The Application of Embodied Cognitive Linguistics in the English Translation of Two-Part Allegorical Saying—An Analysis of Examples From A Dream of Red Mansions

As a kind of widely circulated folk language,two-part allegorical saying(“xiehouyu”)carries the wisdom of the Chinese people and is characterized with humor and vivid imagery.Taking the two English translation versions of A Dream of Red Mansions as examples,this paper analyzes the English translation of two-part allegorical saying based on the core principle of Embodied Cognitive Linguistics(ECL),“Reality-Cognition-Language”,and explores how the English translation of two-part allegorical saying reflects the three dimensions of ECL.

Study on how to learn English well from the perspective of cognitive linguistics for college students

This paper discusses the theoretical and practical guidance of cognitive linguistics in the college students＇ English learning. It mainly deals with the English listening on the basis of metcognition, the practice of cognitive linguistics in oral English learning, the practice of cognitive linguistics in English reading, the learning strategy of English writing on the basis of cognitive linguistics and the practice of cognitive linguistics in English translation. The paper draws the conclusion that in any aspects of English learning, i.e. listening, speaking, reading, writing and translating, cognitive linguistics could be practiced. When cognitive linguistics is applied in English learning, the learners can break through the bottlenecks of college English study.

An Approach to Metaphor in Theoretical Framework of Cognitive Linguistics

Cognitive linguistics is one of the modem linguistics schools, and two of its prominent theorists are Lakoff and Langacker. They believe that unlike what Chomsky and his advocates believe the basis of linguistics studies must be meaning and the cognitive faculty of human beings must be considered in this kind of study. One of the hypotheses of cognitive linguistics in Langacker＇s words is that semantics is conceptualization. Conceptualization is an expression which Langacker has used and it is derived from Saussure＇s view of language. One of the evidences that cognitive linguists put forward to proving the hypothesis is the conceptual theory of metaphor which this paper is about.

A Study on If-conditionals in English from a Perspective of Cognitive Linguistics

As an important form to express inference and reasoning,if-conditional has occupied a significant position in linguistic research.Traditional studies investigate the issue in virtue of categorization,cognitive semantics and comparative analysis,etc.So far few researches have concerned meaning construction of if-conditionals from a perspective of cognitive linguistics.Based on the mental space theory,it is found that two mental spaces are set up in discourse,a base space representing if-clause and main clause represented by an expansion space.When elements in spaces are respectively projected in a mapping relation,the meaning is constructed by blending.This paper aims to provide a full interpretation for meaning construction by establishment of mental spaces and mapping between them,and also the analysis of subjectification pattern of if-conditionals,providing reference for future studies of the issue.

A Study on the Metaphorical Translation of Pound’s Book of Songs from the Perspective of Cognitive Linguistics

The Book of Songs is the first collection of Poems in China,which is a very important milestone in the history of Chinese literature.There are abundant metaphorical expressions in The Book of Songs,providing valuable resources for linguistics,rhetoric and literature research.This study selects the most representative metaphors of women and marriage in The Book of Songs as the research object.Guided by Lakoff and Johnson’s conceptual metaphor theory,this study explores the metaphorical translation in Pound’s Book of Songs from the perspective of cognitive effect.It is found that Pound mainly adopts the translation strategies of vehicle equivalence,vehicle conversion and metaphor to simile in the process of translating female metaphors and marriage metaphors in The Book of Songs.

An Overview of Main Theories in Cognitive Linguistics

Cognitive linguistics is an emerging language discipline that studies language based on new philosophical and cognitive views and people's experience of the world and the perception and conceptualization of the world.This paper mainly introduces main theories of Cognitive Linguistics that aims to provide some reference for language beginners and help them to fully understand Cognitive Linguistics.

