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Making Meaning through Prepositions:A Model for Teacher Trainees

Language and Semiotic Studies 2020年第4期6卷 85-102页

作者： ghsoon reda Sohar University Oman

This paper proposes a cognitive-semiotic model for teaching English prepositions within teacher training *** model is presented as a three-session grammar module that involves 1)creating an environment for the learners to see prepositional polysemy as multiple ways of viewing Trajector(TR)-Landmark(LM)spatial configurations(Tyler&Evans,2003,2005)and 2)guiding them to make meaning through prepositions in the context of Radden and Dirven’s(2007)event *** is a simplex to complex inventory of constructions for talking about world events(*** material,psychological and force-dynamic world events)that can be presented as manipulations of a basic TR-LM spatial *** a module is useful for native and non-native English teacher trainees alike considering that it allows for covering prepositional polysemy and use in a systematically graded manner,a manner that may help teacher trainees to learn to prepare conceptually-linked,graded materials for teaching prepositions to EFL(English as a foreign language)learners.

关键词： cognitive grammar Conceptual Metaphor Theory event schemas event settings prepositional meaning semantic roles

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Ferdinand de Saussure in the Era of Cognitive Linguistics

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Language and Semiotic Studies 2016年第2期2卷 89-100页

作者： ghsoon reda Yanbu University College Saudi Arabia

Ferdinand de Saussure's thoughts on language came to light in 1916 with the publication of Cours de linguistique générale by his students. A hundred years on, the infl uence of his thoughts on modern linguistics is still being pinpointed. This paper reviews Saussure's influence on the cognitive approaches to meaning and grammar. The main objective is to demonstrate how Saussure planted the seeds of Cognitive Linguistics through his semiotic model of the "linguistic sign"(a sound-concept pairing) and how the influence of this model is growing in the era of Cognitive Linguistics. The study demonstrates that Saussure has had a greater impact on modern linguistics than pointed out in the literature, considering that his thought on language underlies cognitive linguistics theories which can be described as representing a return to the pre-Saussurean notion of the non-arbitrariness of the linguistic sign.

关键词： Cognitive Grammar Cognitive Semantics Conceptual Blending Theory Conceptual Metaphor Theory linguistic category linguistic sign Prototype Theory

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维普期刊数据库

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Teaching Syntactic Relations:A Cognitive Semiotic Perspective

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Language and Semiotic Studies 2017年第2期3卷 1-21页

作者： ghsoon reda Yanbu University College

This paper suggests a theoretical model for teaching syntactic relations to foreign students of English Linguistics using insights from Cognitive Grammar as developed in Langacker(e.g.1987,1991,1999) and elaborated on in Radden and Dirven(2007). The model deals with syntactic relations as participants in a prototypically structured network of events, radiating out from the experiential action chain schema(a skeletal concept of force dynamics involved in the interaction between entities)(see Langacker, 1999). This involves dealing with syntactic relations as meaning-making tools that collaborate with the verb in a regular manner manipulating the prototypical schema. The aim is to draw attention to the need to add a cognitive semiotic dimension to the teaching of sentence structure. Such a dimension exposes learners to the cognitive factors behind grammatical meaning making and may, therefore, result in a better understanding of language structure and use on the part of learners who can become English language teachers.

关键词： action chain schema Cognitive Grammar figure-ground perception event schemas syntactic relations

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