The fundamental difference between cognitive grammar and generative grammar is that
cognitive ability is offered in generative grammar. However, according to cognitive grammar, no
individual cognitive ability is necessary for describing language abilities. Cognitive ability,
recognised by psychology and other branches of knowledge, is used to create human language
ability. In any grammar, language skills are analysed by describing the nature of grammatical
knowledge. The grammatical knowledge of humans is the combination of symbolic units. Those
units are members of several categories, and different symbolic units can construct the mechanism.
From linguistic attention, it can fully be described the way, from a particular scene, how the
constructions create a speech. This article discusses the theory of cognitive grammar from a
fundamental point of view.
Cognitive linguistics is a direction in linguistics that explores the problems of the correlation of language and consciousness, the role of language in the conceptualization and categorization of the world, in cognitive processes and generalization of human experience, the connection of individual cognitive abilities of a person with the language and the forms of their interaction Rakhimov , M.M. 2020. Methods in cognitive linguistics. International Journal on Integrated Education. 3, 2 (Feb. 2020), 34-36. DOI:https://doi.org/10.31149/ijie.v3i2.8 Pdf Url : https://journals.researchparks.org/index.php/IJIE/article/view/8/8 Paper Url : https://journals.researchparks.org/index.php/IJIE/article/view/8
. . . all human languages do share the same structure. More e.docxadkinspaige22
. . . all human languages do share the same structure. More explicitly: they have
essentially the same primitive elements and rules of composition . . . , although
of course there may be variations, such as the obvious ones derived from the
arbitrary association between sounds and meanings . . .
(Moro, 2016, p. 15)
3.1 Introduction
In this chapter, we start to consider individual theoretical perspectives on
L2 learning in greater detail. Our first topic is the Universal Grammar (UG)
approach (the generative linguistics approach), developed by the American
linguist Noam Chomsky and numerous followers over the last few decades.
This has been the most influential linguistic theory in the field, and has
inspired a wealth of publications (for full-length treatments, see Hawkins,
2001; Herschensohn, 2000; Lardiere, 2007; Leung, 2009; Slabakova, 2016;
Snape & Kupisch, 2016; Thomas, 2004; White, 2003; Whong, Gil, & Mars-
den, 2013).
The main aim of linguistic theory is twofold: firstly, to characterize what
human languages are like (descriptive adequacy), and, secondly, to explain
why they are that way (explanatory adequacy). In terms of L2 acquisition,
a linguistic approach sets out to describe the evolving language produced
by L2 learners, and to explain its characteristics. UG is therefore a prop-
erty theory (as defined in Chapter 1); that is, it attempts to characterize
the underlying linguistic knowledge in L2 learners’ minds. In contrast, a
detailed examination of the learning process itself (transition theory) will
be the main concern of the cognitive approaches which we describe in
Chapters 4 and 5.
First in this chapter, we will give a broad definition of the aims of the
Chomskyan tradition in linguistic research, in order to identify the aspects
of second language acquisition (SLA) to which this tradition is most relevant.
Secondly, we will examine the concept of UG itself in some detail, and
finally we will consider its application in L2 learning research.
3 Linguistics and Language
Learning
The Universal Grammar
Approach
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EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 4/6/2020 6:13 AM via UNIVERSITY OF ESSEX
AN: 2006630 ; Mitchell, Rosamond, Myles, Florence, Marsden, Emma.; Second Language Learning Theories : Fourth Edition
Account: s9814295.main.ehost
82 Linguistics and Language Learning
3.2 Why a Universal Grammar?
3.2.1 Aims of Linguistic Research
The main goals of linguistic theory, as defined by Chomsky (1986a), are to
answer three basic questions about human language:
1. What constitutes knowledge of language?
2.
. . . all human languages do share the same structure. More e.docxShiraPrater50
. . . all human languages do share the same structure. More explicitly: they have
essentially the same primitive elements and rules of composition . . . , although
of course there may be variations, such as the obvious ones derived from the
arbitrary association between sounds and meanings . . .
(Moro, 2016, p. 15)
3.1 Introduction
In this chapter, we start to consider individual theoretical perspectives on
L2 learning in greater detail. Our first topic is the Universal Grammar (UG)
approach (the generative linguistics approach), developed by the American
linguist Noam Chomsky and numerous followers over the last few decades.
This has been the most influential linguistic theory in the field, and has
inspired a wealth of publications (for full-length treatments, see Hawkins,
2001; Herschensohn, 2000; Lardiere, 2007; Leung, 2009; Slabakova, 2016;
Snape & Kupisch, 2016; Thomas, 2004; White, 2003; Whong, Gil, & Mars-
den, 2013).
The main aim of linguistic theory is twofold: firstly, to characterize what
human languages are like (descriptive adequacy), and, secondly, to explain
why they are that way (explanatory adequacy). In terms of L2 acquisition,
a linguistic approach sets out to describe the evolving language produced
by L2 learners, and to explain its characteristics. UG is therefore a prop-
erty theory (as defined in Chapter 1); that is, it attempts to characterize
the underlying linguistic knowledge in L2 learners’ minds. In contrast, a
detailed examination of the learning process itself (transition theory) will
be the main concern of the cognitive approaches which we describe in
Chapters 4 and 5.
First in this chapter, we will give a broad definition of the aims of the
Chomskyan tradition in linguistic research, in order to identify the aspects
of second language acquisition (SLA) to which this tradition is most relevant.
Secondly, we will examine the concept of UG itself in some detail, and
finally we will consider its application in L2 learning research.
