Cognitive linguistics: an introduction
Gespeichert in:
| Späterer Titel: | Evans, Vyvyan Cognitive linguistics |
|---|---|
| Hauptverfasser: | , |
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Edinburgh
Edinburgh Univ. Press
2006
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Hier auch später erschienene, unveränderte Nachdrucke |
| Beschreibung: | XXVI, 830 S. Ill., graph. Darst. |
| ISBN: | 9780748618323 0748618325 0748618317 |
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| 100 | 1 | |a Evans, Vyvyan |d 1968- |e Verfasser |0 (DE-588)140371907 |4 aut | |
| 245 | 1 | 0 | |a Cognitive linguistics |b an introduction |c Vyvyan Evans and Melanie Green |
| 264 | 1 | |a Edinburgh |b Edinburgh Univ. Press |c 2006 | |
| 300 | |a XXVI, 830 S. |b Ill., graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
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| 500 | |a Hier auch später erschienene, unveränderte Nachdrucke | ||
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| 785 | 0 | 0 | |i Gefolgt von |a Evans, Vyvyan |t Cognitive linguistics |c a complete guide |d Edinburgh : Edinburgh University Press, 2019 |z 978-1-4744-0522-5 |z 978-1-4744-0521-8 |w (DE-604)BV043452066 |
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Datensatz im Suchindex
| _version_ | 1804135054645919744 |
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| adam_text | Contents
Preface
xix
Acknowledgements xxiii
Abbreviations, symbols and transcription
xxv
Part I Overview of the Cognitive Linguistics Enterprise
Introduction
3
1
What does it mean to know a language?
5
1.1
What is language for?
6
1.1.1
The symbolic function of language
6
1.1.2
The interactive function of language
9
1.2
The systematic structure of language
11
1.2.1
Evidence for a system
12
1.2.2
The systematic structure of thought
14
1.3
What do linguists do?
15
1.3.1
What?
15
1.3.2
Why?
16
1.3.3
How?
16
1.3.4
Speaker intuitions
16
1.3.5
Converging evidence
17
1.4
What it means to know a language
18
1.5
Summary
20
Further reading
22
Exercises
23
COGNITIVE LINGUISTICS:
AN INTRODUCTION
2
The
nature
of cognitive
linguistics: assumptions and
commitments
27
2.1
Two key commitments
27
2.1.1
The Generalisation Commitment
28
2.1.2
The Cognitive Commitment
40
2.2
The embodied mind
44
2.2.1
Embodied experience
45
2.2.2
Embodied cognition
46
2.2.3
Experiential realism
47
2.3
Cognitive semantics and cognitive approaches to grammar
48
2.4
Summary
50
Further reading
50
Exercises
52
3
Universais
and variation in language, thought and
experience
54
3.1
Universais
in thought and language
55
3.1.1
Typol ogical
universais
57
3.1.2 Universals in
formal linguistics
60
3.1.3
Uni versais
in cognitive linguistics
63
3.2
Cross-linguistic patterns in semantic systems
68
3.2.1
Patterns in the conceptualisation of space
68
3.2.2
Patterns in the conceptualisation of time
75
3.3
Cross-linguistic variation in semantic systems
87
3.3.1
Variation in the conceptualisation of space
87
3.3.2
Variation in the conceptualisation of time
92
3.4
Linguistic relativity and cognitive linguistics
95
3.4.1
Whorf and the Linguistic Relativity Principle
96
3.4.2
Language as a shaper of thought
98
3.4.3
The cognitive linguistics position
101
3.5
Summary
101
Further reading
102
Exercises
105
4
Language in use: knowledge of language, language change
and language acquisition
108
4.1
Language in use
109
4.1.1
A usage event
109
4.1.2
The relationship between usage and linguistic
structure 111
4.1.3
Comprehension and production
112
4.1.4
Context
112
vi
CONTENTS
4.1.5
Frequency
114
4.2
Cognitive Grammar
114
4.2.1
Abstraction,
schématisation
and language use
115
4.2.2 Schemas
and their instantiations
115
4.2.3
Partial sanction
116
4.2.4
The non-reductive nature of
schemas
117
4.2.5
Frequency in schema formation
118
4.3
A usage-based approach to language change
120
4.3.1
Historical linguistics and language change
121
4.3.2
The Utterance Selection Theory of language
change
123
4.3.3
The Generalised Theory of Selection and the
Theory of Utterance Selection
125
4.3.4
Causal mechanisms for language change
127
4.4
The usage-based approach to language acquisition
133
4.4.1
Empirical findings in language acquisition
134
4.4.2
The cognitive view:
socio-cognitive
mechanisms
in language acquisition
136
4.4.3
Comparing the generative view of language
acquisition
140
4.5
Summary
146
Further reading
147
Exercises
148
Part II Cognitive Semantics
Introduction
153
5
What is cognitive semantics?
156
5.1
Guiding principles
157
5.1.1
Conceptual structure is embodied
157
5.1.2
Semantic structure is conceptual structure
158
5.1.3
Meaning representation is encyclopaedic
160
5.1.4
Meaning construction is conceptualisation
162
5.2
Phenomena investigated within cognitive semantics
163
5.2.1
The bodily basis of meaning
163
5.2.2
Conceptual structure
165
5.2.3
Encyclopaedic semantics
166
5.2.4
Mappings
167
5.2.5
Categorisation
168
5.2.6
Word meaning and polysemy
169
5.3
Methodology
170
5.4
Some comparisons with formal approaches to semantics
171
vii
COGNITIVE LINGUISTICS: AN INTRODUCTION
5.5
Summary
172
Further reading
173
Exercises
174
6
Embodiment and conceptual structure
176
6.1
Image
schemas
177
6.1.1
What is an image schema?
