away, teach something felt to be useful, provide a sense of achievement, present learning in an interesting way, and allow for individual practice and self-assessment. Material evaluation can be done before, during, or after use, and though time-consuming, helps evaluators learn about teaching and materials while giving insights to improve course design.
Task based language teaching @mehdi sufiIELTS Council
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
This document provides an overview of discourse analysis, including its historical development and key concepts. It discusses how discourse analysis examines language use in context beyond the sentence level, analyzing speech acts, conversations, and written texts. The document also covers various models for analyzing spoken and written discourse, how discourse is structured, and how larger patterns in texts are interpreted. Discourse analysis is presented as a broad field that studies both spoken and written language use and how it relates to social contexts.
This document discusses several questions regarding language acquisition in children: whether children acquire language through imitation, if language learning involves learning rules, and if correcting children's errors helps their learning. It also examines how children produce novel utterances and generalize rules. The document explores theories of language learning, including behaviorism, and debates whether correcting mistakes aids children or is frustrating.
This document discusses a framework for designing language courses. It outlines a process involving investigation, conceptualization, and practice. Teachers' voices provide examples of applying the framework and insights into designing courses. A key point is that course design is an ongoing process as student needs and feedback require modifications. Collaboration with other teachers helps strengthen design work by providing different perspectives and support for ongoing improvements.
The document defines key terms related to assessment such as tests, assessment, evaluation, and measurement. It discusses trends in assessment and the purposes of assessment in teaching and learning. Assessment can be formative or summative. Different types of assessments include tests, projects, portfolios, and self-reflection. Tests can provide information about students' strengths, weaknesses, and placement. Reliability, validity, practicality, objectivity, washback effect, and authenticity are important principles of assessment.
The document discusses the postmethod era in language teaching. It begins by contrasting modernism and postmodernism, noting that postmodernism rejects notions of objectivity, universal truths, and the idea that one theory can explain everything. It then discusses three models of postmethod pedagogy: Stern's 3D model, Allwright's exploratory practice framework, and Kumaravadivelu's strategic framework involving macrostrategies and microstrategies. The document outlines characteristics of postmethod teachers, curricula, teacher education programs, and learners. It also discusses problems and facilitating factors in implementing postmethod approaches.
The origins of language curriculum developmentPe Tii
The document discusses the historical origins and development of language curriculum design. It addresses how vocabulary and grammar were initially seen as the basic building blocks of language and were selected and graded according to various principles. Early approaches made assumptions that all learners' needs are the same, needs are defined by the language alone, and learning is determined by textbooks. The document outlines different methods used for vocabulary selection based on frequency, teachability, and learner needs. It also discusses principles for grammar syllabus design like simplicity, frequency, and learnability.
Chomsky's theory proposes that children are born with an innate Language Acquisition Device containing Universal Grammar that allows them to learn the structure of any language. It is a nativist theory which assumes children have internalized knowledge of language that allows them to creatively use new words. A key aspect is the existence of a critical period for language learning during which children can acquire language spontaneously without formal teaching. The case of "Genie" provided an example of a child deprived of language input, but did not conclusively prove the theory due to uncertainties over her mental state and whether the critical period had passed.
Oto druga prezentacja z wykładu o językoznawstwie kogntywnym dla studentów III i IV roku kognitywistyki na Wydziale Nauk Społecznych UAM w Poznaniu. (czwartki 13:15-14:45 w sali 04/D)
Language policy, planning and the impact in the English language curriculum, ...SuciAprianisuciapria
- The document discusses language policy, planning, and the impact on the English language curriculum in Indonesia. It outlines the key components of language policy, including practices, beliefs, and management. It also discusses language planning ideologies like linguistic assimilation and pluralism.
- In Indonesia, English is used to varying degrees based on education level, from an optional subject in elementary school to increasing use as the medium of instruction up to university level. The curriculum has changed over time from Kurikulum 2013 to Kurikulum Merdeka, aiming to improve outcomes but also strengthen Pancasila values.
- Reforms seek to address issues like falling standards, but balancing development needs. Overall the document provides context on curriculum changes in
The document discusses theories of pragmatic competence and functional approaches to language. It covers:
1) The Prague School's view of language as a system of units with internal and external functions. External functions include referential, expressive, and conative.
2) Halliday's hierarchy of meaning potential which builds from behavioral to meaning to lexical-grammatical potential.
