Cognitive Linguistics:

Word Grammar &

Language Network

Malihee Mahmoudi

MEd TESL

University of Malaya

This paper is presented in partial fulfillment of

the requirements for the course

General Linguistics for TESL

Faculty of Education

University of Malaya

Dr. Jessie Grace U. Rubrico, Facilitator

PBGS 6304, Semester 2, AY 2009-2010

April 2010

Paper Design

Approach

Theory of Language

Theory of Learning

Design

Word Grammar as Network

Theory of Language

Theory of

Language

Widdowson 1978

linguistic system

Chomsky

Linguistic theory

1965

Approach

Theory of Learning

Some elements in CLT practices that underpin a learning

theory:

Communication principle: Activities involving real

communication can promote learning.

Task principle: activities which use language for

performing meaningful tasks can promote learning.

Meaningfulness principle: language meaningful to

students enhances the learning process.

Characteristics of communicative view of Language

Language is a system for expression of meaning

Primary function of language is to allow communication

Structure of language reflects its functional & communicative uses

Unit of Language is not only grammatical and structural features

CLT practices refer to special conditions needed to promote

second language learning rather than language acquisition

processes. Moreover, learners should be engaged in

meaningful and authentic language use not merely

mechanical practice of patterns in language (Littlewood

1981; Johnson 1982).

Littlewood (1984) and Johnson (1984) represent an

alternative theory which is compatible with CLT- a skill –

learning model of language learning.

This theory involves both cognitive and behavioral aspects

that describe acquisition of competence in a language as an

example of skill development.

ObjectivesPiepho 1981 discussed following level of Objectives

With regard to learners’ communicative needs

Language as means of expression1

Language as a semiotic system& object of learning2

Language as a means of expressing values

and judgment about oneself and others.3

Remedial learning based on error analysis4

Language learning within school curriculum5

Syllabus

Communicative

syllabus types

Yalden’s

classification

(1983)

Functional-notional

Task-based

Interaction & Learner-generated

According to Littlewood ( 1981)

Comparing

pictures

Complete

a map

Draw

a shape

Discussion

sessions

Dialogues

&

Role playsskits Debates

Functional

communicational

activities

Social

Interaction

activities

Learning Techniques&

Activities

Procedure in CLT

Teacher introduces a dialogue

& asks student to role play, as a

pair work

Teacher in matching game

Indirectly adds S to verbs to

refer to singular 3rd person

In group work students

solve a grammar exercise

Teacher introduces

a new topic about job &

motivates them to discuss

Teacher asks about any

words related to jobs, &

plays vocabulary games

with students

Watch a video to apply ADJ in

real World related to jobs

Why CLT Collaborative work, information-based tasks and

tasks which involves students in negotiation with

taking risks are emphasized.

SLA Theory

Communicative Approach

Approach to LL

Social InteractionLanguage View

CommunicativeSchool of Thought:

Constructivists

Theme for teaching

Designed for Intermediate-level learners

CommunicativeMethodology

Lesson Theme:

Jobs & word of Praise

Topic-driven Syllabus

Learning Techniques

Complete a diagram, sorting, game & jigsaw exercises1

2

3

4

5

Class Discussion about real world topic (jobs)

Grammar in communicative contexts with matching exercise

Dialogue & Role play

Fun speaking activity after watching a video

Students are able to…at the end of lesson

Writing about

different jobs in

their family

Grammar: using

simple present

tense

Increase power

of guessing in

dealing with

new words

Learn different

vocabulary in

words for

praise Listening for

key words

Speaking:describing

jobs & workplaces

Objectives

Support teaching with Cognitive Linguistics

Go beyond functional

Explanation ofLinguistics

form

LanguageCommunication

cognition

CL

ON

THE

PLUS

SIDE

Language learnedFrom Usage & basic

unit of language representation are

CostructionForm-meaning

Mapping in child L1Leaner & adult L2

Lrarner

Explain languageInterfaces with

Conceptual structure as this

established during Child L1

& change during Adult L2

Language Learning

La

ng

ua

ge n

etwo

rk

Hudsons’Word Grammar

WG

Grammar & vocabulary follow very similar pattern

in acquisition

Meanings are embedded in culture

Language is based on usage

Language is (symbolic) network

Language is just knowlege

Brief History

of WG

Language is network

Knowledge is Network too

WG Theories

• early 1980s - Hudson first used WG (Hudson 1984);

basically, a theory of grammar where words played a

significant role -the only units of syntax; the largest

units of morphology.

• has developed around three decades by borrowing

ideas from a selection of other theories of language

structure (e.g., Systemic Functional Grammar,

Generative Grammar, artificial intelligence,

psycholinguistics and sociolinguistics).

WG and combination of 3 Super-Lexicons

• Language is a cognitive network of 3 units:

form, words and sounds.