178
6.1.2
Properties of image
schemas
179
6.1.3
Image
schemas
and linguistic meaning
189
6.1.4
A provisional list of image
schemas
190
6.1.5
Image
schemas
and abstract thought
190
6.2
Conceptual structure
191
6.2.1
Semantic structure
192
6.2.2
Schematic systems
194
6.3
Summary
201
Further reading
201
Exercises
202
7
The encyclopaedic view of meaning
206
7.1
Dictionaries versus encylopaedias
207
7.1.1
The dictionary view
207
7.1.2
Problems with the dictionary view
210
7.1.3
Word meaning versus sentence meaning
213
7.1.4
The encyclopaedic view
215
7.2
Frame semantics
222
7.2.1
What is a semantic frame?
222
7.2.2
Frames in cognitive psychology
222
7.2.3
The commercial event frame
225
7.2.4
Speech event frames
228
7.2.5
Consequences of adopting a frame-based model
229
7.3
The theory of domains
230
7.3.1
What is a domain?
230
7.3.2
Basic, image-schematic and abstract domains
232
7.3.3
Other characteristics of domains
235
7.3.4
Profile/base organisation
236
7.3.5
Active zones
238
7.4
The perceptual basis of knowledge representation
240
7.5
Summary
243
Further reading
244
Exercises
245
viii
CONTENTS
8
Categorisation and idealised cognitive models
248
8.1
Categorisation and cognitive semantics
249
8.1.1
The classical theory
251
8.1.2
The definitional problem
252
8.
Î
.3
The problem of conceptual fuzziness
253
8.1.4
The problem of prototypicality
254
8.1.5
Further problems
254
8.2
Prototype theory
255
8.2.1
Principles of categorisation
255
8.2.2
The categorisation system
256
8.2.3
The vertical dimension
256
8.2.4
The horizontal dimension
264
8.2.5
Problems with prototype theory
268
8.3
The theory of idealised cognitive models
269
8.3.1
Sources of typicality effects
270
8.3.2
Radial categories as a further source of typicality
effects
275
8.3.3
Addressing the problems with prototype theory
278
8.4
The structure of ICMs
279
8.5
Summary
281
Further reading
282
Exercises
283
9
Metaphor and metonymy
286
9.1
Literal versus figurative language
287
9.1.1
Literal and figurative language as complex concepts
287
9.1.2
Can the distinction be maintained?
289
9.2
What is metaphor?
293
9.3
Conceptual Metaphor Theory
296
9.3.1
The unidirectionality of metaphor
296
9.3.2
Motivation for target and source
297
9.3.3
Metaphorical entailments
298
9.3.4
Metaphor systems
299
9.3.5
Metaphors and image
schemas
300
9.3.6
Invariance
301
9.3.7
The conceptual nature of metaphor
303
9.3.8
Hiding and highlighting
303
9.4
Primary Metaphor Theory
304
9.4.1
Primary and compound metaphors
304
9.4.2
Experiential correlation
305
9.4.3
Motivating primary metaphors
306
9.4.4
Distinguishing primary and compound metaphors
307
ix
COGNITIVE
LINGUISTICS: AN INTRODUCTION
9.5
What is metonymy?
310
9.6
Conceptual metonymy
314
9.6.1
Metonymy as an access mechanism
315
9.6.2
Metonymy-producing relationships
316
9.6.3
Vehicles for metonymy
317
9.7
Metaphor-metonymy interaction
318
9.8
Summary
321
Further reading
322
Exercises
325
10
Word meaning and radial categories
328
10.1
Polysemy as a conceptual phenomenon
329
10.2
Words as radial categories
331
10.3
The full-specification approach
333
10.3.1
Image schema transformations
337
10.3.2
Metaphorical extensions
339
10.4
Problems with the full-specification approach
339
10.5
The Principled Polysemy approach
342
10.5.1
Distinguishing between senses
342
10.5.2
Establishing the prototypical sense
344
10.5.3
Illustration of a radial category based on Principled
Polysemy
347
10.5.4
Beyond prepositions
348
10.6
The importance of context for polysemy
352
10.6.1
Usage context: subsenses
353
10.6.2
Sentential context: facets
354
10.6.3
Knowledge context: ways of seeing
355
10.7
Summary
355
Further reading
356
Exercises
359
11
Meaning construction and mental spaces
363
11.1
Sentence meaning in formal semantics
364
11.2
Meaning construction in cognitive semantics
365
11.3
Towards a cognitive theory of meaning construction
368
11.4
The architecture of mental space construction
371
11.4.1
Space builders
371
11.4.2
Elements
371
11.4.3
Properties and relations
372
11.4.4
Mental space lattices
374
11.4.5
Counterparts and connectors
375
11.4.6
The Access Principle
376
CONTENTS
11.4.7
Roles and values
381
11.5
An illustration of mental space construction
382
11.6
The dynamic nature of meaning construction
386
11.6.1
Tense and aspect in English
387
11.6.2
The tense-aspect system in Mental Spaces Theory
389
11.6.3
Epistemic
distance
394
11.7
Summary
396
Further reading
397
Exercises
397
12
Conceptual blending
400
12.1
The origins of Blending Theory
401
12.2
Towards a theory of conceptual integration
403
12.3
The nature of blending
407
12.3.1
The elements of conceptual blending
408
12.3.2
Further linguistic examples
410
12.3.3
Non-linguistic examples
415
12.4
Vital relations and compressions
418
12.4.1
Vital relations
419
12.4.2
A taxonomy of vital relations and their
compressions
420
12.4.3
Disintegration and decompression
425
12.5
A taxonomy of integration networks
426
12.5.1
Simplex networks
426
12.5.2
Mirror networks
426
12.5.3
Single-scope networks
427
12.5.4
Double-scope networks
429
12.6
Multiple blending
431
12.7
Constraining Blending Theory
433
12.8
Comparing Blending Theory with Conceptual Metaphor
Theory
435
12.8.1
Contrasts
435
12.8.2
When is a metaphor not a blend?