3 Linguistics and Language
Learning
The Universal Grammar
Approach
C
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EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 4/6/2020 6:13 AM via UNIVERSITY OF ESSEX
AN: 2006630 ; Mitchell, Rosamond, Myles, Florence, Marsden, Emma.; Second Language Learning Theories : Fourth Edition
Account: s9814295.main.ehost
82 Linguistics and Language Learning
3.2 Why a Universal Grammar?
3.2.1 Aims of Linguistic Research
The main goals of linguistic theory, as defined by Chomsky (1986a), are to
answer three basic questions about human language:
1. What constitutes knowledge of language?
2 ...
Cognitive linguistics is a direction in linguistics that explores the problems of the correlation of language and consciousness, the role of language in the conceptualization and categorization of the world, in cognitive processes and generalization of human experience, the connection of individual cognitive abilities of a person with the language and the forms of their interaction Rakhimov , M.M. 2020. Methods in cognitive linguistics. International Journal on Integrated Education. 3, 2 (Feb. 2020), 34-36. DOI:https://doi.org/10.31149/ijie.v3i2.8 Pdf Url : https://journals.researchparks.org/index.php/IJIE/article/view/8/8 Paper Url : https://journals.researchparks.org/index.php/IJIE/article/view/8
. . . all human languages do share the same structure. More e.docxadkinspaige22
. . . all human languages do share the same structure. More explicitly: they have
essentially the same primitive elements and rules of composition . . . , although
of course there may be variations, such as the obvious ones derived from the
arbitrary association between sounds and meanings . . .
(Moro, 2016, p. 15)
3.1 Introduction
In this chapter, we start to consider individual theoretical perspectives on
L2 learning in greater detail. Our first topic is the Universal Grammar (UG)
approach (the generative linguistics approach), developed by the American
linguist Noam Chomsky and numerous followers over the last few decades.
This has been the most influential linguistic theory in the field, and has
inspired a wealth of publications (for full-length treatments, see Hawkins,
2001; Herschensohn, 2000; Lardiere, 2007; Leung, 2009; Slabakova, 2016;
Snape & Kupisch, 2016; Thomas, 2004; White, 2003; Whong, Gil, & Mars-
den, 2013).
The main aim of linguistic theory is twofold: firstly, to characterize what
human languages are like (descriptive adequacy), and, secondly, to explain
why they are that way (explanatory adequacy). In terms of L2 acquisition,
a linguistic approach sets out to describe the evolving language produced
by L2 learners, and to explain its characteristics. UG is therefore a prop-
erty theory (as defined in Chapter 1); that is, it attempts to characterize
the underlying linguistic knowledge in L2 learners’ minds. In contrast, a
detailed examination of the learning process itself (transition theory) will
be the main concern of the cognitive approaches which we describe in
Chapters 4 and 5.
First in this chapter, we will give a broad definition of the aims of the
Chomskyan tradition in linguistic research, in order to identify the aspects
of second language acquisition (SLA) to which this tradition is most relevant.
Secondly, we will examine the concept of UG itself in some detail, and
finally we will consider its application in L2 learning research.
3 Linguistics and Language
Learning
The Universal Grammar
Approach
C
o
p
y
r
i
g
h
t
2
0
1
9
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EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 4/6/2020 6:13 AM via UNIVERSITY OF ESSEX
AN: 2006630 ; Mitchell, Rosamond, Myles, Florence, Marsden, Emma.; Second Language Learning Theories : Fourth Edition
Account: s9814295.main.ehost
82 Linguistics and Language Learning
3.2 Why a Universal Grammar?
3.2.1 Aims of Linguistic Research
The main goals of linguistic theory, as defined by Chomsky (1986a), are to
answer three basic questions about human language:
1. What constitutes knowledge of language?
2.
. . . all human languages do share the same structure. More e.docxShiraPrater50
. . . all human languages do share the same structure. More explicitly: they have
essentially the same primitive elements and rules of composition . . . , although
of course there may be variations, such as the obvious ones derived from the
arbitrary association between sounds and meanings . . .
(Moro, 2016, p. 15)
3.1 Introduction
In this chapter, we start to consider individual theoretical perspectives on
L2 learning in greater detail. Our first topic is the Universal Grammar (UG)
approach (the generative linguistics approach), developed by the American
linguist Noam Chomsky and numerous followers over the last few decades.
This has been the most influential linguistic theory in the field, and has
inspired a wealth of publications (for full-length treatments, see Hawkins,
2001; Herschensohn, 2000; Lardiere, 2007; Leung, 2009; Slabakova, 2016;
Snape & Kupisch, 2016; Thomas, 2004; White, 2003; Whong, Gil, & Mars-
den, 2013).
The main aim of linguistic theory is twofold: firstly, to characterize what
human languages are like (descriptive adequacy), and, secondly, to explain
why they are that way (explanatory adequacy). In terms of L2 acquisition,
a linguistic approach sets out to describe the evolving language produced
by L2 learners, and to explain its characteristics. UG is therefore a prop-
erty theory (as defined in Chapter 1); that is, it attempts to characterize
the underlying linguistic knowledge in L2 learners’ minds. In contrast, a
detailed examination of the learning process itself (transition theory) will
be the main concern of the cognitive approaches which we describe in
Chapters 4 and 5.
First in this chapter, we will give a broad definition of the aims of the
Chomskyan tradition in linguistic research, in order to identify the aspects
of second language acquisition (SLA) to which this tradition is most relevant.
Secondly, we will examine the concept of UG itself in some detail, and
finally we will consider its application in L2 learning research.
3 Linguistics and Language
Learning
The Universal Grammar
Approach
C
o
p
y
r
i
g
h
t
2
0
1
9
.
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EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 4/6/2020 6:13 AM via UNIVERSITY OF ESSEX
AN: 2006630 ; Mitchell, Rosamond, Myles, Florence, Marsden, Emma.; Second Language Learning Theories : Fourth Edition
Account: s9814295.main.ehost
82 Linguistics and Language Learning
3.2 Why a Universal Grammar?
3.2.1 Aims of Linguistic Research
The main goals of linguistic theory, as defined by Chomsky (1986a), are to
answer three basic questions about human language:
1. What constitutes knowledge of language?
2 ...