3) Models of pragmatic competence including Bachman's model with functional and sociolinguistic knowledge, and Celce-Murcia's model with 5 components.
4) Components of pragmatic competence including different categories of language functions proposed by different scholars.
Językoznawstwo kognitywne i generatywne w kontekście idealizacyjnej teorii naukiBarbara Konat
Prezentacja jest wstępem do dyskusji, która odbyła się 17.03.2011 w Instytucie Językoznawstwa UAM w Poznaniu. W dyskusji uczestniczyli pracownicy i doktoranci Instytutu Językoznawstwa oraz Instytutu Filozofii UAM. Celem dyskusji było ustalenie metodologicznych różnic między językoznawstwem kognitywnym a generatywnym, ze szczególnym uwzględnieniem różnic w perspektywie ontologicznej.
Cognitive grammar is a cognitive linguistic theory developed by Ronald Langacker that views grammar as symbolic structures pairing semantic and phonological representations. It considers the basic units of language to be conventional pairings of semantic and phonological structures. Like construction grammar, cognitive grammar views grammar as extending to the entire language. Langacker developed the theory in his two volume work Foundations of Cognitive Grammar. He assumes linguistic structures are motivated by general cognitive processes and draws on principles of gestalt psychology.
Zwrot społeczny w językoznawstwie kognitywnymBarbara Konat
1) Część pierwsza: Przypomnienie poprzednich ustaleń:- tło filozoficzne – Frege- dlaczego językoznawstwo kognitywne domaga się uzupełnienia?- schemat znaczenia (z pracy magisterskiej)- propozycja modelu języka (z pracy doktorskiej)
2) Część druga: Tezy E. Bernardeza jako uzupełnienie zaprezentowanych propozycji
Czy pojęcia abstrakcyjne są jak pióra dinozaurów?Jelec Anna
Obiektyfikacja jako narzędzie poznawcze w świetle badań nad gestem i językiem osób mówiących po polsku oraz angielsku.
Ta prezentacja stanowi część mojej obrony doktorskiej i opisuje badania, w których poszukiwałam odpowiedzi na pytanie czy nasze rozumienie abstrakcyjnych pojęć opiera się na metaforze, i co o tym powiedzieć nam mogą gesty osób niewidomych.
- cechy kognitywnych ujęć języka
- wybrane zagadnienia ujęć kognitywnych– kategoryzacje i rozwój mowy u dzieci
- próba syntezy ujęć społecznych i kognitywnych
- koncepcja Michaela Tomasello
Przepis na projekt naukowy dla badaczy językaKonrad Juszczyk
Oto rozszerzona prezentacja porad i pomysłów na pisanie i planowanie projektu naukowego empirycznych badań języka zebranych przez Konrada Juszczyka oraz Barbarę Konat i Victorię Kamasę.
Oto prezentacja sprzed lat zrobiona na podstawie m.in. podręcznika do językoznawstwa Bańczerowskiego, Zgółki i Pogonoskiego (1982). Uproszczonego i rozszerzonego.
Oto prezentacja sprzed lat zrobiona na podstawie m.in. podręcznika do językoznawstwa Bańczerowskiego, Zgółki i Pogonoskiego (1982). Uproszczonego i rozszerzonego.
1. SEMANTYKA 5: METAFORA I METONIMIA
METAFORA
i
METONIMIA
PROTOTYP
i
PERYFERIA
przykłady
sieci
radialnych
Wstęp
do
językoznawstwa
(kognitywnego;)
Konrad
Juszczyk
-‐
Instytut
Językoznawstwa
(propozycje
podejścia
prototypowego)
WSTĘP
DO
JĘZYKOZNAWSTWA
KOGNITYWNEGO
–
KONRAD
JUSZCZYK
IJ/UAM
2011
czwartek, 31 marca 2011 1
2. It’s
the
experience,
stupid!*
Doświadczenie,
głupcze!
• Działanie
daje
doświadczenie.
Podaj
przykład,
no?
• Nazywanie
rzeczy,
zjawisk,
zdarzeń
i
przeżyć
to
wskazywanie
na
wybrane
cechy
doświadczenia.
• Potrafimy
przenosić
doświadczenia
z
działań
wcześniejszych
na
nowsze
i
dostosować
się.
• Dialog
to
dzielenie
(sharing)
się
doświadczeniem.
Komunikujemy
innym
to,
czego
doświadczyliśmy
wcześniej
i/lub
doświadczamy
tu,
teraz,
razem.
