15EM004 - Cognitive Development

Course specification
Course title Cognitive Development
Acronym 15EM004
Study programme English Language and Literature
Module
Type of study
Lecturer (for classes)
Lecturer/Associate (for practice)
Lecturer/Associate (for OTC)
    ESPB 6.0 Status
    Condition Pragmatics Oblik uslovljenosti
    The goal Students should gain theoretical and practical knowledge about the cognitive linguistic approach to communication, according to which communication is a cognitive process involving the construction of meaning and an active involvement of message recipients; they should grasp theories explaining the construction of meaning in complex words, utterances and discourse, with a special emphasis on implied meaning.
    The outcome Theoretical outcomes: Students have acquired the relevant knowledge, concepts and terms. Practical outcomes: Students are able to apply the acquired knowledge to concrete examples of the use of linguistic and visual elements; students are able to conduct research independently.
    Contents
    Contents of lectures The concept of communication. Communication as a transfer of meaning: encoding and decoding of messages. Communication as meaning construction: the active role of message recipients. Cognitive semantics/pragmatics: semantic structure, conceptual structure, conceptualization, encyclopedic knowledge, context, (non)compositionality. Communication in cognitive linguistics: meaning construction, semantic frame, mental space, mappings. Language and picture as indicators of meaning construction. Implied meaning. Mental Spaces Theory (MST). The application of MST: expressing beliefs, wishes, hypothetical situations, counterfactuals, analogies, ambiguity, illogical claims. Conceptual Integration/Blending Theory (CBT). The application of CBT: polymorphemic words, nominal phrases and compounds, analogy, metaphor, metonymy, counterfactuals.
    Contents of exercises Revising the relevant topics; applying the taught theories to concrete tasks with linguistic and/or visual elements as indicators of meaning in different registers; analyzing selected articles; presenting and analyzing student projects.
    Literature
    1. Coulson, S. (2001). Semantic Leaps. Frame-Shifting and Conceptual Blending in Meaning Construction. Cambridge: Cambridge University Press. (Original title)
    2. Evans, V., Green, M. (2006). Cognitive Linguistics. An Introduction. Edinburgh: Edinburgh University Press Ltd. (Original title)
    3. Fauconnier, G. (1997). Mappings in Thought and Language. Cambridge, New York, Melbourne: Cambridge University Press. (Original title)
    4. Fauconnier, G. and Turner, M. (2002). The Way We Think. Conceptual Blending and the Mind`s Hidden Complexities. New York: Basic Books. (Original title)
    5. Filipović-Kovačević, S. (2013). Implicirana značenja u reklamama na engleskom i srpskom jeziku. Novi Sad: Filozofski fakultet. (https:// http://digitalna.ff.uns.ac.rs/sites/default/files/db/books/edis05_Filipovic-Kovacevic.pdf) (Original title)
    6. Fiske, J. (2011). Introduction to Communication Studies. Third edition. Oxon, New York: Routledge. (Original title)
    7. Grundy, P. (2008). Doing Pragmatics. 3 rd edition. London: Hodder Education.. (Original title)
    8. Kövecses, Z. (2006). Language, Mind and Culture. A Practical Introduction. Oxford, New York: Oxford University Press. (Original title)
    Number of hours per week during the semester/trimester/year
    Lectures Exercises OTC Study and Research Other classes
    2 2
    Methods of teaching Frontal instruction; discussions about the taught topics, tasks and previously read articles; students doing prepared practical tasks themselves; group work; presentations of student projects.
    Knowledge score (maximum points 100)
    Pre obligations Points Final exam Points
    Activites during lectures Test paper 60
    Practical lessons Oral examination
    Projects 40
    Colloquia
    Seminars
    Vrh strane