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Making Sense Of Functional Grammar Pdf

 

Semantic Scholar Retrieved from “Making sense of functional grammar : an introductory workbook” by Linda Gerot et al. [USA, 2009].
By analyzing the semantic aspects of the functioning of lexical units combined into syntagmas the author tries to uncover the mechanisms of interaction between the word meaning and its denotation, relying on the ideas of semantic integration and semantic relations, which he sees as important tools in analyzing the conceptual system.
For advanced undergraduate and graduate linguistics students specializing in
The monograph presents the results of research on the problems of cognitive semantics: on cognitive grammar, on cognitive lexicology, on cognitive linguistics.
The problems of language science development in the context of cognitive research are considered.
The focus is on two problems: cognitive semantics and cognitive lexicology.
The book contains both theoretical analysis of the problems under study and practical recommendations for solving them, which makes it useful
1. Cognitive semantics in Russia.
2. lexicographic projects.
3. Cognitive linguistics and cognitive grammar.
4. Cognitive theory of translation and translation of texts.
5. Methodology and technique of psycholinguistic research.
6. Cognitive psychology from the perspective of different scientific directions.
7. The problem of researching the cognitive structure of words and sentences.
8. Cognitive linguistics: main directions.
9. Psycholinguistics and cognitive psychology.
10. Psycholinguistics: subject, functions, tasks.
11. Psycholinguistics: the main stages of development.
12. Psycholinguistics: the main directions of research.
13. Psycholinguistics: subject, tasks, functions, main directions.
14. The main stages of the formation of psycholinguistics.
15. The main stages of the formation of psycholinguistics.
16. The main stages in the formation of psycholinguistics.
17. The main stages in the formation of psycholinguistics.
18. The main directions of modern psycholinguistic research.
19. The basic techniques of psycholinguistic research.
20. General characteristics of linguistic personality.
21. Linguistic hermeneutics.
22. Typology of linguistic personalities.
23. Linguistic features of linguistic personality.
24. Psycholinguistic features of linguistic personality.
25. Psycholinguistic features of the linguistic personality in the professional sphere.
26. Psycholinguistic features of the linguistic personality in the family.
27. Psycholinguistic features of the linguistic personality in the children’s environment.
28. Psycholinguistic features of the linguistic personality in the environment of young people.
29. Psycholinguistic features of the linguistic personality in the school environment.
30. Psycholinguistic features of the linguistic personality in rural areas.
RECOMMENDED LITERATURE
Basic
1. Vygotsky L.S. Russian, French, German in childhood. /
Vygotsky L.S. Psychological dictionary.
– M.:AST-PRESS BOOK, 2007.
2. Vygotsky L.S. Collected Works.
Т. 3. Moscow: Pedagogic, 1981.
Linguistics and psychology.
Materials of the III International Symposium / Ed. by V.A. Zdrenkov.
Moscow: Progress, 1994.
4. 4. Linguistics and a Person.
The materials of the V International symposium / Ed. by V.A. Zdrenkov.
Moscow: Nauka, 1999.
5. Zdenek Ruzicka.
Language and philosophy: from Plato to our days.
Moscow: Progress, 1985.
6. B. Russell.
History of Western Philosophy and its Relationship to Political and Social Conditions from Antiquity to the Present Day.
Moscow: Thought, 1959.
7. G.W.F. Hegel.
Encyclopedia of Philosophical Sciences.
Ð’ 3-
In three volumes.
Vol. 1
fourth edition
PUBLISHING HOUSE INFRA-M
MOSCOW-1997
Book One
Philosophy exists as a science and as a worldview because it is knowledge about things and knowledge about things in the sense that they are “common.”
It is not a science of facts, of the sensuously perceived, e.g., phenomena, facts of consciousness.
The being exists independently of the cognizing subject and can be the object of knowledge.
But it is knowledge not of itself and not for itself, but for others.
It is knowledge that, in turn, contains the experience of the other.
Such knowledge is “not knowledge about itself,” is not science, but “knowledge for the other.
Kant, in fact, argues that knowledge cannot be “about itself,” as an entity-such knowledge is knowledge only for another.
“If I have no object on which I gaze, there can be no thoughts, no rules for judgment, no concepts, and therefore no judgments.”
Kant views knowledge as something that is not, and objects as something that is.
He distinguishes between objects that matter for knowledge and objects that do not themselves matter.
And if we want to have correct knowledge about objects, we must begin with objects that matter.
This, according to Kant, is the realm of possible experience, the realm of objective knowledge.
If we want knowledge of things (objects),
we must turn to experience, but only to experience that
which deals with real things, not with their mental
projections.
The experience of which Kant speaks is
experience which investigates reality, not
possibilities.
Such experience can only be sensual
experience, which is reduced to sensations.
But this
is only the first step.
In order to be convinced of
the reality of things, we have to find out what our
“я”. What does the word “I” mean?
How does it relate to
the sense of “I” that gives us reality?
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