Cognitive linguistics: an introduction
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| Format: | Book |
| Language: | English |
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Edinburgh
Edinburgh Univ. Press
2007
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| Edition: | Reprint. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | XXVI, 830 S. Ill., graph. Darst. |
| ISBN: | 0748618325 0748618317 |
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| 245 | 1 | 0 | |a Cognitive linguistics |b an introduction |c Vyvyan Evans and Melanie Green |
| 250 | |a Reprint. | ||
| 264 | 1 | |a Edinburgh |b Edinburgh Univ. Press |c 2007 | |
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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
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 Universals and variation in language, thought and
experience 54
3.1 Universals in thought and language 55
3.1.1 Typological universals 57
3.1.2 Universals in formal linguistics 60
3.1.3 Universals 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
4.1.5 Frequency 114
4.2 Cognitive Grammar 114
4.2.1 Abstraction, schematisation 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
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
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
8.1.3 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
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
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
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
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'Perspectival 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
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
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 Case studies 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
Further reading 702
Exercises 703
21 Grammaticalisation 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 Inferencing Theory 721
21.3.1 Case study: the evolution of must 725
21.4 The subjectification 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
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 |
| 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
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 Universals and variation in language, thought and
experience 54
3.1 Universals in thought and language 55
3.1.1 Typological universals 57
3.1.2 Universals in formal linguistics 60
3.1.3 Universals 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
4.1.5 Frequency 114
4.2 Cognitive Grammar 114
4.2.1 Abstraction, schematisation 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
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
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
8.1.3 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
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
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
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
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'Perspectival 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
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
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 Case studies 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
Further reading 702
Exercises 703
21 Grammaticalisation 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 Inferencing Theory 721
21.3.1 Case study: the evolution of must 725
21.4 The subjectification 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
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 |
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| spelling | Evans, Vyvyan 1968- Verfasser (DE-588)140371907 aut Cognitive linguistics an introduction Vyvyan Evans and Melanie Green Reprint. Edinburgh Edinburgh Univ. Press 2007 XXVI, 830 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Kognitive Linguistik (DE-588)4246269-1 gnd rswk-swf (DE-588)4123623-3 Lehrbuch gnd-content Lehrbuch - Kognitive Linguistik Kognitive Linguistik (DE-588)4246269-1 s DE-604 Green, Melanie Verfasser aut HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016688887&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| title | Cognitive linguistics an introduction |
| title_auth | Cognitive linguistics an introduction |
| title_exact_search | Cognitive linguistics an introduction |
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| title_full | Cognitive linguistics an introduction Vyvyan Evans and Melanie Green |
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| title_short | Cognitive linguistics |
| title_sort | cognitive linguistics an introduction |
| title_sub | an introduction |
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