437
12.8.3
What Blending Theory adds to Conceptual
Metaphor Theory
437
12.9
Summary
439
Further reading
440
Exercises
441
13
Cognitive semantics in context
445
13.1
Truth-conditional semantics
446
13.1.1
Meaning, truth and reality
446
xi
COGNITIVE
LINGUISTICS: AN INTRODUCTION
13.1.2
Object language versus metalanguage
446
13.1.3
The inconsistency of natural language
447
13.1.4
Sentences and propositions
448
13.1.5
Truth-conditional semantics and the generative
enterprise
449
13.1.6
Compositionality of meaning
450
13.1.7
Translating natural language into a
metalanguage
451
13.1.8
Semantic interpretation and matching
452
13.1.9
Comparison with cognitive semantics
455
13.2
Relevance Theory
459
13.2.1
Ostensive communication
459
13.2.2
Mutual cognitive environment
459
13.2.3
Relevance
460
13.2.4
Explicature and implicature
461
13.2.5
Metaphor
463
13.2.6
Comparison with cognitive semantics
463
13.3
Summary
465
Further reading
466
Exercises
466
Part III Cognitive Approaches to Grammar
Introduction
471
14
What is a cognitive approach to grammar?
475
14.1
Guiding assumptions
476
14.1.1
The symbolic thesis
476
14.1.2
The usage-based thesis
478
14.1.3
The architecture of the model
479
14.2
Distinct cognitive approaches to grammar
480
14.2.1
The Conceptual Structuring System Model
480
14.2.2
Cognitive Grammar
480
14.2.3
Constructional approaches to grammar
481
14.2.4
Cognitive approaches to grammaticalisation
482
14.3
Grammatical terminology
483
14.3.1
Grammar
484
14.3.2
Units of grammar
484
14.3.3
Word classes
486
14.3.4
Syntax
492
14.3.5
Grammatical functions
494
14.3.6
Agreement and case
498
14.4
Characteristics of the cognitive approach to grammar
500
xii
CONTENTS
14.4.1
Grammatical
knowledge: a structured inventory of
symbolic units
501
14.4.2
Features of the closed-class subsystem
502
14.4.3 Schemas
and instances
504
14.4.4
Sanctioning and grammaticality
505
14.5
Summary
506
Further reading
507
Exercises
509
15
The conceptual basis of grammar
512
15.1
The grammatical subsystem: encoding semantic structure
513
15.2
Talmy s Conceptual Structuring System Model
514
15.2.1
The configuration of space and time
515
15.2.2
Conceptual alternativity
516
15.2.3
Schematic systems
517
15.2.4
The Configurational Structure System
518
15.2.5
The Attentional System
526
15.2.6
The
Perspectivai
System
528
15.2.7
The Force-Dynamics System
531
15.3
Langacker s theory of Cognitive Grammar
533
15.3.1
The conceptual basis of word classes
533
15.3.2
Attention
535
15.3.3
Force-dynamics
544
15.4
Categorisation and polysemy in grammar: the network
conception
545
15.5
Summary
548
Further reading
549
Exercises
550
16
Cognitive Grammar: word classes
553
16.1
Word classes: linguistic categorisation
554
16.2
Nominal predications: nouns
556
16.2.1
Bounding
557
16.2.2
Homogeneity versus heterogeneity
559
16.2.3
Expansibility and contractibility versus replicability
559
16.2.4
Abstractions
560
16.3
Nominal versus relational predications
561
16.4
Temporal versus
atemporal
relations
563
16.4.1
Temporal relations: verbs
564
16.4.2
Atemporal
relations
565
16.4.3
Class
schemas
570
16.5
Nominal grounding predications
572
■ ■·
XIII
COGNITIVE
LINGUISTICS: AN INTRODUCTION
16.5.1
Determiners and quantifiers
572
16.5.2
Grounding
575
16.6
Summary
577
Further reading
577
Exercises
578
17
Cognitive Grammar: constructions
581
17.1
Phrase structure
582
17.1.1
Valence
583
17.1.2
Correspondence
584
17.1.3
Profile determinacy
585
17.1.4
Conceptual autonomy versus conceptual
dependence
585
17.1.5
Constituency
588
17.1.6
The prototypical grammatical construction
588
17.2
Word structure
589
17.2.1
Phonological autonomy and dependence
590
17.2.2
Semantic autonomy and dependence
590
17.2.3
Prototypical stems and affixes
591
17.2.4
Composite structure
591
17.2.5
Constructional
schemas
592
17.2.6
Grammatical morphemes and agreement
593
17.3
Clauses
594
17.3.1
Valence at the clause level
595
17.3.2
Grammatical functions and transitivity
601
17.3.3
Case
606
17.3.4
Marked coding: the passive construction
