Course title:

Cognitive linguistics

Course code: PSL208
Course status: Obligatory
Course leader: Milena Žic Fuchs
Course instructor:
Language of instruction: English
Total hours: 8S
Form of instruction: Seminar
ECTS credits: 4

Course content by topics:

Theoretical claims within cognitive linguistics do not simply rely on describing and/or explaining linguistic structures, but rather include insights from psychology, anthropology, artificial intelligence, neuroscience and philosophy. This means that linguistic phenomena are examined in their linguistic, cultural and psychological totality. Lingusitic structures are seen as part of the process of conceptualization of the world by speakers of a particular language community. Meaning is therefore seen as a foundation that links and supplements morphology and syntax, while insight into the phenomena of meaning is based on cultural factors and psychological determinants of human conceptual structure. Students will be introduced to the developments and insights brought about by cognitive linguistics, both within linguistics itself and within cognitive science. Special consideration in the course will be awarded to the new way of conceptualizing the notion of ‘category’ that ensued from cognitive linguistics, in terms of both the categories of lexical and grammatical entities. Within this new conceptualization of ‘category’ fundamental terms of cognitive linguistics will be discussed, such as ‘prototype’, ‘schema’ and ‘domain’.

Learning outcomes at course level:

On completing the course in Cognitive linguistics the student will be able to: 1. describe and explain the fundamental theoretical claims of cognitive science; 2. describe and explain the fundamental terms in cognitive linguistics; 3. critically compare approaches inherent in cognitive linguistics to other theoretical approaches; 4. integrate the fundamental traits of cognitive linguistics with the broader context of linguistics; 5. critically evaluate the methodological framework of cognitive linguistics; 6. compare the similarities and differences, especially in relation to the theoretical claims of structuralism

Learning outcomes at programme level:

Reading list:

Obligatory reading: Lakoff, G. (1987): Women, Fire and Dangerous Things, What Categories Reveal about the Mind. Chicago: The University of Chicago Press.; Langacker, R.W. (1987):

Foundations of Cognitive Grammar: Theoretical Prerequisites. Stanford University Press.; Žic Fuchs, M. (1991): Znanje o jeziku i znanje o svijetu. Biblioteka SOL. Zagreb: Filozofski fakultet.; Žic Fuchs, M. (2009) Kognitivna lingvistika i jezične strukture: engleski present perfect, Zagreb: Nakladni zavod Globus; Additional reading: Egli, Pause, Schwarze, Stechow & Wienald (eds.) (1995): Lexical Knowledge and Organization of Language. John Benjamins Publishing Company.; Fauconnier, G. (1999): Mappings in Thought and Language. Cambridge: Cambridge University Press.; Langacker, R.W. (1991): Concept, Image and Symbol, The Cognitive Basis of Grammar.

Mouton de Gruyter.; Langacker, R.W. (1991): Foundations of Cognitive Grammar: Descriptive Application. Stanford University Press.; Langacker, R.W. (2000): Grammar and Conceptualization (Cognitive Linguistics Research). Berlin/New York: Mouton de Gruyter.; Taylor, J.R. (1995) Linguistic Categorization. Prototypes in Lingustic Theory. Oxford: Clarendon Press.; Taylor, J.R. (2002): Cognitive Grammar. Oxford: Oxford University Press.; Wierzbicka, A. (1992): Semantics, Culture and Cognition. Oxford University Press.

Assessment of student achievement: course attendance Quality assurance mechanism: student survey