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ENGE3630 Language, Cognition, and Education

Course Outline 1. Course overview

This course presents insights from cognitive linguistics (CL) with respect to grammar and their potential relevance to second and foreign language learning and teaching. Cognitive linguists understand the language that we encounter every day as input from which we draw inferences about form-meaning relationships, typical patterns, and schemata. The course addresses core concepts in this area of study including: prototype, categorization, image schema, figure and ground, metaphor, metonymy, embodied cognition, and polysemy. The course discusses how cognitive linguists design pedagogical methods and stimulate learners to explore the deeper meanings of grammatical forms.

The course consists of two modules: Module I introduces the basic assumptions and key theoretical concepts in cognitive linguistics, equipping students with the knowledge and lexicon to engage in scholarly discussion in the discipline; Module II introduces issues related to universality and language typology from a cognitive semantics perspective. We will explore how speakers of different languages perceive basic concepts such as time, space, and motion, and how these perceptions shape their languages. Meanwhile, we will also discuss how cognitive linguistics has been applied in second language teaching and learning.

2. Learning outcomes

By the end of the course, a successful student should be able to: Demonstrate an understanding of the main theoretical assumptions, objectives,

theories and methodologies employed in cognitive linguistics. Implement their knowledge of cognitive approaches to language in the analysis of

natural language data. Demonstrate an ability to critically evaluate cognitive theories against one another,

and against formal approaches develop knowledge about the pedagogical methods that cognitive linguists propose

and apply to grammar learning

3. Required textbooks

Evans, V. & Green, M. (2006). Cognitive linguistics: An introduction. Edinburgh:

Edinburgh University Press. [Electronic book available for download at the BBoard] Other required readings will be made available on the Course Blackboard.

4. Assessment scheme

Task nature Weight Attendance and participation 10% Tutorial presentation 15% Term paper 40% Final exam 35%

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a. Attendance and participation (10% of the total course grade)

Students are expected to attend class and tutorials and participate in the learning activities conducted in lectures and tutorials.

b. Tutorial presentation (15% of the total course grade) Students find a partner in the tutorial and give a pair presentation during tutorial. The instructor announces two prompt questions at least one week ahead. Students choose one question and prepare for a 15-minute presentation. At the end of the presentation, students prepare one or two discussion questions for further discussion among peers (5 minutes). The presentations are graded by the tutor (70%) and peers (30%).

c. Reflection paper (40% of the total course grade)

The term paper of this course is a 6-8 pages reflection paper. In this paper, students describe how cognitive linguistics allows them to generate new understandings about the English language or any other language(s) that they use. Students select one of the core concepts that are introduced in the course (such as conceptual metaphor) and explain how this concept allows them to come to a new understanding of language or human cognition. Students should start with describing in-depth the nature of the concept, and how it relates to language and human cognition in general. It is required for you to research the primary literature on your topic, seeing how cognitive linguists in the field have proposed to account for the concept. What follows is that students need to identify linguistic examples to illustrate your exposition of the concept. Use examples selected from the textbook, and if possible, from language materials of daily exposure (oral language, written language such as newspaper, documents, street signs, etc.). Reflection involving languages other than English (e.g., Cantonese, Mandarin, Japanese, Korean, etc.) requires a higher level of critical thinking skills and hence is highly encouraged. Provide English translation when necessary. Students may use the following questions to guide your brainstorming process: (a) What are the concepts that are entirely new to me? Which concept fascinates me

most? Why does it fascinate me most? How the CL accounts of the concept are different from (or better than) traditional grammar or semantic accounts?

(b) Is the concept uniquely applicable in only one language such as English? Can the concept be used to explain phenomena in other languages? If yes, can I think about examples from the languages that I know of?

(c) How does the concept advance my knowledge about language and human cognition? (a) How can the concept be possibly adopted by L2 teachers to better second language

teaching and learning?

Some generalities of the reflection paper are listed as follows: Length: 6 to 8 pages (excluding references) Format: Double-spaced with words typed, four side margins 2.54cm Font: Size 12, Times or Times New Roman

d. Final exam (35% of the total course grade)

Students are expected to demonstrate knowledge of the major information introduced in lectures. The test is composed of fill-in-blanks, multiple-choice questions, and short-answer essay questions.

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5. Lectures: Weekly schedule Week Topic Reading Week 1 Sep-9

Introduction and course organization Language and cognition: An introduction

Evans & Green, Ch.1, pp. 5-22

Week 2 Sep-16

What is cognitive linguistics: assumptions and commitments

Evans & Green, Ch.2, pp. 27-50

Week 3 Sep-23

Cognitive Semantics Evans & Green, Ch.5, pp.156-173

Week 4 Sep-30

Embodiment Evans & Green, Ch.6, pp. 176-201

Week 5 Oct-7

Categorization Evans & Green, Ch.8, pp. 248-269

Week 6 Oct-14

Metaphor Evans & Green, Ch.9, pp. 286-307

Week 7 Oct-21

No Class. Chung Yeung Festival.