609
17.4
Summary
610
Further reading
611
Exercises
612
18
Cognitive Grammar: tense, aspect, mood and voice
615
18.1
English verbs: form and function
616
18.2
The clausal head
617
18.2.1
The passive construction: [be2 [perf3 [V]]]
620
18.2.2
The progressive construction:
[bej
[-ing [V]]]
621
18.2.3
The perfect construction: [have [perf4 [V]]]
621
18.3
The grounding predication: mood and tense
624
18.3.1
Mood
625
18.3.2
Tense
626
18.3.3
The
epistemic
model
627
18.4
Situation aspect
631
xiv
CONTENTS
18.4.1 Situation
types
631
18.4.2
Perfective and imperfective processes
632
18.4.3
Aspect and the count/mass distinction
634
18.5
Summary
637
Further reading
638
Exercises
638
19
Motivating a construction grammar
641
19.1
Constructions versus words and rules
642
19.2
Exploring idiomatic expressions
643
19.2.1
Typology of idiomatic expressions
643
19.2.2
Case study I: the let alone construction
648
19.2.3
Case study II: the what s X doing
Y
construction
651
19.3
Construction Grammar
653
19.3.1
The Construction Grammar model
653
19.3.2
Construction Grammar: a broadly generative
model
659
19.3.3
Comparing Construction Grammar with
Cognitive Grammar
660
19.4
The Generalisation Commitment
661
19.5
Summary
662
Further reading
662
Exercises
663
20
The architecture of construction grammars
666
20.1
Goldberg s construction grammar
667
20.1.1
Assumptions
667
20.1.2
Advantages of a constructional approach to verb
argument structure
669
20.1.3
The relationship between verbs and
constructions
671
20.1.4
Relationships between constructions
680
20.1.5
Casestudies
684
20.2
Radical Construction Grammar
692
20.2.1
Taxonomy of constructions
693
20.2.2
Emphasis on diversity
693
20.2.3
Five key features of RCG
693
20.3
Embodied Construction Grammar
697
20.3.1
Emphasis on language processing
697
20.3.2
Analysis and simulation
698
20.4
Comparing constructional approaches to grammar
699
20.5
Summary
701
XV
COGNITIVE
LINGUISTICS: AN INTRODUCTION
Further reading
702
Exercises
703
21
Grammati causation
707
21.1
The nature of grammaticalisation
708
21.1.1
Form change
710
21.1.2
Meaning change
712
21.2
Metaphorical extension approaches
714
21.2.1
Case study: object-to-space
718
21.2.2
Case study: space-to-possession
719
21.3
Invited Inferencin
g
Theory
721
21.3.1
Case study: the evolution of must
725
21.4
The sub
j
ectification approach
728
21.4.1
Case study: be going to
730
21.4.2
Case study: the evolution of auxiliaries from verbs
of motion or posture
730
21.5
Comparison of the three approaches: be going to
732
21.6
Summary
733
Further reading
734
Exercises
736
22
Cognitive approaches to grammar in context
741
22.1
Theories of grammar: assumptions, objectives,
methodology
741
22.1.1
Cognitive approaches to grammar
743
22.1.2
Generative approaches to grammar
743
22.1.3
Cognitive versus generative models
752
22.1.4
Functional-typological approaches to grammar
758
22.2
Core issues in grammar: comparing cognitive and
generative accounts
761
22.2.1
Word classes
761
22.2.2
Constituency: heads and dependents
763
22.2.3
The status of tree diagrams
763
22.2.4
Grammatical functions and case
765
22.2.5
The verb string: tense, aspect and mood
767
22.2.6
The passive construction
769
22.3
Summary
771
Further reading
771
Exercises
773
xvi
CONTENTS
Part IV Conclusion
23
Assessing the cognitive linguistics enterprise
777
23.1
Achievements
777
23.2
Remaining challenges
779
23.3
Summary
782
Appendix: Tables and Figures
783
References
792
Index
812
XVII
|
| adam_txt |
Contents
Preface
xix
Acknowledgements xxiii
Abbreviations, symbols and transcription
xxv
Part I Overview of the Cognitive Linguistics Enterprise
Introduction
3
1
What does it mean to know a language?
5
1.1
What is language for?
6
1.1.1
The symbolic function of language
6
1.1.2
The interactive function of language
9
1.2
The systematic structure of language
11
1.2.1
Evidence for a system
12
1.2.2
The systematic structure of thought
14
1.3
What do linguists do?
15
1.3.1
What?
15
1.3.2
Why?
16
1.3.3
How?
