Learning objectives
At the end of the module, students will have acquired knowledge related to the field of Cognitive Linguistics
KNOWLEDGE AND UNDERSTANDING
- Knowing the basic theoretical assumptions of Cognitive Linguistics
- Knowing the relationship of Cognitive Linguistics with othe paradigms of Linguistics (such as generativism, structuralism, linguistic typology, etc.)
- Understanding the principles of Conceptual Metaphor Theory and Cognitive Grammar, the two areas of Cognitive Linguistics discussed in this module.
APPLYING KNOWLEDGE AND UNDERSTANDING
- Identifying key concepts of the Cognitive Linguistics paradigm and mastering theoretical texts presented in the module or selected by students themselves.
- Applying the principles and models of Cognitive Linguistics to the analysis of usage-based language and grammar, especially as concerns English.
- Applying the principles and models of Cognitive Linguistics (and Gramamr) to the Teaching of EFL (English as a Foreign Language).
MAKING JUDGEMENTS
- Forming an autonomous judgements about the Cognitive Linguistics paradigm and its validity in the analysis of languages.
- Discussing with peers the pertinenece of the models of Cognitive Linguistics in the analysis of language and grammar.
- Discussing with peers the advantages and disadvantages of the application of the Cognitive Lingusitcs paradigm to the teaching of language and grammar.
COMMUNICATION SKILLS
- Presenting one's personal opinions and ideas clearly and effectively.
- Supporting one's opinion on the basis of the assumptions of General and Cognitive Linguistics.
- Presenting topics of English grammar comprehensibly to peers and also to non-specialists.
LEARNING SKILLS
- Analysing linguistic data, especially as concerns English.
- Developing reflection skills in the field of Linguistics.
- Developing learning skills to carry out advanced studies (third cycle).
Prerequisites
The course will require some background in the field of General Linguistics and advanced skills of English language and grammar.
Course unit content
The module will provide an overview of Cognitive Linguistics and its link to Second Language Education.
The module can be ideally divided into three parts. The first part will be dedicated to the presentation of the cognitive paradigm (its history and its relationship with othe linguistic paradigms). The second part will be devoted to the basic assumptions of Conceptual Metaphor Theory (Lakoff, Johnson, 1980), whereas the third one to Cognitive Grammar (Langacker, 1987, 1991) and to its possible applications in the field of Foreign Language Teaching.
Bibliography
Attending students are required to study the following materials:
A) Geeraerts, D. (ed.)(2006) Cognitive Linguistics: Basic Readings, Mouton De Gruyter. In particular, students are invited to read and study the Introduction (1-28), Chapter 1 - Cognitive Grammar (29-68), Chapter 6 - Conceptual metaphor (185-238), Chapter 7-Image schema (239-268), Chapter 8- Metonymy (269-302), Chapter 12-Usage-based linguistics (439-458).
B) In addition to the textbook, students are required to access and study the following materials::
- Chapter 6. Embodiment and conceptual structure, in Evans, V., Green, M. (2006). Cognitive Linguistics. An Introduction, Routledge, New York, pages 176-191 (until paragraph 6.1.5).
- Chapter 9. Metaphor and metonymy, in Evans, V., Green, M. (2006). Cognitive Linguistics. An Introduction, Routledge, New York, pages 286-327.
- Chapter 8. Metaphor, in Croft, W. Cruse D.A. (2004). Cognitive Linguistics, Cambridge University Press, Cambridge (UK), pages 193-221.
- Radden, G., Dirven , R. (2007). Cognitive English Grammar, John Benjamins, Philadelphia/Amsterdam. In particular, students are invited to read and study Introduction (XI-XIII), Part I (pages 1-60), Part II (pages 61-170), Part III (pages 171-266).
C) One article on language teaching applications provided by the teacher (to be presented in group during the last part of the module).