Wittgenstein, Phenomenology and Cognitive Linguistics

Although the literature devoted to the naturalization of mainstream phenomenology has been blooming recently, not so many efforts have been made to make the intellectual legacy from Wittgenstein, who could also be viewed as a ＂linguistic phenomenologist,＂ accessible to cognitive science. The reluctance of making Wittgenstein naturalized is sometimes backed by the worry that Wittgen- stein＇s criticism of the notion of ＂thinking＂ as some ＂internal process＂ is also potentially threatening the computational theory of cognition. But this worry itself is based on some serious misunderstandings of the internal/external dichotomies, the clarifications of which would greatly relieve the tension between Wittgenstein and cognitive science. Moreover, cognitive linguistics could also be viewed as the intermediate theory between Wittgenstein and cognitive science due to the affinities it bears with both Wittgenstein＇s later philosophy and cognitive science.

The Comparative Study of Metaphors -- From Cognitive and Systemic-Functional Perspectives

Metaphors have different expressions in cognitive and systematic-functional linguistics, which are conceptual metaphors and ideational metaphors. Conceptual metaphors belong to traditional vocabulary metaphors, and ideational grammatical metaphors are pointed out by Halliday--the main representative of systemic-functional theory. This paper elaborates on the specific grammatical feature of EST （English for Science and Technology） text--＂nominalization of processes＂ to reveal the source of ideational metaphors. From the analysis of some examples, it is found that nominalization as a grammatical metaphor expresses the transference between process types, so it reveals the essence of ideational grammatical metaphors. Meanwhile, the comparison made between grammatical metaphors and vocabulary metaphors reflects the similarities between conceptual metaphors and ideational metaphors. In this way, this paper comes to the conclusion that the combination of the study methods of metaphors from both cognitive and systemic-functional perspectives is the best way to uncover the basic characteristic of human thinking.

A Comparative Study on Metaphor,Metonymy and Synecdoche:A Cognitive Perspective

The traditional approach studies metaphor, metonymy and synecdoche as individual linguistic expressions or rhetoric devices, which seems a little difficult to distinguish them from each other clearly. The cognitive linguistic view provides new perspectives and proofs for the study of them. According to cognitive linguists, they are a common cognitive phenomenon of human beings, far from being a mere matter of ornament to language. The article aims at pointing out the differences among them from a cognitive perspective. The comparison of them from a cognitive linguistic view can help the learners to master them more easily.

A Cognitive Linguistic Analysis of Verb-to-Noun Conversion in English

Conversion can be defined as a special kind of derivation that links two different word classes without morphological change of a word itself.Previous studies have proved that noun-to-verb conversion can be viewed as an instance of metonymy.This study has analyzed verb-to-noun conversion by means of metonymy and ICMs,so as to find out the cognitive mechanism behind this linguistic phenomenon.Also,this paper discusses the semantic and cognitive factors which can affect verb-to-noun conversion.

A Cognitive Linguistic Analysis of English Existential Sentences

Due to the particularity of structure and the universality of use,English existential sentences have always been one of the topics concerned by linguists.Within the framework of cognitive linguistics,this paper uses a variety of theoretical perspectives(iconicity principle;grammaticalization;Prototype Category Theory)to make a multi-dimensional analysis of English existential sentences,including the generation,development and meaning expansion of English existential sentences.Cognitive linguistics contributes to the deepening of the study of English existential sentences,and the focus of the study shifts from the surface level to the deeper level.

The Cognitive Linguistic View on the English Translations of Metaphors in“Rainy Alley”

The English translation of modern and contemporary Chinese poetry can help“Chinese culture go abroad”,which has far-reaching influence on the culture communication.Therefore,the accurate understanding of the metaphors in poetry is extremely necessary.This paper takes Dai Wangshu’s poem“Rainy Alley”and its English translations as the research subjects,and explores the different understandings of metaphors in Chinese and Western cultures from the perspective of cognitive linguistic.This paper finds out that the translation of metaphors in poetry should always base on the“emotion”so as to accurately translate the poetry.

Cognitive Study of the Linear Order of the English Construction“X and Y”

The English construction “X and Y ”refers to the coordination of two words with and as conjunction, X and Y being of the same part of speech and parallel meanings. This paper is a cognitive study of the linear order of the English construction “X and Y ”from the perspectives of cognitive salience, cognitive iconicity, and cognition of formal rules. The linear characteristics of “X and Y ” are revealed as follows： 1）salience-downgrading order; 2） chronological iconicity;3） cognition of alphabetic order and prosodic order.