Relationship between Creativity and Tolerance of Ambiguity to Understand Metaphorical Polysemy: A Pilot Study
Maha Ounis,
Department of English, Faculty of Letters and Humanities, University of Sfax, Tunisia
This study focuses on lexical ambiguity as polysemous words were proved to hinder meaning understanding. In an attempt to operationalize polysemous words from a cognitive perspective, the researcher deduces that metaphorical polysemy engenders words with basic and peripheral (or metaphorical) senses. Participants were asked to answer Multiple Stimulus Types Ambiguity Tolerance Scale II (MSTAT II). Then, they answered Wallach and Kogan Creativity Test, which revealed a slight positive relationship with MSTAT II. Furthermore, the results show two things. First, there is a positive relationship between creativity and semi-technical vocabulary tests scores. Second, there is a link between creativity level and understanding the prototypical meanings of words. Contrarily, MSTAT II and prototypical meanings tests scores correlation is very weak.
Keywords: Adult Language Learners, Multilingualism, Language Testing, Language Learning, Foreign Languages
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
A NEW METHOD OF TEACHING FIGURATIVE EXPRESSIONS TOIRANIAN LANGUAGE LEARNERScscpconf
In teaching languages, if we only consider direct relationship between form and meaning in language and leave psycholinguistic aside, this approach is not a successful practice and language learners won't be able to make a successful relation in the real contexts. The present study intends to answer this question: is the teaching method in which salient meaning is taught more successful than the method in which literal or figurative meaning is taught or not? To answer the research question, 30 students were selected. Every ten people are formed as a group and three such groups were formed. Twenty figurative expressions were taught to every group. Group one was taught the figurative meaning of every expression. Group two was taught the literal meaning and group three was taught the salient meaning. Then three groups were tested. After analyzing data, we concluded that there was a significant difference in mean grades between classes and the class trained under graded salience hypothesis was more successful. This shows that traditional teaching methods must be revised.
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A Research Study On Linguistics
Overview
The Ekegusii Determiner Phrase Analysis in the Minimalist ProgramBasweti Nobert
Among some of the recent syntactic developments, the noun phrase has been reanalyzed
as a determiner phrase (DP). This study analyses the Ekegusii determiner
phrase (DP) with an inquiry into the relationship between agreement of the INFL
(sentence) and concord in the noun phrase (determiner phrase). It hypothesizes that
the Ekegusii sentential Agreement has a symmetrical relationship with the Ekegusii
Determiner Phrase internal concord and feature checking theory and full
interpretation (FI) in the Minimalist Program is adequate in the analysis of the
internal structure of the Ekegusii DP. In employing the Minimalist Program (MP),
the study shall first seek to establish the domain of the NP in the Ekegusii DP and
go ahead to do an investigation into the adequacy of the Minimalist Program in
analyzing the Ekegusii DP. This study is also geared towards establishing the order
of determiners in the DP between the D-head and the NP complement. The study
concludes that the principles of feature checking and full interpretation in the
minimalist program are mutually crucial in ensuring that Ekegusii constructions (DP
and even the sentence) are grammatical (converge). This emphasizes the fact that
the MP is adequate in Ekegusii DP analysis.
Learner’s characteristics from an autonomous perspective: A cross-cultural re...Md Arman
The characteristics of L2 learners are different from each other both from the broad and narrow senses. Each learner is different from one another and shows a wide range of learning behaviors in formal and informal learning environments. This study summarizes the already-published literature based on the research in the USA, Australia, Bangladesh, Brazil, Germany, Japan, Malaysia, and Taiwan. Every individual research illustrated the varieties of characteristics of autonomous learners and, at the same time, there are some similarities in the behaviors of autonomous learners around the world. This paper tries to display the theoretical claims about the characteristics of autonomous learners and show the similarities and differences in the characteristics of L2 autonomous learners found in research around the world on L2 teaching and learning environments by answering the following research questions.
ChatGPT, a Product of AI, and its Influences in the Business WorldMd Arman
Specifically the study analyzes how ChatGPT AI is transforming business operations and
enhancing customer experience in customer service, e-commerce, healthcare, finance,
marketing, and developer business sectors. Using a comprehensive literature review
approach.The study explores the implications of ChatGPT AI for businesses, including its
potential to improve efficiency, reduce costs, and enhance competitiveness.
Additionally, ethical and legal considerations surrounding the use of ChatGPT AI in
business operations are evaluated, including issues related to data privacy, bias, and
transparency.The study provides insights into future directions for the application of
ChatGPT AI in business and the potential impact of this technology on various business
sectors. The objective is to provide a comprehensive review of the influence of ChatGPT
AI on businesses, its potential benefits, and challenges for businesses looking to adopt
this technology. Overall, this study highlights the importance of considering the benefits
and limitations of AI adoption in businesses, as well as the ethical and legal implications
of its use.
Relationship between Creativity and Tolerance of Ambiguity to Understand Metaphorical Polysemy: A Pilot Study
Maha Ounis,
Department of English, Faculty of Letters and Humanities, University of Sfax, Tunisia
This study focuses on lexical ambiguity as polysemous words were proved to hinder meaning understanding. In an attempt to operationalize polysemous words from a cognitive perspective, the researcher deduces that metaphorical polysemy engenders words with basic and peripheral (or metaphorical) senses. Participants were asked to answer Multiple Stimulus Types Ambiguity Tolerance Scale II (MSTAT II). Then, they answered Wallach and Kogan Creativity Test, which revealed a slight positive relationship with MSTAT II. Furthermore, the results show two things. First, there is a positive relationship between creativity and semi-technical vocabulary tests scores. Second, there is a link between creativity level and understanding the prototypical meanings of words. Contrarily, MSTAT II and prototypical meanings tests scores correlation is very weak.