16
1.3.4
Speaker intuitions
16
1.3.5
Converging evidence
17
1.4
What it means to know a language
18
1.5
Summary
20
Further reading
22
Exercises
23
COGNITIVE LINGUISTICS:
AN INTRODUCTION
2
The
nature
of cognitive
linguistics: assumptions and
commitments
27
2.1
Two key commitments
27
2.1.1
The'Generalisation Commitment'
28
2.1.2
The'Cognitive Commitment'
40
2.2
The embodied mind
44
2.2.1
Embodied experience
45
2.2.2
Embodied cognition
46
2.2.3
Experiential realism
47
2.3
Cognitive semantics and cognitive approaches to grammar
48
2.4
Summary
50
Further reading
50
Exercises
52
3
Universais
and variation in language, thought and
experience
54
3.1
Universais
in thought and language
55
3.1.1
Typol ogical
universais
57
3.1.2 Universals in
formal linguistics
60
3.1.3
Uni versais
in cognitive linguistics
63
3.2
Cross-linguistic patterns in semantic systems
68
3.2.1
Patterns in the conceptualisation of space
68
3.2.2
Patterns in the conceptualisation of time
75
3.3
Cross-linguistic variation in semantic systems
87
3.3.1
Variation in the conceptualisation of space
87
3.3.2
Variation in the conceptualisation of time
92
3.4
Linguistic relativity and cognitive linguistics
95
3.4.1
Whorf and the Linguistic Relativity Principle
96
3.4.2
Language as a shaper of thought
98
3.4.3
The cognitive linguistics position
101
3.5
Summary
101
Further reading
102
Exercises
105
4
Language in use: knowledge of language, language change
and language acquisition
108
4.1
Language in use
109
4.1.1
A usage event
109
4.1.2
The relationship between usage and linguistic
structure 111
4.1.3
Comprehension and production
112
4.1.4
Context
112
vi
CONTENTS
4.1.5
Frequency
114
4.2
Cognitive Grammar
114
4.2.1
Abstraction,
schématisation
and language use
115
4.2.2 Schemas
and their instantiations
115
4.2.3
Partial sanction
116
4.2.4
The non-reductive nature of
schemas
117
4.2.5
Frequency in schema formation
118
4.3
A usage-based approach to language change
120
4.3.1
Historical linguistics and language change
121
4.3.2
The Utterance Selection Theory of language
change
123
4.3.3
The Generalised Theory of Selection and the
Theory of Utterance Selection
125
4.3.4
Causal mechanisms for language change
127
4.4
The usage-based approach to language acquisition
133
4.4.1
Empirical findings in language acquisition
134
4.4.2
The cognitive view:
socio-cognitive
mechanisms
in language acquisition
136
4.4.3
Comparing the generative view of language
acquisition
140
4.5
Summary
146
Further reading
147
Exercises
148
Part II Cognitive Semantics
Introduction
153
5
What is cognitive semantics?
156
5.1
Guiding principles
157
5.1.1
Conceptual structure is embodied
157
5.1.2
Semantic structure is conceptual structure
158
5.1.3
Meaning representation is encyclopaedic
160
5.1.4
Meaning construction is conceptualisation
162
5.2
Phenomena investigated within cognitive semantics
163
5.2.1
The bodily basis of meaning
163
5.2.2
Conceptual structure
165
5.2.3
Encyclopaedic semantics
166
5.2.4
Mappings
167
5.2.5
Categorisation
168
5.2.6
Word meaning and polysemy
169
5.3
Methodology
170
5.4
Some comparisons with formal approaches to semantics
171
vii
COGNITIVE LINGUISTICS: AN INTRODUCTION
5.5
Summary
172
Further reading
173
Exercises
174
6
Embodiment and conceptual structure
176
6.1
Image
schemas
177
6.1.1
What is an image schema?
178
6.1.2
Properties of image
schemas
179
6.1.3
Image
schemas
and linguistic meaning
189
6.1.4
A provisional list of image
schemas
190
6.1.5
Image
schemas
and abstract thought
190
6.2
Conceptual structure
191
6.2.1
Semantic structure
192
6.2.2
Schematic systems
194
6.3
Summary
201
Further reading
201
Exercises
202
7
The encyclopaedic view of meaning
206
7.1
Dictionaries versus encylopaedias
207
7.1.1
The dictionary view
207
7.1.2
Problems with the dictionary view
210
7.1.3
Word meaning versus sentence meaning
213
7.1.4
The encyclopaedic view
215
7.2
Frame semantics
222
7.2.1
What is a semantic frame?
222
7.2.2
Frames in cognitive psychology
222
7.2.3
The commercial event frame
225
7.2.4
Speech event frames
228
7.2.5
Consequences of adopting a frame-based model
229
7.3
The theory of domains
230
7.3.1
What is a domain?
230
7.3.2
Basic, image-schematic and abstract domains
232
7.3.3
Other characteristics of domains
235
7.3.4
Profile/base organisation
236
7.3.5
Active zones
238
7.4
The perceptual basis of knowledge representation
240
7.5
Summary
243
Further reading
244
Exercises
245
viii
CONTENTS
8
Categorisation and idealised cognitive models
248
8.1
Categorisation and cognitive semantics
249
8.1.1
The classical theory
251
8.1.2
The definitional problem
252
8.
Î
.3
The problem of conceptual fuzziness
253
8.1.4
The problem of prototypicality
254
8.1.5
Further problems
254
8.2
Prototype theory
255
8.2.1
Principles of categorisation
255
8.2.2
The categorisation system
256
8.2.3
The vertical dimension
256
8.2.4
The horizontal dimension
264
8.2.5
Problems with prototype theory
268
8.3
The theory of idealised cognitive models
269
8.3.1
Sources of typicality effects
270
8.3.2
Radial categories as a further source of typicality
effects
275
8.3.3
Addressing the problems with prototype theory
278
8.4
The structure of ICMs
279
8.5
Summary
281
Further reading
282
Exercises
283
9
Metaphor and metonymy
286
9.1
Literal versus figurative language
287
9.1.1
Literal and figurative language as complex concepts
287
9.1.2
Can the distinction be maintained?
289
9.2
What is metaphor?