Non-attending students are required to study the following materials:
A) Geeraerts, D. (ed.)(2006) Cognitive Linguistics: Basic Readings, Mouton De Gruyter. In particular, students are invited to read and study the Introduction (1-28), Chapter 1 - Cognitive Grammar (29-68), Chapter 6 - Conceptual metaphor (185-238), Chapter 7-Image schema (239-268), Chapter 8- Metonymy (269-302), Chapter 12-Usage-based linguistics (439-458).
B) In addition to the textbook, students are required to access and study the following materials::
- Chapter 6. Embodiment and conceptual structure, in Evans, V., Green, M. (2006). Cognitive Linguistics. An Introduction, Routledge, New York, pages 176-191 (until paragraph 6.1.5).
- Chapter 9. Metaphor and metonymy, in Evans, V., Green, M. (2006). Cognitive Linguistics. An Introduction, Routledge, New York, pages 286-327.
- Chapter 8. Metaphor, in Croft, W. Cruse D.A. (2004). Cognitive Linguistics, Cambridge University Press, Cambridge (UK), pages 193-221.
- Radden, G., Dirven , R. (2007). Cognitive English Grammar, John Benjamins, Philadelphia/Amsterdam. In particular, students are invited to read and study Introduction (XI-XIII), Part I (pages 1-60), Part II (pages 61-170), Part III (pages 171-266).
C) Three articles on language teaching applications (the student will have to choose them among the six articles provided by the teacher).
Teaching methods
The module will be based on both lectures and project works. During lectures students will be provided with theoretical key-concepts of Cognitive Linguistics and will be encouraged to debate and express their opinions on the topics discussed. Moreover they will be required to analyse some language teaching materials before lectures.
The last part of the module will be instead devoted to the presentations of the project works (which deal with Second Language Teaching from the perspective of Cognitive Grammar) created cooperatively by students.
Assessment methods and criteria
ASSESSMENT METHODS
For attending students, the assessment is based on:
A) WRITTEN TEST, which focuses on the theoretical concepts of the module.
B) ORAL EXAMINATION, which focuses on the theoretical concepts of the module and on Cognitive English Grammar.
C) PROJECT WORKS, which are presented by students in groups during the last part of the module.
For non-attending students, the assessment is based on:
A) WRITTEN TEST, which focuses on the theoretical concepts of the module.
B) ORAL EXAMINATION, which focus on the theoretical concepts of the module, on Cognitive English Grammar and on the practical applications of the cognitive paradigm on Second Language Teaching (as concerns practical applications, as an alternative students can write an essay on one of the 6 articles. The essay should be no shorter than 12 pages and contain personal comments, tables and diagrams, and should be submitted to the teacher at least 5 days before the oral exam).
ASSESSMENT CRITERIA
For attending students the final mark is the result of the scores obtained as follows: class participation and project works (30%), written test (35%), oral examination (35%).
For non-attending students the final mark is the result of the scores obtained as follows: written test (50%), oral examination (50%).
A fail is determined by a substantial lack of an understanding of the minimum content of the course, the inability to express oneself adequately (orally and/or in writing), by a lack of autonomous preparation, the inability to solve problems related to information retrieval and the decoding of complex texts, as well as an inability to make independent judgments. Moreover, a fail is due to a substantial lack of competence in applying the knowledge acquired.
A pass (18-23/30) is determined by the student’s understanding of the minimum, fundamental contents of the course, an adequate level of autonomous preparation and ability to solve problems related to information retrieval and the decoding of complex texts, as well as an acceptable level of ability in making independent judgments. Moreover, a pass is due to only partial competence in applying the knowledge acquired.
Middle-range scores (24-27/30) are assigned to the student who produces evidence of a more than sufficient level (24-25/30) or good level (2627/30) in the evaluation indicators listed above. Moreover, middle range scores are due to acceptable to good levels of competence in applying the knowledge acquired.
Higher scores (from 28/30 to 30/30 cum laude) are awarded on the basis of the student’s demonstration of a very good or excellent level in the evaluation indicators listed above. Moreover, higher scores are due to very good to excellent levels of competence in applying the knowledge acquired.