Week 8 Oct-28

Metonymy Evans & Green, Ch.9, pp. 310-322

Week 9 Nov-4

Polysemy Evans & Green, Ch.10, pp. 328-356

Week 10 Nov-11

Language, culture, and cognition: An introduction

Dirven & Verspoor, Ch. 6, pp. 127-148

Week 11 Nov-18

Language, culture, and conceptions of time

Boroditsky (2001)

Week 12 Nov-25

Language, culture, and conceptions of space and motion

Slobin (2004)

Week 13 Dec-2

Cognitive linguistics and second language instruction

Tyler (2008)

6. Tutorials: Weekly Schedule

Week Topic Week 4

CL: Assumptions and commitments Cognitive semantics

Week 6

Embodiment Categorization

Week 9

Metaphor Metonymy

Week 11 Polysemy Language, culture, and meaning

Week 13 Language, culture, and conceptions of time Language, culture, and conceptions of space and motion

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7. Contact details for teacher(s) or TA(s)

Professor/Lecturer/Instructor: Name: Professor Helen Zhao Office Location: Fung King Hey Building 312 Telephone: 3943-5719 Email: helenz@cuhk.edu.hk

Teaching Assistants Names: Ivy Wong Office Location: Fung King Hey 3rd floor Email: iwong0515@gmail.com

8. Additional recommended readings

Cognitive Linguistics: Theoretical Readings Croft, W., & Cruse, D. A. (2004). Cognitive linguistics. Cambridge: Cambridge University

Press. Evans, V., & Green, M. (2006). Cognitive linguistics: An introduction. Edinburgh: Edinburgh

University Press. Geeraerts, D., & Cuyckens, H. (2007). The oxford handbook of cognitive linguistics. Oxford;

New York: OUP. Lee, D. (2002). Cognitive linguistics: An introduction. New York: Oxford University Press.

Cognitive Linguistics: Applied Readings Archard, M. & Niemeier, S. (2004). Cognitive linguistics, second language acquisition, and

foreign language teaching. Berlin/New York: Mouton de Gruyter. Boers, F. & Lindstromberg, S. (Eds.) (2008). Applications of cognitive linguistics 6: Cognitive

linguistic approaches to teaching vocabulary and phraseology. Berlin/New York: Mouton de Gruyter.

Eugene H. C. & Palmer, G. B. (2003). Cognitive linguistics and non-Indo-European languages.

Berlin/New York: Mouton de Gruyter. Evans, V. & Chilton, P. (2010). Language, cognition, and space. London/Oakville: Equinox

Publishing. Evans, V. & Pourcel, S. (2009) (Eds.). New directions in cognitive linguistics. Amsterdam /

Philadelphia: John Benjamins. Holme, R. (2009). Cognitive linguistics and language teaching. UK: Palgrave Macmillan. De Knop, S. & Rycker, T. D. (2008). Applications of cognitive linguistics 9: Cognitive

approaches to pedagogical grammar. Berlin/New York: Mouton de Gruyter.

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Littlemore, J. (2009). Applying cognitive linguistics to second language learning and teaching.

UK: Palgrave Macmillan. Littlemore, J. & Juchem-Grundmann, C. (2010). Applied cognitive linguistics in second language

learning and teaching. AILA Review, Volume 23. Amsterdam/Philadephia: John Benjamins.

Littlemore, J. & Low, G. (2006). Figurative thinking and foreign language learning. NY:

Palgrave Macmillan. Ptz, M., Niemeier, S., & Dirven, R. (2001). Applied cognitive linguistics I: Theory and

language acquisition. Berlin/New York: Mouton de Gruyter. Ptz, M., Niemeier, S., & Dirven, R. (2001). Applied cognitive linguistics II: Language

pedagogy. Berlin/New York: Mouton de Gruyter. Robinson, P. & Ellis, N. C. (2008). Handbook of cognitive linguistics and second language

acquisition. New York: Routledge. Sharifian, F. & Palmer, G. B. (2007). Applied cultural linguistics: Implications for second

language learning and intercultural communication. Amsterdam; Philadelphia: John Benjamins.

Tyler, A. (2012) Cognitive linguistics and second language learning: Theoretical basics and

experimental evidence. Routledge. Tyler, A., Kim, Y., & Takada, M. (2008). Language in the context of use: Discourse and

cognitive approaches to language. Berlin/New York: Mouton de Gruyter.

Metaphor and Metonymy Barcelona, A. (2003). Metaphor and metonymy at the crossroads: A cognitive perspective.

Berlin/New York: Mouton de Gruyter. Holme, R. (2004). Mind, metaphor and language teaching. NY: Palgrave Macmillan. Johnson, M. (1987). The body in the mind: The bodily basis of meaning. Chicago: University of

Chicago Press. Kvecses, Z. (2002). Metaphor: A practical introduction. Oxford: Oxford University Press. Lakoff, G. & Johnson, M. (1980). Metaphors we live by. Chicago and London: University of

Chicago Press. Lakoff, G. & Turner, M. (1989). More than cool reason: A field guide to poetic metaphor.

Chicago: University of Chicago Press. Yu, N. (2009). From body to meaning in culture. Amsterdam/Philadelphia: John Benjamins.