293
9.3
Conceptual Metaphor Theory
296
9.3.1
The unidirectionality of metaphor
296
9.3.2
Motivation for target and source
297
9.3.3
Metaphorical entailments
298
9.3.4
Metaphor systems
299
9.3.5
Metaphors and image
schemas
300
9.3.6
Invariance
301
9.3.7
The conceptual nature of metaphor
303
9.3.8
Hiding and highlighting
303
9.4
Primary Metaphor Theory
304
9.4.1
Primary and compound metaphors
304
9.4.2
Experiential correlation
305
9.4.3
Motivating primary metaphors
306
9.4.4
Distinguishing primary and compound metaphors
307
ix
COGNITIVE
LINGUISTICS: AN INTRODUCTION
9.5
What is metonymy?
310
9.6
Conceptual metonymy
314
9.6.1
Metonymy as an access mechanism
315
9.6.2
Metonymy-producing relationships
316
9.6.3
Vehicles for metonymy
317
9.7
Metaphor-metonymy interaction
318
9.8
Summary
321
Further reading
322
Exercises
325
10
Word meaning and radial categories
328
10.1
Polysemy as a conceptual phenomenon
329
10.2
Words as radial categories
331
10.3
The full-specification approach
333
10.3.1
Image schema transformations
337
10.3.2
Metaphorical extensions
339
10.4
Problems with the full-specification approach
339
10.5
The Principled Polysemy approach
342
10.5.1
Distinguishing between senses
342
10.5.2
Establishing the prototypical sense
344
10.5.3
Illustration of a radial category based on Principled
Polysemy
347
10.5.4
Beyond prepositions
348
10.6
The importance of context for polysemy
352
10.6.1
Usage context: subsenses
353
10.6.2
Sentential context: facets
354
10.6.3
Knowledge context: ways of seeing
355
10.7
Summary
355
Further reading
356
Exercises
359
11
Meaning construction and mental spaces
363
11.1
Sentence meaning in formal semantics
364
11.2
Meaning construction in cognitive semantics
365
11.3
Towards a cognitive theory of meaning construction
368
11.4
The architecture of mental space construction
371
11.4.1
Space builders
371
11.4.2
Elements
371
11.4.3
Properties and relations
372
11.4.4
Mental space lattices
374
11.4.5
Counterparts and connectors
375
11.4.6
The Access Principle
376
CONTENTS
11.4.7
Roles and values
381
11.5
An illustration of mental space construction
382
11.6
The dynamic nature of meaning construction
386
11.6.1
Tense and aspect in English
387
11.6.2
The tense-aspect system in Mental Spaces Theory
389
11.6.3
Epistemic
distance
394
11.7
Summary
396
Further reading
397
Exercises
397
12
Conceptual blending
400
12.1
The origins of Blending Theory
401
12.2
Towards a theory of conceptual integration
403
12.3
The nature of blending
407
12.3.1
The elements of conceptual blending
408
12.3.2
Further linguistic examples
410
12.3.3
Non-linguistic examples
415
12.4
Vital relations and compressions
418
12.4.1
Vital relations
419
12.4.2
A taxonomy of vital relations and their
compressions
420
12.4.3
Disintegration and decompression
425
12.5
A taxonomy of integration networks
426
12.5.1
Simplex networks
426
12.5.2
Mirror networks
426
12.5.3
Single-scope networks
427
12.5.4
Double-scope networks
429
12.6
Multiple blending
431
12.7
Constraining Blending Theory
433
12.8
Comparing Blending Theory with Conceptual Metaphor
Theory
435
12.8.1
Contrasts
435
12.8.2
When is a metaphor not a blend?
437
12.8.3
What Blending Theory adds to Conceptual
Metaphor Theory
437
12.9
Summary
439
Further reading
440
Exercises
441
13
Cognitive semantics in context
445
13.1
Truth-conditional semantics
446
13.1.1
Meaning, truth and reality
446
xi
COGNITIVE
LINGUISTICS: AN INTRODUCTION
13.1.2
Object language versus metalanguage
446
13.1.3
The inconsistency of natural language
447
13.1.4
Sentences and propositions
448
13.1.5
Truth-conditional semantics and the generative
enterprise
449
13.1.6
Compositionality of meaning
450
13.1.7
Translating natural language into a
metalanguage
451
13.1.8
Semantic interpretation and matching
452
13.1.9
Comparison with cognitive semantics
455
13.2
Relevance Theory
459
13.2.1
Ostensive communication
459
13.2.2
Mutual cognitive environment
459
13.2.3
Relevance
460
13.2.4
Explicature and implicature
461
13.2.5
Metaphor
463
13.2.6
Comparison with cognitive semantics
463
13.3
Summary
465
Further reading
466
Exercises
466
Part III Cognitive Approaches to Grammar
Introduction
471
14
What is a cognitive approach to grammar?