* Tytuł jest celowym nawiązaniem do hasła Clintona: It’s the economy, stupid!, czyli Ekonomia, głupcze!
http://en.wikipedia.org/wiki/It's_the_economy,_stupid albo GOOGLE: głupcze (inspirujący przegląd)
WSTĘP
DO
JĘZYKOZNAWSTWA
KOGNITYWNEGO
–
KONRAD
JUSZCZYK
IJ/UAM
2011
czwartek, 31 marca 2011 2
3. Znaczenie
zdania
wg
Lakoffa
i
Johnsona
• Dla
nas
znaczenie
zależy
od
rozumienia.
(a
rozumienie
zależy
od
doświadczenia!)
• Zdanie
nic
nie
może
dla
nas
znaczyć,
jeżeli
go
nie
rozumiemy.
(a
żeby
zrozumieć
potrzebujemy
doświadczeń
albo
wiedzy)
• ZNACZENIE
ZDANIA
rozumiemy
dzięki
naszym
DOŚWIADCZENIOM
i
postrzeganiu
znaczeń
za
pomocą
doświadczeń
z
różnych
domen.
• Nie
istnieje
nic
takiego,
jak
znaczenie
zdania
samo
w
sobie,
niezależnie
od
ludzi.
(to
właściwie
jest
zasada
antropiczna
w
językoznawstwie,
prawda?)
• Gdy
mówimy
o
znaczeniu
zdania,
zawsze
jest
to
znaczenie
dla
kogoś,
dla
rzeczywistej
osoby
czy
dla
(...)
typowego
członka
wspólnoty
językowej.
Metafory w naszym życiu (1988: 212)
WSTĘP
DO
JĘZYKOZNAWSTWA
KOGNITYWNEGO
–
KONRAD
JUSZCZYK
IJ/UAM
2011
czwartek, 31 marca 2011 3
4. METAFORYZACJA
• Istotą
metafory
jest
rozumienie
świata
przez
doświadczanie
pewnych
rzeczy
za
pomocą
pojęć
dotyczących
doświadczeń
związanych
z
inną
rzeczą
(przenosimy
to,
co
jest
podobne).
• Pojmujemy
przedmioty
za
pomocą
pojęć,
których
cechy
przenosimy
z
doświadczeń
z
działań
na
innych
przedmiotach.
• Czujemy,
myślimy,
mówimy
i
działamy,
bo
odwołujemy
się
do
własnych
doświadczeń
i/lub
do
cudzych
w
komunikacji.
WSTĘP
DO
JĘZYKOZNAWSTWA
KOGNITYWNEGO
–
KONRAD
JUSZCZYK
IJ/UAM
2011
czwartek, 31 marca 2011 4
5. Podobne
jest
prototypowe
mniej
podobne
–
peryferyjne
• Słowa
w
języku
naturalnym
są
wieloznaczne.
• Znaczenia
są
mniej
lub
bardziej
prototypowe.
• Prototypowe
przedmioty
w
danej
kategorii
mają
zwykle
najwięcej
cech
pojęcia,
bo
są
najczęściej
spotykane.
• Peryferyjne
przedmioty
w
kategorii
mają
mniej
cech
zgodnych
z
prototypem,
bo
są
rzadsze
i
mniej
(proto)typowe.
Tabakowska, E. 2001. Kognitywne podstawy języka i językoznawstwa
WSTĘP
DO
JĘZYKOZNAWSTWA
KOGNITYWNEGO
–
KONRAD
JUSZCZYK
IJ/UAM
2011
czwartek, 31 marca 2011 5
6. METAFORA
a
METONIMIA
rozszerzanie
i
zawężanie
• Metonimia
to
określanie
rzeczy
poprzez
wskazanie
jej
części
zamiast
całości
lub
jej
cechy
zamiast
całości.
Metonimia
jest
motywowana
obiektywnie
(fizycznie)
• Metafora
to
określanie
rzeczy
poprzez
wskazanie
innej,
która
jest
w
pewnym
stopniu
do
jej
podobna,
przez
porównanie.
Podobieństwo
jest
tam,
gdzie
je
dostrzegają
użytkownicy
języka.