Keywords: Adult Language Learners, Multilingualism, Language Testing, Language Learning, Foreign Languages
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
A NEW METHOD OF TEACHING FIGURATIVE EXPRESSIONS TOIRANIAN LANGUAGE LEARNERScscpconf
In teaching languages, if we only consider direct relationship between form and meaning in language and leave psycholinguistic aside, this approach is not a successful practice and language learners won't be able to make a successful relation in the real contexts. The present study intends to answer this question: is the teaching method in which salient meaning is taught more successful than the method in which literal or figurative meaning is taught or not? To answer the research question, 30 students were selected. Every ten people are formed as a group and three such groups were formed. Twenty figurative expressions were taught to every group. Group one was taught the figurative meaning of every expression. Group two was taught the literal meaning and group three was taught the salient meaning. Then three groups were tested. After analyzing data, we concluded that there was a significant difference in mean grades between classes and the class trained under graded salience hypothesis was more successful. This shows that traditional teaching methods must be revised.
Paper Writing Service - HelpWriting.net 👈
✅ Quality
You get an original and high-quality paper based on extensive research. The completed work will be correctly formatted, referenced and tailored to your level of study.
✅ Confidentiality
We value your privacy. We do not disclose your personal information to any third party without your consent. Your payment data is also safely handled as you process the payment through a secured and verified payment processor.
✅ Originality
Every single order we deliver is written from scratch according to your instructions. We have zero tolerance for plagiarism, so all completed papers are unique and checked for plagiarism using a leading plagiarism detector.
✅ On-time delivery
We strive to deliver quality custom written papers before the deadline. That's why you don't have to worry about missing the deadline for submitting your assignment.
✅ Free revisions
You can ask to revise your paper as many times as you need until you're completely satisfied with the result. Provide notes about what needs to be changed, and we'll change it right away.
✅ 24/7 Support
From answering simple questions to solving any possible issues, we're always here to help you in chat and on the phone. We've got you covered at any time, day or night.
A Research Study On Linguistics
Overview
The Ekegusii Determiner Phrase Analysis in the Minimalist ProgramBasweti Nobert
Among some of the recent syntactic developments, the noun phrase has been reanalyzed
as a determiner phrase (DP). This study analyses the Ekegusii determiner
phrase (DP) with an inquiry into the relationship between agreement of the INFL
(sentence) and concord in the noun phrase (determiner phrase). It hypothesizes that
the Ekegusii sentential Agreement has a symmetrical relationship with the Ekegusii
Determiner Phrase internal concord and feature checking theory and full
interpretation (FI) in the Minimalist Program is adequate in the analysis of the
internal structure of the Ekegusii DP. In employing the Minimalist Program (MP),
the study shall first seek to establish the domain of the NP in the Ekegusii DP and
go ahead to do an investigation into the adequacy of the Minimalist Program in
analyzing the Ekegusii DP. This study is also geared towards establishing the order
of determiners in the DP between the D-head and the NP complement. The study
concludes that the principles of feature checking and full interpretation in the
minimalist program are mutually crucial in ensuring that Ekegusii constructions (DP
and even the sentence) are grammatical (converge). This emphasizes the fact that
the MP is adequate in Ekegusii DP analysis.
Learner’s characteristics from an autonomous perspective: A cross-cultural re...Md Arman
The characteristics of L2 learners are different from each other both from the broad and narrow senses. Each learner is different from one another and shows a wide range of learning behaviors in formal and informal learning environments. This study summarizes the already-published literature based on the research in the USA, Australia, Bangladesh, Brazil, Germany, Japan, Malaysia, and Taiwan. Every individual research illustrated the varieties of characteristics of autonomous learners and, at the same time, there are some similarities in the behaviors of autonomous learners around the world. This paper tries to display the theoretical claims about the characteristics of autonomous learners and show the similarities and differences in the characteristics of L2 autonomous learners found in research around the world on L2 teaching and learning environments by answering the following research questions.
ChatGPT, a Product of AI, and its Influences in the Business WorldMd Arman
Specifically the study analyzes how ChatGPT AI is transforming business operations and
enhancing customer experience in customer service, e-commerce, healthcare, finance,
marketing, and developer business sectors. Using a comprehensive literature review
approach.The study explores the implications of ChatGPT AI for businesses, including its
potential to improve efficiency, reduce costs, and enhance competitiveness.
Additionally, ethical and legal considerations surrounding the use of ChatGPT AI in
business operations are evaluated, including issues related to data privacy, bias, and
transparency.The study provides insights into future directions for the application of
ChatGPT AI in business and the potential impact of this technology on various business
sectors. The objective is to provide a comprehensive review of the influence of ChatGPT
AI on businesses, its potential benefits, and challenges for businesses looking to adopt
this technology. Overall, this study highlights the importance of considering the benefits
and limitations of AI adoption in businesses, as well as the ethical and legal implications
of its use.
Exploring the Implication of ChatGPT AI for Business: Efficiency and ChallengesMd Arman
This empirical study aims to examine the impact of ChatGPT AI on
various business sectors, evaluating its benefits and challenges.
Specifically, the study analyzes how ChatGPT AI is transforming business
operations and enhancing customer experience in customer service, ecommerce, healthcare, finance, marketing, and developer business sectors.
