زبان شناسی شناختی

Deploying pragmatic schemas is contingent on the given situational and utilitarian context. This research aims to categorize the pragmatic schemas under the conceptual framework of "death." The research's purview includes narratives that ponder the notion of death within age groups "B" and "C" (+7 & +10). Each narrative is a tangible scenario for eliciting the schema associated with death. Through a blend of descriptive and analytical methods, this study probes the influence of a narrative's contextual backdrop in molding and eliciting the death schema. The study delineates seven pragmemes defining the concept of death: self-annihilation, homicide, thanatophobia, evasion of death, suspended death, mourning, and natural death. Given the inherently abstract and philosophical nature of the concept of "dying," which typically triggers adverse emotional responses, the mode of its communication to a youthful audience has, historically, been a matter of debate. The findings indicate that stories can utilize various pragmatic schemas to generate a secure environment for the assimilation of life's distressing events, like "death." In a pioneering exploration, this document delves into the study of thanatology within children's literature.

The concept of reading literacy is one of the important goals of educational research through which students perceive and understand textbooks during the educational period. Famous linguists and philosophers, Lakoff and Johnson, introduced a linguistic approach to the cognitive sciences with a special emphasis on "meaning" in language from the perspective of conceptual metaphor which is distinct from Chomsky's approach to syntactic study of language. Lakoff and Johnson consider the conceptual metaphors as the most important things to know about the world. Conceptual metaphors mean understanding of an idea or field of abstract concept based on another idea or topic with concrete meaning. Based on the importance of conceptual metaphors in recognizing and understanding the concept of students, this paper has considered the time-oriented conceptual metaphors in the place of fourth grade primary school Persian textbook. Here, the linguistic and philosophical analysis of the concept of metaphor in Persian textbook would be dealt be with the method of concept analysis with Lakoff’s linguistic approach. The results showed that the texts of Persian textbook have a number of conceptual metaphors for education, however, at the activity sections and questions of this textbook, no special instruction has been done in this regard. Therefore, in order to better understand the concepts and recognize the world around the student, it is necessary to consider an appropriate program and approach to "teaching meaning" in the context of conceptual metaphors.

This study aimed at investigating the effect of Cognitive Linguistics (CL) approach on EFL learners’ long-term retention of English modal verbs.

In so doing, this study benefited from a quasi-experimental pre-test posttest control group design. The participants of the study consisted of two intact intermediate EFL classes from private institute in kerman, Iran. They were selected through convenience sampling. For the purpose of data collection, the Quick Placement Test (QPT) and two multiple choice fill-in-the-blank modal verbs tests were used. In the treatment period, while the experimental group was subjected to CL approach, the control group enjoyed traditional mainstream instruction on modal verbs.To analyze the data, descriptive statistics, independent samples t-tests and paired samples t-test were run.

The results of data analysis showed that CL approach has a significant impact on EFL learners’ long-term retention of English modal verbs. The findings have some implications for EFL learners, teachers, and curriculum planners.

It can be concluded that the cognitive linguistics approach is more effective than the traditional method of teaching and memorization of modal verbs in learners. In addition, it has been concluded that the cognitive linguistics approach can significantly help learners to improve the learning of English modal verbs in the long term memory.

This paper is the result of a research with the aim of studying function metaphors in Farsi elementary school textbooks based on cognitive linguistics. The method of this research has been descriptive and qualitative content analysis. The importance of this study was due to the fact that metaphor is considered as one of the abstract concepts of thought and language. Language, as an important tool, can help child's intellectual development more than anything else; so scientific and reasonable method should be provided to teach it. In this study in order to achieve this goal, one of the latest views on the metaphor in cognitive linguistics framework was introduced. This study is geared toward studying the functional metaphors in all six grades Farsi textbooks at the elementary school level. The result showed that all functional metaphors (ontological, structural and orientational) are used in Farsi textbooks of the 2nd to 6th grades and in the 1st grade, only the ontological metaphor is used. Moreover, the ontological metaphor with the 97.4% frequency has the greatest use among the other kinds of functional metaphors. The great use of container metaphor (%51.3) among the other kinds of ontological metaphors (personification, object and substance) is another result of this study. The findings of this study could motivate the use of ontological metaphor in the early stages of education when the students have little information about concepts. Then, little by little, with increase in their cognitive development, the usage of this metaphor would be decreased. Moreover, because “personification” is considered as a tenant of child thought, suitable usage of it, especially in the younger age group, helps students to understand intangible, immaterial, vague and abstract concepts more easily.

Before the advent of cognitive linguistics، metaphor was thought to be a characteristic of literary language especially poetry، with little relevance to other language features. However، cognitive approaches to metaphor have strongly rejected this traditional view and have suggested that thought and action are structured by metaphors. They suggest that metaphors، affect systems of knowledge and belief pervasively and fundamentally. According to Lakoff، metaphor is primarily conceptual and part of the ordinary system of thought. As he maintains، metaphor is not any particular word or expression but is the ontological mapping across conceptual domains; not just a matter of language، but of thought and reason. Based on Lakoff’s theory of metaphor، the present study attempted to examine 10 story books written by different writers and to observe the kinds and the frequency with which metaphors were employed. The results showed that among the metaphors presented by Lakoff، personification was the one mostly utilized in these books. Also، the study signified that the metaphors were in conformity with the stages of cognitive development suggested by Piaget. Additionally، as the findings of the study revealed، the metaphors used in these books contributed to the understanding of subjective and incomprehensive concepts like trust، royalty، pride، and friendship by children.