(Hudson;1984; Goldberg, 1995: Langacker, 2000).

• no ‘rules’ but there are plenty ‘of generalization’.

• WG ‘isa’ relation; e.g. CAT isa Noun, This relation carries the

basic logic of generalization called ‘ inheritance,’

Through the Teaching Procedure in a Linguistic way

Source: Richards, Hall and Proctor (2005, page 8)

Vocabulary is a network (Noun category)

is a is a

Noun

Fisherman Fish ?

? ?

Network neighbors

Vocabulary is a network

is a is a

Noun

Fisherman Fish Sea

Boat

Beach

Net

River

Sea-animals

animals

Vocabulary is a network

is a is a

Noun

Lumberjack ? ?

? ?

?

Vocabulary is a network

is a is a

Noun

Lumberjack

Tree jungle

saw

hammer

wood

lorry

woodcutter

Vocabulary is a network

is a is a

Noun

Dancer Dance ?

? ?

Network neighbor

Vocabulary is a network

is a is a

Noun

Dancer Dance music

ballade

Audience

Dance studio

Cds

Show room

Source: Richards, Hall and Proctor (2005, page 8)

Source: Richards, Hall and Proctor (2005, page 9)

word

Singular Verb

s

f

stem

S-variantWord-form

Grammar is network ( Verb category)

word

works

s

Work

stem

S-variantWord-form

Grammar is network

word

builds

s

Build

stem

S-variantWord-form

Grammar is network

Morphology of Plural Nouns

Verb Sara

cooks motherW‘

Noun

Subject

Before

Subject

Before

Inheritance & Generalization

Syntax in Network

Verb Doctor

cares nurse

Noun

Subject

Before

Subject

Before

Source: Richards, Hall and Proctor (2005, page 9)

Source: Richards, Hall and Proctor (2005, page 9)

Adjective

?

? ?

great

Dancer

Dependent

Adj network,

ADJ Category

Adjective

terrific

wonderful fantastic

great

Dancer

Dependent

ADJ Category

Adjective

outstanding

marvelous super

excellent

Photographer

Dependent

ADJ Category

Watch a video to practice these

Adjective neighbors

Jason: Look at that!

Andrea: Great!

Jason: Look at that!

Andrea: Sensational!

Great, sensational!

Jason: What do you think of that?

Andrea: Amazing!

Amazing!

Jason: What do you think of that?

Andrea: Terrific! Amazing

Jason: Look over here. What do you think of them?

Andrea: They're wonderful!

Source: Lefferts, George (1991), Episode 17, Act 3.

Jason: Oooh, look at them!

Andrea: All right!

They're fabulous!

Wonderful, fabulous!

Jason: Check this out. What do you think of him?

Andrea; He's marvelous!

Jason: Ooh! Listen to that!

Andrea: Wow! He's incredible!

Marvelous, incredible!

Jason: Look at him!

Andrea: He's fantastic!

Jason: Look at him!

Andrea: He's super!

Jason and Andrea: Fantastic, super!

Great!

Sensational!

Amazing!

Terrific!

Fantastic!

Super!

Wonderful!

Fabulous!

Marvelous!

Incredible!

OUTSTANDING!

Source: Lefferts, George (1991), Episode 17, Act 3.

Conclusion

WG & language network can be used in teaching all

4-skills to learners in a simple and applicable wayHudson’s Perspective in WG : Language is network

L1 is

network

Grammar is

network

More general

Patterns of

Morphology &

syntax

Are network

L2

is

network

References

Creider, Chet and Hudson, Richard (2006). 'Case agreement in

Ancient Greek: Implications for a theory of covert elements.’

In Sugayama, Kensei & Hudson, Richard (eds.), Word

Grammar. New Perspectives on a Theory of Language

Structure. London: Continuum. 35-53.

Hudson, Richard. (2007b). Language networks: the New Word

Grammar. Oxford: Oxford University Press.

Hudson, Richard. (1997a). 'Inherent variability and linguistic

theory' Cognitive Linguistics 8: 73-108.

Hudson, Richard. 1990. English Word Grammar. Oxford:

Blackwell.

Hudson, Richard. (1984). Word Grammar. Oxford: Blackwell.

Lefferts, George (Writer) & Sedwich, Anne and M. Mazuer

(Directors).(1991) Photo finish [Episode 17]. In A.

Cooperman (Producer), Family Album USA. New York:

Maxwell Macmillan International Publishing Group.

Richards, J.C., Hull, J., & Proctor, S. (2005). Interchange 1

(3rd ed.). Cambridge: Cambridge University Press.

Robinson, P. and N. Ellis (eds). 2008. Hand Book Of

Cognitive Linguistics & Second Language Acquisition.

By Rutledge: Taylor & Francis