Using a comprehensive literature review approach, this study draws on
relevant academic articles to identify and analyze the key applications of
AI in the business sector, the benefits realized, and the challenges faced in
adopting this technology.The study explores the implications of ChatGPT
AI for businesses, including its potential to improve efficiency, reduce
costs, and enhance competitiveness. Additionally, ethical and legal
considerations surrounding the use of ChatGPT AI in business operations
are evaluated, including issues related to data privacy, bias, and
transparency. The study provides insights into future directions for the
application of ChatGPT AI in business and the potential impact of this
technology on various business sectors. The objective is to provide a
comprehensive review of the impact of ChatGPT AI on businesses, its
potential benefits, and challenges for businesses looking to adopt this
technology. Overall, this study highlights the importance of considering
both the benefits and limitations of AI adoption in businesses, as well as
the ethical and legal implications of its use.
Money Laundering: A Three-Step Secret GameMd Arman
This paper describes, theoretically, what money laundering is and how it is done following some partnered
activities over time. This paper also looks for electronic money laundering and finds some related and predefined
functions which are completed using electronic gadgets and the Internet. A systematic literature review is
conducted by employing a meta-analysis approach. To give a clear view on money laundering, the author thinks
it is necessary to make it clear first about the characteristics of money laundering, the reasons behind it, and how
it negatively impacts the business and economy of a country. Money laundering is a crime in most nations, and
economically developed countries built a strong fortress against money launderers, but laundering is not stopped.
So, this paper tries to discover what and how the launderers launder and discover inventive ways to turn their
unlawful cash lawful, which the legal authority cannot detect. This paper shows the step-by-step procedures of
these globally illegal money-whitening activities, mostly theoretically
Money Laundering: A Three Step Secret GameMd Arman
This paper describes, theoretically, what money laundering is and how it is done following some
partnered activities over time. This paper also looks for electronic money laundering and found some
related and predefined functions which are completed using electronic gadgets and the Internet. To give
a clear view on money laundering, the author thinks that it is necessary to make it clear first about the
characteristics of money laundering, the reasons behind it, and how it creates negative impacts on the
business and economy of a country. In most nations, it is a crime and economically developed countries
built strong fortress against money launderers but laundering is not stopped. So, this paper tries to discover
out what and how the launderers launder and discover inventive ways to form their unlawful cash lawful
which the legal authority can not detect. This paper shows the step by step procedures of this globally
illegal money whitening activities mostly theoretically
MONEY LAUNDERING: A THREE-STEP SECRET GAMEMd Arman
This paper describes, theoretically, what money laundering is and
how it is done following some partnered activities over time. This
paper also looks for electronic money laundering and finds related
and predefined functions completed using electronic gadgets and the
Internet. To give a clear view on money laundering, the author thinks
it is necessary to make it clear first about the characteristics of money
laundering, the reasons behind it, and how it negatively impacts the
business and economy of a country. Money laundering is a crime in
most nations, and economically developed countries built a strong
fortress against money launderers, but laundering is not stopped. So,
this paper tries to find out what the launderers do and find innovative
(legally unaccepted) ways to make their illicit money legal.
BEHIND CLOSED DOORS: THE SECRET WORLD OF MONEY LAUNDERINGMd Arman
Money laundering is a global issue that significantly threatens the
integrity of financial systems and economies worldwide. This paper
presents a theoretical description of money laundering and outlines
the structured activities involved in the process. Additionally, it
explores the electronic methods employed in money laundering,
highlighting the various functions carried out using electronic gadgets
and the internet. The author emphasizes the importance of
understanding the characteristics, reasons, and negative impacts of
money laundering on businesses and economies to gain a clear
perspective on the issue. Money laundering is a criminal act in most
countries, and economically developed nations have established
strong barriers against it. However, the practice persists, and the paper
examines how launderers circumvent these barriers and employ
innovative, illegal methods to convert their illicit money into
legitimate funds. The study found that money launderers employ
various techniques to evade detection and prosecution, including
layering, integration, and placement. Electronic money laundering is
also a growing concern, with online platforms, digital currencies, and
anonymous payment systems providing new avenues for launderers
to conceal their activities. This paper provides an overview of money
laundering and its detrimental effects on the global economy. It
underscores the need for continued efforts by governments, financial
institutions, and law enforcement agencies to combat this menace.
Additionally, it highlights the importance of vigilance and developing
innovative strategies to detect and prevent money laundering.
Impact of Technology on ELT: A Comparative View of Past and Present Banglade...Md Arman
Educational technology always plays a vital role in the field of language teaching and learning
particularly for second language (L2) around the world. Using technology in ESL/ELT classrooms in the
Bangladeshi context is not a new practice but in the recent past, it was used in some institutions and advocated
by some ESL/ELT teachers with different views and skepticism. The opinions of educationalists about the
digitalization of L2 classrooms have considerably changed in recent years. The usage of digital materials was
not huge in number compared with technologically advanced counterparts but teachers, educationalists, and
instructors always supported it in the past decades. Some other people tried to show the negative effects of using
the technology in the L2 classes and their number was not ignorable. This article aims at showing a comparison
between the views of past and present Bangladeshi ESL/ELT teachers about the usage of the educational
technology used in the L2 classroom and digital materials for teaching and learning another language.
Outside Class Learning (OCL) in the Bangladeshi context is one of the constantly used buzzwords among
graduate and undergraduate students. The purpose of this research is to understand the real and on-ground
phenomenon among adult learners. The study found the characteristics of OCL among tertiary students who are or
not motivated to self-learning, the effectiveness of OCL, and the challenges of OCL. This study also tried to answer
the questions about OCL whether students like it or not and why. The researcher used both open and close-ended
questions to find out the data, and data were collected from forty graduate students of the class of 2014 of the
Department of English, University of Dhaka. All the volunteers participated spontaneously and they had been given
time as they required to submit the responses of questionnaire. This empirical study was purely unbiased in findings
with unexpected results and responses to open-ended questions about this unexplored way of study.