• Znaczenia
słów
możemy
rozszerzać
lub
zawężać
właśnie
dzięki
metaforyzacji uszczególnieniu
metonimizacji
uogólnieniu
Tabakowska, E. 2001. Kognitywne podstawy języka i językoznawstwa
WSTĘP
DO
JĘZYKOZNAWSTWA
KOGNITYWNEGO
–
KONRAD
JUSZCZYK
IJ/UAM
2011
czwartek, 31 marca 2011 6
7. Sieć
radialna
znaczeń
słowa
SZKOŁA
w
tabeli
uogólnienie (rozszerzenie)
lekcje kierunek
w
nauce
(nurt) sposób
działania
Szkoła
zaczyna
Praska
szkoła
W
tym
temacie
się
już
o
08:00. fonologiczna są
dwie
szkoły.
metonimia
metafora
budynek
tej
instytucji instytucja
oświatowa zmuszanie
do
wysiłku
Wyniki
egzaminów
wiszą
Od
lat
jest
dyrektorem
Dopiero
na
obozie
w
hallu
naszej
szkoły. naszej
słynnej
szkoły. dadzą
ci
szkołę.
uczelnia
lub
uniwersytet uczniowie
/nauczyciele rodzaj
kursu
Po
maturze
studiował
na
Szkoła
wychodzi
Szkoła
rodzenia.
Wyższej
Szkole
Bankowej. dziś
do
kina. Szkoła
prawa
jazdy.
uszczegółowienie (zawężenie znaczeń)
Tabakowska, E. 2001. Kognitywne podstawy języka i językoznawstwa
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8. Rodzaje
relacji
(65)
SEMAZJOLOGIA
ONOMAZJOLOGIA
RELACJE
POJĘCIOWE
(znaczenia
1
słowa) (pojęcia
i
wyrażenia)
HIERARCHIA rozszerzenie uogólnienie
(zwierzę)
(hiperonimy
i
hiponimy) zawężenie uszczegółowienie
(jamnik)
PRZYLEGŁOŚĆ
metonimiczne
rozszerzanie
metonimia
pojęciowa
(fizyczna,
czyli
znaczeń
danego
słowa AUTOR
zamiast
DZIEŁA
obiektywna;)
PODOBIEŃSTWO
metaforyczne
rozszerzanie
metafora
pojęciowa
(dostrzegane
lub
nie)
znaczeń
danego
słowa MIŁOŚĆ
to
PODRÓŻ
zależnie
od
doświadczeń
Tabakowska, E. 2001. Kognitywne podstawy języka i językoznawstwa
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9. Organizacja
doświadczenia
• Językoznawcy
kognitywni
opisują
sposób
w
jaki
doświadczenie
(kultura
i
komunikacja)
wpływa
na
język
i
postrzeganie
świata.
• Jakie
są
mechanizmy
wiązania
poszczególnych
doświadczeń?
• Metafora
powstaje
przez
zwrócenie
uwagi
na
podobieństwa
znaczeń
Wyobrażenia
o
przeżyciach
i
przedmiotach
są
kojarzone
przez
ich
cechy.
• Metonimia
rodzi
się
z
postrzegania
części
wyobrażenia
zamiast
całości.1
• Prototyp
to
efekt
nieregularnego
rozkładu
doświadczeń
w
czasie
oraz
sytuacjach,
w
jakich
się
spotykamy
ze
znaczeniami
różnych
wyrażeń.2
• Mapowanie
(blending)
to
przenoszenie
i
kojarzenie
doświadczeń
z
różnych
domen,
sytuacji,
spotkań,
działań
czy
dialogów
i
tak
dalej.3
• Językoznawcy
kognitywni
zauważyli,
że
struktura
wiedzy
o
świecie,
czyli
znaczenia
wyrażane
językiem
i
wiedzy
o
języku,
ma
podobną
strukturę
i
nazwali
ją
DOŚWIADCZENIOWĄ,
bo
opiera
się
na
DOŚWIADCZENIU!
1Tak,
metonimię
można
definiować
jako
rodzaj
metafory,
o
czym
wspominają
Lakoff
i
Johnson.
2O
tym
przeczytasz
u
Wimgensteina
(podobieństwo
rodzinne).
3Blending
to
teoria
Fauconniera
i
Turnera
zwana
po
polsku
teorią
amalgamatów
lub
przestrzeni
mentalnych.
Jest
równie
mocna
jak
teoria
Lakoffa
i
Johnsona.
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10. Prezentacje
do
przejrzenia:
http://www.slideshare.net/Linguist
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