On Perspectiving in Cognitive Grammar and Communicative Dynamism

Emanuel Sunarto

doi:10.24071/llt.2012.150106

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On Perspectiving in Cognitive Grammar and Communicative Dynamism

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https://doi.org/10.24071/llt.2012.150106

On Perspectiving in Cognitive Grammar and Communicative Dynamism

Apr 1, 2012
Language and Language Teaching Journal
Emanuel Sunarto

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Abstract

The article is concerned with the concept of perspective in Cognitive Grammar and Communicative Dynamism. To the former, perspective is understood in the realm of cognitive concepts such as space, motion, locationality, directionality, importance, and focus ascribable to a particular sentence segment. To the latter, perspectiving is a matter of valuating, viz. assigning informational value to a sentence segment as a part of a distributional field of communicative dynamism. The two streams of thought evidently hold different constructs per-taining to the term perspective: conceptual-categorial on the one hand, and functional-informational on the other. However, the two seem to agree when perspectiving is concerned with the notion of importance and focus or rhematization.

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Mar 04, 2015
Studia Linguistica Universitatis Iagellonicae Cracoviensis
Agnieszka Król-Markefka

The aim of the article is to analyse the grammatical rules for the use of English articles which are offered to students of English as a foreign language and evaluate them from the perspective of their pedagogical effectiveness. The article highlights the most problematic issues and the potential weaknesses of the rules most commonly used in contemporary pedagogical/reference grammars. It is argued that some of the problems identified could be at least partially solved or avoided by the introduction of rules based on Cognitive Grammar. A brief outline of the Cognitive Grammar conception of articles is presented to show how the specific “uses” of articles can be subsumed under more general, broader, conceptually-based rules.