Embodied Emotion--Turn from Traditional to PostCognitive Perspectives

This literature review on the research of embodied emotion addresses the aspects of the concepts of embodied emotion, the various theories or theses on the embodied emotion abroad and at home, some comments based on the literature are elicited and the discussions about the future research topics on embodied emotion are proposed.

The 5C Model of Linguistic Creativity:Construction Grammar as a Cognitive Theory of Verbal Creativity

Creativity is a design feature of human language.This paper presents a cognitive model of verbal creativity that draws on insights from the psychological research into creativity-particularly Glaveanu's 5A model that distinguishes five crucial perspectives on a creative act(actors,audience,artefacts,actions and affordances).The paper will outline a linguistic version of this model that adopts Construction Grammar as its theoretical foundation.The resulting"5C model of constructional creativity"argues that the central elements of linguistic creativity are constructors,co-constructors,constructs,constructional blending and the constructional network.

A Study of English Neologisms in 2015 Based on the Prototype Category Theory

With the development of science and technology, large quantities of neologisms are created. Neologisms are the result of people's conceptualization of new things based on their life experiences. Cognitive linguistics views that categorization of organisms and concrete objects are based on the prototype category. This paper takes 167 English Neologisms from Wordspy in2015 as the data for analysis and finds that these English Neologisms are characterized by family resemblances, degree of membership in category and boundary fuzziness from the view of prototype category theory. This study also has some implications for the research of English language teaching and learning.

Necessity of vocabulary teaching and learning in the depth and some feasible teaching method

Traditionally speaking, when teaching vocabulary in the class, teachers tend to put emphasis on the words＇ basic meaning or their meaning in the text. However, vocabulary development in the depth is not so reinforced, including the introduction of the social and cultural background of the words, use in the context, etc. Therefore, many learners can＇t avoid encountering the difficulty to bridge the gap between vocabulary learning and vocabulary application. This paper, which is based on the theory of language cognition, holds that vocabulary teaching and learning in the depth is of equal importance in language education. What＇s more, some vocabulary teaching method, focused on improving non-English-majored college learners＇ vocabulary, is put forward for reference.

The Metaphoric and Metonymic Use of Country Names in Economic News:A Corpus-Based Analysis

Personification is widely acknowledged for its central role in the understanding of a nation.However,empirical evidence of its pervasiveness in authentic language data is lacking.In a selfbuilt corpus of news report,this study coded,categorized,and analyzed the metaphoric and metonymic use of two country names:China and Australia.The distribution of the use of country names shows a continuum ranging from the literal,through metonymy,to metaphor.A clear majority of the figurative use of national names in the corpus lies in the category of metonymy,and the fuzzy area between metonymy and metaphor.In contrast,metaphors only take up a minor proportion,and most of them are based on metonymic link.By examining the mundane and seemingly literate use of country names,this study exemplifies that consistent patterns of conventional metonymy and metaphor are able to incur significant cognitive impact.Thus,this study calls for more attention on metonymy and metonymy-metaphor interaction in empirical studies on metaphor.

The Viewpoint of Categorization Theory on the Nature of Reading Comprehension

This paper is intended to reveal the likelihood that conceptual categorization can be used to understand a text by reconstructing the semantic categories through which the author＇s meaning is conveyed, and proposes an alternative way to look into reading comprehension. It is proposed that categorization can be taken as an alternative approach to second/foreign language reading instruction. That is, while reading comprehension is defined in terms of the ability to recognize the inclusion and membership properties of contextually determined semantic categories in a text, the learner needs to arrange the events, actions, or concepts into a structured unit, both horizontally and vertically. Categorization theory will be introduced in relation to Rosch famous studies （1973, 1975）, examples taken from a graded reader will be illustrated as how to identify items with category structure, and finally issues that are not addressed in this paper will be discussed.