475
14.1
Guiding assumptions
476
14.1.1
The symbolic thesis
476
14.1.2
The usage-based thesis
478
14.1.3
The architecture of the model
479
14.2
Distinct cognitive approaches to grammar
480
14.2.1
The 'Conceptual Structuring System Model'
480
14.2.2
Cognitive Grammar
480
14.2.3
Constructional approaches to grammar
481
14.2.4
Cognitive approaches to grammaticalisation
482
14.3
Grammatical terminology
483
14.3.1
Grammar
484
14.3.2
Units of grammar
484
14.3.3
Word classes
486
14.3.4
Syntax
492
14.3.5
Grammatical functions
494
14.3.6
Agreement and case
498
14.4
Characteristics of the cognitive approach to grammar
500
xii
CONTENTS
14.4.1
Grammatical
knowledge: a structured inventory of
symbolic units
501
14.4.2
Features of the closed-class subsystem
502
14.4.3 Schemas
and instances
504
14.4.4
Sanctioning and grammaticality
505
14.5
Summary
506
Further reading
507
Exercises
509
15
The conceptual basis of grammar
512
15.1
The grammatical subsystem: encoding semantic structure
513
15.2
Talmy's 'Conceptual Structuring System Model'
514
15.2.1
The configuration of space and time
515
15.2.2
Conceptual alternativity
516
15.2.3
Schematic systems
517
15.2.4
The 'Configurational Structure System'
518
15.2.5
The'Attentional System'
526
15.2.6
The
'Perspectivai
System'
528
15.2.7
The'Force-Dynamics System'
531
15.3
Langacker's theory of Cognitive Grammar
533
15.3.1
The conceptual basis of word classes
533
15.3.2
Attention
535
15.3.3
Force-dynamics
544
15.4
Categorisation and polysemy in grammar: the network
conception
545
15.5
Summary
548
Further reading
549
Exercises
550
16
Cognitive Grammar: word classes
553
16.1
Word classes: linguistic categorisation
554
16.2
Nominal predications: nouns
556
16.2.1
Bounding
557
16.2.2
Homogeneity versus heterogeneity
559
16.2.3
Expansibility and contractibility versus replicability
559
16.2.4
Abstractions
560
16.3
Nominal versus relational predications
561
16.4
Temporal versus
atemporal
relations
563
16.4.1
Temporal relations: verbs
564
16.4.2
Atemporal
relations
565
16.4.3
Class
schemas
570
16.5
Nominal grounding predications
572
■ ■·
XIII
COGNITIVE
LINGUISTICS: AN INTRODUCTION
16.5.1
Determiners and quantifiers
572
16.5.2
Grounding
575
16.6
Summary
577
Further reading
577
Exercises
578
17
Cognitive Grammar: constructions
581
17.1
Phrase structure
582
17.1.1
Valence
583
17.1.2
Correspondence
584
17.1.3
Profile determinacy
585
17.1.4
Conceptual autonomy versus conceptual
dependence
585
17.1.5
Constituency
588
17.1.6
The prototypical grammatical construction
588
17.2
Word structure
589
17.2.1
Phonological autonomy and dependence
590
17.2.2
Semantic autonomy and dependence
590
17.2.3
Prototypical stems and affixes
591
17.2.4
Composite structure
591
17.2.5
Constructional
schemas
592
17.2.6
Grammatical morphemes and agreement
593
17.3
Clauses
594
17.3.1
Valence at the clause level
595
17.3.2
Grammatical functions and transitivity
601
17.3.3
Case
606
17.3.4
Marked coding: the passive construction
609
17.4
Summary
610
Further reading
611
Exercises
612
18
Cognitive Grammar: tense, aspect, mood and voice
615
18.1
English verbs: form and function
616
18.2
The clausal head
617
18.2.1
The passive construction: [be2 [perf3 [V]]]
620
18.2.2
The progressive construction:
[bej
[-ing [V]]]
621
18.2.3
The perfect construction: [have [perf4 [V]]]
621
18.3
The grounding predication: mood and tense
624
18.3.1
Mood
625
18.3.2
Tense
626
18.3.3
The
epistemic
model
627
18.4
Situation aspect
631
xiv
CONTENTS
18.4.1 Situation
types
631
18.4.2
Perfective and imperfective processes
632
18.4.3
Aspect and the count/mass distinction
634
18.5
Summary
637
Further reading
638
Exercises
638
19
Motivating a construction grammar
641
19.1
Constructions versus 'words and rules'
642
19.2
Exploring idiomatic expressions
643
19.2.1
Typology of idiomatic expressions
643
19.2.2
Case study I: the let alone construction
648
19.2.3
Case study II: the what's X doing
Y
construction
651
19.3
Construction Grammar
653
19.3.1
The Construction Grammar model
653
19.3.2
Construction Grammar: a 'broadly generative'
model
659
19.3.3
Comparing Construction Grammar with
Cognitive Grammar
660
19.4
The 'Generalisation Commitment'
661
19.5
Summary
662
Further reading
662
Exercises
663
20
The architecture of construction grammars
666
20.1
Goldberg's construction grammar
667
20.1.1
Assumptions
667
20.1.2
Advantages of a constructional approach to verb
argument structure
669
20.1.3
The relationship between verbs and
constructions
671
20.1.4
Relationships between constructions
680
20.1.5
Casestudies
684
20.2
Radical Construction Grammar
692
20.2.1
Taxonomy of constructions
693
20.2.2
Emphasis on diversity
693
20.2.3
Five key features of RCG
693
20.3
Embodied Construction Grammar
697
20.3.1
Emphasis on language processing
697
20.3.2
Analysis and simulation
698
20.4
Comparing constructional approaches to grammar
699
20.5
Summary
701
XV
COGNITIVE
LINGUISTICS: AN INTRODUCTION
Further reading
702
Exercises
703
21
Grammati causation
707
21.1
The nature of grammaticalisation
708
21.1.1
Form change
710
21.1.2
Meaning change
712
21.2
Metaphorical extension approaches
714
21.2.1
Case study: object-to-space
718
21.2.2
Case study: space-to-possession