Presentation on FastFuel_an on demand fuel delivery company.pptxMd Arman
What is FastFuel?
FastFuel is a business that will deliver fuel on demand for cars or other vehicles to the places chosen by our customers. Customers will pass the command for the fuel through their mobile phones using our FastFuel app. So, it is an app based on demand fuel delivery company based in Dhaka.
What are our activities?
We will take the fuel to the doors of our customers. In and out of fuel will be calculated digitally. The device will be set in the tanks. Fuel records are traced by our technical engineers because every single piece of data will be uploaded to our server automatically after every activity.
What is our business?
The investors must invest a minimum of BDT 1,03,91,04,000. In our first year of the business, fifty crores (50%) Taka will be withdrawn and the rest in the second year. A total of 21 months are needed to reach the break-even point. FastFuel will make a profit of BDT 288488000 in the final quarter of the second year. From the third year, we will make BDT 900000000 per year because we will minimize the marketing cost to zero from the third year. All of our fixed cost was calculated in the first and second year which is already taken from the market.
In the first and second years, 609 people will work. From the third year, 909 people will work constantly for FastFuel both in the field and in the office. Six persons will play the leading position. Most of our human resources work on the ground. Some resources will work in our reservoirs around the clock and the necessary number of technical engineers will remain busy in the office tracking the vehicles and guiding the supervisors. They will trace the traffic situation in Dhaka and give suggestions to the supervisors so that they can avoid the traffic jam on the road to the delivery.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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The process of cognitive Grammar
Abstract:
The fundamental difference between cognitive grammar and generative grammar is that
cognitive ability is offered in generative grammar. However, according to cognitive grammar, no
individual cognitive ability is necessary for describing language abilities. Cognitive ability,
recognised by psychology and other branches of knowledge, is used to create human language
ability. In any grammar, language skills are analysed by describing the nature of grammatical
knowledge. The grammatical knowledge of humans is the combination of symbolic units. Those
units are members of several categories, and different symbolic units can construct the mechanism.
From linguistic attention, it can fully be described the way, from a particular scene, how the
constructions create a speech. This article discusses the theory of cognitive grammar from a
fundamental point of view.
Keywords: Grammatical knowledge, cognitive ability, generative grammar, symbolic sphere,
construction, model-diagram relation.
Introduction:
Around 50000 years ago, people from southwestern Africa populated the earth by migrating
and creating new habitats (Berwick & Chomsky, 2011,p.19). Applying mathematical equations to
find the language history, it has been proved that this was the dawn of human languages (Atkinson,
2011, p.348). With the development of language skills, human beings have been unique and
different from animals. In the animal kingdom, there are no signs or proof that they had or have
CORRESPONDING AUTHOR: REVIEW ARTICLE
Md. Arman
Research Scholar, Department of English,
University of Dhaka, Dhaka-1211, Bangladesh
Email: rubelbdbhat@gmail.com
THE PROCESS OF COGNITIVE GRAMMAR
Md. Arman
Research Scholar, Department of English,
University of Dhaka, Bangladesh
AGPE THE ROYAL GONDWANA RESEARCH JOURNAL
OF HISTORY, SCIENCE, ECONOMIC, POLITICAL AND SOCIAL SCIENCE
ISSN (E): 2583:1348 A Peer reviewed Open Accsess & Indexed
Volume 03 Issue 08 September 2022 www.agpegondwanajournal.co.in Page No. 09-15
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The process of cognitive Grammar
anything comparing human language to communicate among them. Language is a bio-scientific
ability that helps show abstract ideas through gestures or sounds (Berwick & Chomsky, 2011,p. 20).
Humans have been asking this question since ancient times if an invisible form can or cannot unit to
a visible form. From Plato's "Theory of Form" to 17th-century French philosopher René Descartes
in his "Mind/Body Dualism", they mixed the abstract and concrete substances by creating the
fundamental truth. This theory's principle idea is that it can be described without the correspondence
of concrete formation to the abstract one (Evan & Green, 2006, p. 44). After 1957, as often the
generative grammar has been revised, or other grammars were born following it, the summary of all
of them: ignoring embodied experience, language can be mathematically described as a
computational system (Evan & Green, 2006, p. 45).
According to these linguists, the universe and all the events of the universe are objective
realities. The only function of language is to present this objective universe. The weak point of this
idea is that reality is realised only by the circles of embodied experiences. One evidence of this is
that the nature of feelings of colour among animals is not different. Very animal only can see that
object which its eyes and brain allow seeing (Evan & Green, 2006, p. 45). The human body
experiences a particular reality, which is uniquely fixed for humans. Language works to create a
shadow of embodied experience (Evan & Green, 2006, p. 45) which means the reality is not
objective and language is not the description of unbiased reality. With the various explanations of
this short logic, cognitive linguists had broken the theory of Descartes. Cognitive linguists are
determined to describe the abstract experience with the subject of an embodied experiment. So, in
the human brain, there is an independent region for language, and that region is driven by its own
rules and regulation. Cognitive linguists reject this type of offering made by generative grammar.
Mind and body are related experiences. So, the cognitive abilities which control the diverse
activities in the human body are responsible for the origin of human languages (Evan & Green,
2006, p. 40). In the human brain, there is no independent unpleasant marginal place for language,
and there are no organised chambers for phonology or morphology phraseology. Instead, the reality
is ascertained as a concept, and cognitive abilities create the signs of those concepts by using the
human body is called language.