719
21.3
Invited Inferencin
g
Theory
721
21.3.1
Case study: the evolution of must
725
21.4
The sub
j
ectification approach
728
21.4.1
Case study: be going to
730
21.4.2
Case study: the evolution of auxiliaries from verbs
of motion or posture
730
21.5
Comparison of the three approaches: be going to
732
21.6
Summary
733
Further reading
734
Exercises
736
22
Cognitive approaches to grammar in context
741
22.1
Theories of grammar: assumptions, objectives,
methodology
741
22.1.1
Cognitive approaches to grammar
743
22.1.2
Generative approaches to grammar
743
22.1.3
Cognitive versus generative models
752
22.1.4
Functional-typological approaches to grammar
758
22.2
Core issues in grammar: comparing cognitive and
generative accounts
761
22.2.1
Word classes
761
22.2.2
Constituency: heads and dependents
763
22.2.3
The status of tree diagrams
763
22.2.4
Grammatical functions and case
765
22.2.5
The verb string: tense, aspect and mood
767
22.2.6
The passive construction
769
22.3
Summary
771
Further reading
771
Exercises
773
xvi
CONTENTS
Part IV Conclusion
23
Assessing the cognitive linguistics enterprise
777
23.1
Achievements
777
23.2
Remaining challenges
779
23.3
Summary
782
Appendix: Tables and Figures
783
References
792
Index
812
XVII |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Evans, Vyvyan 1968- Green, Melanie |
| author_GND | (DE-588)140371907 (DE-588)1146789491 |
| author_facet | Evans, Vyvyan 1968- Green, Melanie |
| author_role | aut aut |
| author_sort | Evans, Vyvyan 1968- |
| author_variant | v e ve m g mg |
| building | Verbundindex |
| bvnumber | BV021273525 |
| callnumber-first | P - Language and Literature |
| callnumber-label | P165 |
| callnumber-raw | P165 |
| callnumber-search | P165 |
| callnumber-sort | P 3165 |
| callnumber-subject | P - Philology and Linguistics |
| classification_rvk | ER 630 ER 720 ER 940 |
| classification_tum | LIN 035f PSY 210f |
| ctrlnum | (OCoLC)62177694 (DE-599)BVBBV021273525 |
| dewey-full | 415 |
| dewey-hundreds | 400 - Language |
| dewey-ones | 415 - Grammar |
| dewey-raw | 415 |
| dewey-search | 415 |
| dewey-sort | 3415 |
| dewey-tens | 410 - Linguistics |
| discipline | Sprachwissenschaft Psychologie Literaturwissenschaft Sprachwissenschaften |
| discipline_str_mv | Sprachwissenschaft Psychologie Literaturwissenschaft Sprachwissenschaften |
| format | Book |
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| genre | (DE-588)4123623-3 Lehrbuch gnd-content |
| genre_facet | Lehrbuch |
| id | DE-604.BV021273525 |
| illustrated | Illustrated |
| index_date | 2024-07-02T13:45:15Z |
| indexdate | 2024-07-09T20:34:24Z |
| institution | BVB |
| isbn | 9780748618323 0748618325 0748618317 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-014594615 |
| oclc_num | 62177694 |
| open_access_boolean | |
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| physical | XXVI, 830 S. Ill., graph. Darst. |
| publishDate | 2006 |
| publishDateSearch | 2006 |
| publishDateSort | 2006 |
| publisher | Edinburgh Univ. Press |
| record_format | marc |
| spelling | Evans, Vyvyan 1968- Verfasser (DE-588)140371907 aut Cognitive linguistics an introduction Vyvyan Evans and Melanie Green Edinburgh Edinburgh Univ. Press 2006 XXVI, 830 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Hier auch später erschienene, unveränderte Nachdrucke Cognitive grammar Kognitive Linguistik (DE-588)4246269-1 gnd rswk-swf (DE-588)4123623-3 Lehrbuch gnd-content Kognitive Linguistik (DE-588)4246269-1 s DE-604 Green, Melanie Verfasser (DE-588)1146789491 aut Äquivalent Mahwah, NJ [u.a.] : Erlbaum, 2006 0-8058-6013-4 0-8058-6014-2 (DE-604)BV040659652 Erscheint auch als Online-Ausgabe 978-0-7486-2650-2 Gefolgt von Evans, Vyvyan Cognitive linguistics a complete guide Edinburgh : Edinburgh University Press, 2019 978-1-4744-0522-5 978-1-4744-0521-8 (DE-604)BV043452066 Digitalisierung UB Bamberg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014594615&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Evans, Vyvyan 1968- Green, Melanie Cognitive linguistics an introduction Cognitive grammar Kognitive Linguistik (DE-588)4246269-1 gnd |
| subject_GND | (DE-588)4246269-1 (DE-588)4123623-3 |
| title | Cognitive linguistics an introduction |
| title_auth | Cognitive linguistics an introduction |
| title_exact_search | Cognitive linguistics an introduction |
| title_exact_search_txtP | Cognitive linguistics an introduction |
| title_full | Cognitive linguistics an introduction Vyvyan Evans and Melanie Green |
| title_fullStr | Cognitive linguistics an introduction Vyvyan Evans and Melanie Green |
| title_full_unstemmed | Cognitive linguistics an introduction Vyvyan Evans and Melanie Green |
| title_new | Evans, Vyvyan Cognitive linguistics |
| title_short | Cognitive linguistics |
| title_sort | cognitive linguistics an introduction |
| title_sub | an introduction |
| topic | Cognitive grammar Kognitive Linguistik (DE-588)4246269-1 gnd |
| topic_facet | Cognitive grammar Kognitive Linguistik Lehrbuch |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014594615&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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