The main concept of cognitive grammar:
Different linguists tried to form different frameworks about how cognitive abilities construct
human languages. Their formation sometimes is the same and sometimes different. Any
construction that cognitive linguists want to use in their process must follow two vital
commitments. One is generalisation commitment, and the other is cognitive commitment (Evan &
Green, 2006, p. 27). According to the generalisation commitment, several aspects of human
language are derived from some definite and same cognitive principles (E.g. categorisation,
metaphor etc.). Cognitive linguists look for this same cognitive principle, evaluate the established
decisions and, if necessary, correct it. This tries to analyse how cognitive principles create human
language skills. Cognitive linguists illustrated that the several events of phonetics, phonology and
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The process of cognitive Grammar
phraseology etc., can be arranged in categories, and for every language, by categorisation,
linguistics events can scientifically be analysed (Evan & Green, 2006, pp. 28-29). Besides
categorisation, another cognitive principle; is a metaphor (Croft & Cruse, 2004, p. 194). Human
uses metaphoric cognitive abilities to create the simple and complex meaning and sentences of
different languages (here, “metaphor” is a terminology of cognitive linguistics, not literature).
According to the second commitment, the cognitive abilities of human beings we are sure about
from other branches of knowledge like psychology, biology, and artificial intelligence (AI) should
be used to compose grammar, which means another parameter can not be used to create a grammar.
It implies that they do not accept any ethical existence of cognitive principles unique only to
languages.
While cognitive linguists wish to explain any human language, the descriptions are subdivided into
two categories. Since meaning is the centre of cognitive linguistics, linguists offer cognitive
semantics before the composition of grammar (Evan & Green, 2006, pp. 48-49). Cognitive
economics presents the real situation and analyses the actual conceptualisation. Composing
economics, they will be influenced in creating the grammar. All the grammar created or created by
cognitive linguists is to be identified as the cognitive model of grammar. Head-driven Phrase
Structure Grammar has been divided into two groups regarding the differences in the design of
grammatical knowledge. One is cognitive grammar, and the other is construction grammar (Croft &
Cruse, 2004, pp. 266, 278). In constructive grammar, according to the principle of categorising
grammatical knowledge, only one mechanism is formed by the construction, and human language
expression can be narrated through the constructive description.
Picture 1: grammatical knowledge & symbolic sphere
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The process of cognitive Grammar
On the other hand, under the head-driven Phrase Structure Grammar, Langacker proposed a
well-furnished type of grammar, ‘cognitive grammar ’(Croft & Cruse, 2004, p. 278). This grammar
explains how a sentence will be constructed, following which cognition and process are outlined.
Here, for grammatical knowledge, more than one assistance from the construction mechanism is
taken (Langacker, 2008, p. 183). These two branches of grammar first describe the characteristics of
the grammatical knowledge of humans.
Grammatical knowledge:
The main objective of any grammarian is to describe grammatical cognition scientifically. In
cognitive grammar, the central role of human language is signalling (Evan & Green, 2006, p. 476).
This signalling process happens following grammatical rules. The smallest element of grammar is
the symbolic unit (Evan & Green, 2006, p. 477). In this article, we are using the term ‘symbolic
sphere ’allegorically. Symbolic units are unembodied. In a symbolic sphere, any idea is formed
relating to two poles (Hamawand. 2011,p. 18). One is the phonological pole, and another is the
semantic pole. The semantic pole presents the meaning of the phone in the phonological pole. These
two poles create a symbolic sphere by getting mixed. A symbolic sphere suggests the existence of
an idea of language concept in the human mind (Evan & Green, 2006, p. 477). For example, in the
symbolic sphere by which the linguistic meaning of the word “book” is disclosed, in the English
language, for this idea, the phonological pole will take its place, and the semantic pole will present
the meaning of the book. Head-driven Phrase Structure Grammar mainly advises that the
interrelation of these two poles is the internal issue of the symbolic sphere (Evan & Green, 2006, p.
476). The term ‘internal ’is significant. Any sound chronology will not have any linguistic meaning
without its meaning agents. Only when the two poles become a predicament of each other the
symbolic sphere is created. By the term ‘internal’, the head-driven Phrase Structure Grammar
sketches the meaning as a central language element. Any sound phonology can not be a part of
grammar without its meaning. So it implies that head-driven Phrase Structure Grammar supports the
phonological and semantic poles.
The human mind has individual symbolic spheres for each idea in the universe. Ideas like
'book', 'constitution", and 'ant' are linguistically expressed through the symbolic sphere. Hundreds of
thousands of symbolic spheres are not disorganised in the human mind. If those spheres were not in
a formed shape, formulas might be necessary. Those formulas are grammatical, which would fail to
maintain linguistic cognition because those formulas are only computational. The formulas are not
representatives of human cognitive ability. When any symbolic sphere comes to the human mind, it
uses the human cognitive ability to be formed. Head-driven Phrase Structure Grammar describes
each symbolic sphere in such a way that to form any speech, no assistance from the formula is
necessary; however, it describes how those symbolic spheres use cognitive ability to form speeches.
The symbolic sphere of cognitive grammar is the unit of grammatical knowledge, meaning
we have a connotation-centred cognitive inventory. Every symbolic sphere is related to other
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The process of cognitive Grammar
symbolic spheres based on the sense. As a result, a massive network of the symbolic sphere is
established. The founder of cognitive grammar, Ronald Langacker, mentioned that there are three
types of relations among the symbolic spheres of this vast network (Evan & Green, 2006, p. 502).
The first is signalling, by which the phonological pole connects itself with the semantic pole. The
second one is categorisation which helps more symbolic spheres to be recognised under one
category. For example, 'avocado' and 'fruit'. Through the categorisation of the symbolic sphere,
'avocado' is connected to 'fruit' because avocado is a member of the 'fruit' category. So, by
categorisation, the symbolic spheres of the human mind are classified into countless sub-categories.
The third one is the combination by which one member of one category or sub-category can connect
with another category or sub-category. This categorisation and combination are achieved according
to the cognitive ability of human beings. So, to form any speech, we are not taking any assistance
from any computational and mathematical formula. Human cognitive ability creates the
grammatical tendency, which helps the formation of speech. Based on the combination, the
symbolic sphere of cognitive grammar can be divided into two groups; primary and composite. One
primary symbolic sphere can be connected by obeying the combination relationship. We want to
call this newly formed sphere a combined symbolic sphere.
So, the symbolic sphere, which does not contain the parts of the other sphere, can be defined
as the primary symbolic sphere. While one sphere becomes a part of another sphere and creates a
combined sphere, we call it construction. One construction can be a part of another more extensive
construction; the larger one can be part of another substantial construction. Thus, more enormous
constructions can be formed depending on the small constructions.
On the other hand, construction grammar does not consider the primary symbolic spheres as
the construction. The symbolic sphere we are talking about is, in fact, a construction (Evan &
Green, 2004, p. 258) which means there is no unit of grammar to be used to reach the level of
speech. Instead, the cognitive experience of human language is expressed as construction. So, this
grammar offers that the formation of the presentation of grammatical knowledge in the human mind
is isolated. The cognitive experience accumulates as grammatical knowledge only by the
construction, which later forms the construction as necessary. In construction grammar, the network
of construction is formed instead of the symbolic sphere. Being organised in a very sophisticated
way, the construction spheres create the network. Disorganised constructions are not accumulated in
the human mind (Croft & Cruse, 2004, p. 262).
Schema-Instance relationship:
According to cognitive grammar, grammatical knowledge through the design and pattern
appears as a network (Evan & Green, 2006, p. 504). The lexical elements we use in a speech have a
specific meaning in the semantic pole against the phonological pole. The symbolic spheres of
lexical elements create an open-class subsystem under the grammatical system. However, any
specific meaning is impossible in the semantic pole of the symbolic sphere in the grammatical
elements used in speech. They do not identify any specific sense like the free-class subsystem;
instead, they play roles in establishing the relationship among the senses of the free-classed
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The process of cognitive Grammar
subsystem. They are closed-class subsystems. The semantic elements of the symbolic sphere of the
closed-class subsystem do not change. The plural sense always signifies the plurality. Factually,
since there is no specific sphere of the closed-class subsystem, the semantic elements are schematic.
So in cognitive grammar, grammatical elements are not described based only on semantic
behaviour like generative grammar. Therefore, the lexicographic difference between lexical and
grammatical vocabulary in cognitive grammar is unnecessary. Instead, the clarity and unclarity of
the elements of the semantic pole of the symbolic sphere of these two kinds will be recognised as a
continuum. The more the elements of the semantic pole of the continuum will be specific, the more
the sphere will behave as an element of the free-class subsystem (Croft & Cruse, 2004, p. 272). The
magnitude of the schematic in the semantic elements will define the sphere; more schematic means
it is a closed-class subsystem.
The composite spheres give a schema (Evan & Green, 2006, p. 505). In the schema, a sphere
is unchanged, and this schema will only be fulfilled when any specific instance in the unchanged
empty sphere is accumulated. The term 'instance' is used because the schema can dictate various
objects in the universe by sampling the instance. For example, by 'avocados', 'books' etc., it is
dictated that there is more than one avocado or book. The extensive design can be an element of
much more extensive individual construction (Croft & Cruse, 2004, p. 263).
The principle difference between cognitive grammar and construction grammar is that
cognitive grammar does not accept the construction's primary symbolic spheres. Construction
grammar considers the primary symbolic spheres first, and then those spheres can become the parts
of giant construction; it means the ways of cognitive grammar and construction grammar are
different about whether the grammatical knowledge is accumulated as units or arranged as
construction. In cognitive grammar, the unit of grammatical knowledge is the primary symbolic
sphere. Following several cognitive mechanisms, these spheres are enlarged at the construction
level. On the other hand, in grammar construction, experienced senses are organised as the
construction, meaning grammatical knowledge is collective. Grammatical knowledge of human
beings advances to create speeches by only one cognitive ability, construction.
Conclusion:
The main difference between cognitive and generative grammar is that generative grammar
offers the individual cognitive ability for language. However, according to cognitive grammar,
individual cognitive ability is unnecessary to describe language. Human language abilities are
formed by cognitive abilities which are well recognised in psychology and other branches of
knowledge. Generative grammar is based on formulas. The characteristics of sentences are
determined by the laws of formulas in this grammar. Cognitive grammar rejects the formulas.
According to this grammar, versatile cognitions take parts to form the construction based on the
relationship of several symbolic spheres. The orator, considering the application of various
elements, and accepting all the mechanisms of construction, forms a speech. Depending on this
basic theory, cognitive grammar tries to make a word order of a particular language. The more the
word orders are expressed, the more the descriptive adequacy of cognitive grammar increases. If the
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AGPE The Royal Gondwana Research Journal of History, Science, Economic, Political and Social science
15
The process of cognitive Grammar
recommended theory fails to explain any statement, grammarians propose necessary corrections and
modifications.
References:
1) Atkinson, Quentin D. "Phonemic diversity supports a serial founder effect model of
language expansion from Africa." Science 332.6027 (2011): 346-349.
2) Berwick, Robert C., and Noam Chomsky. "The biolinguistic program: The current state of
its development." The biolinguistic enterprise: New perspectives on the evolution and nature
of the human language faculty (2011): 19-41.
3) Croft, William, and D. Alan Cruse. Cognitive linguistics. Cambridge University Press, 2004.
4) Evans, Vyvyan. Cognitive linguistics. Edinburgh University Press, 2006.
5) Hamawand, Zeki. Morphology in English: Word formation in cognitive grammar.
Bloomsbury Publishing, 2011.
6) Langacker, Ronald W. "Cognitive Grammar-A Basic Introduction-: Oxford University
Press." New York (2008).