This review study focuses on the challenges faced when conducting effects-of-instruction research in Applied Cognitive Linguistics. It offers an overview of relevant research that has sought to demonstrate the effectiveness of a cognitive-based approach to second language (L2) pedagogy and provides illustrations from previous work in L2 Spanish by the author and colleagues of some of the factors that can influence findings in quasi-experimental research. More specifically, the study addresses some of the difficulties encountered in the design of materials and assessment tests, during the pedagogical intervention and the data collection and data analysis phases. These include choice of assessment, test effects, sample size, withdrawal, and time-on-task, among others. Along with these methodological issues, a discussion of possible solutions as well as pedagogical and methodological implications are discussed.
{"title":"Challenges and potential of quasi-experimental studies in cognitive linguistics applied to language teaching and\u0000 learning","authors":"Beatriz Martín-Gascón","doi":"10.1075/rcl.00190.mar","DOIUrl":"https://doi.org/10.1075/rcl.00190.mar","url":null,"abstract":"\u0000 This review study focuses on the challenges faced when conducting effects-of-instruction research in Applied\u0000 Cognitive Linguistics. It offers an overview of relevant research that has sought to demonstrate the effectiveness of a\u0000 cognitive-based approach to second language (L2) pedagogy and provides illustrations from previous work in L2 Spanish by the\u0000 author and colleagues of some of the factors that can influence findings in quasi-experimental research. More specifically, the\u0000 study addresses some of the difficulties encountered in the design of materials and assessment tests, during the pedagogical\u0000 intervention and the data collection and data analysis phases. These include choice of assessment, test effects, sample size,\u0000 withdrawal, and time-on-task, among others. Along with these methodological issues, a discussion of possible solutions as well as\u0000 pedagogical and methodological implications are discussed.","PeriodicalId":509448,"journal":{"name":"Review of Cognitive Linguistics","volume":"19 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141346286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Speakers regularly use their experiences of spatial relations to construe linguistic meaning in metaphorical and non-metaphorical ways. Still, we have yet to identify the meaning-bearing functions that different spatial relations commonly serve. This paper focuses on into relations. Using data from the Corpus of Contemporary American English, we apply an Embodied Scenes approach to identify the categories of concepts that are regularly construed with ‘into relations’1 and the actions that are commonly involved. More generally, we aim to show how spatial metaphors can be systematically studied by investigating the collocates of prepositions and prepositional constructions.
说话者经常利用他们对空间关系的体验，以隐喻和非隐喻的方式来理解语言意义。然而，我们还没有确定不同的空间关系通常具有哪些意义承载功能。本文的重点是空间关系。通过使用《当代美国英语语料库》（Corpus of Contemporary American English）中的数据，我们采用了 "嵌入式场景"（Embodied Scenes）方法来识别经常被解释为 "进入关系 "1 的概念类别以及通常涉及的行为。更广泛地说，我们旨在说明如何通过研究介词和介词结构的搭配来系统地研究空间隐喻。
{"title":"Metaphorical and non-metaphorical meaning from spatial relations","authors":"Marlene Johansson Falck, Lacey Okonski","doi":"10.1075/rcl.00186.fal","DOIUrl":"https://doi.org/10.1075/rcl.00186.fal","url":null,"abstract":"\u0000 Speakers regularly use their experiences of spatial relations to construe linguistic meaning in metaphorical and\u0000 non-metaphorical ways. Still, we have yet to identify the meaning-bearing functions that different spatial relations commonly\u0000 serve. This paper focuses on into relations. Using data from the Corpus of Contemporary American English, we apply an Embodied\u0000 Scenes approach to identify the categories of concepts that are regularly construed with ‘into relations’1 and the actions that are commonly involved. More generally, we aim to show how spatial metaphors can be\u0000 systematically studied by investigating the collocates of prepositions and prepositional constructions.","PeriodicalId":509448,"journal":{"name":"Review of Cognitive Linguistics","volume":"22 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141380085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This exploratory case study contributes to the ongoing “methodological consolidation” in Applied Cognitive Linguistics (Wirag et al. 2022). It does so by examining the relationship between pre-service English language teachers’ attitudes toward grammar teaching and their acceptance of an innovative pedagogical approach to the Count/Mass Distinction (CMD) inspired by Cognitive Grammar (CG). Eleven first-year college students at a teacher-training University College in Belgium participated in the study. A questionnaire was used to determine the participants’ beliefs about grammar and grammar teaching. Elements of a CG approach to the CMD were integrated into a lesson plan and presented to the participants. The participants were then divided into two random focus groups. The interviews followed a semi-structured format, and a thematic analysis was performed on the transcripts. The data suggests that the participants’ prior knowledge and experience, the ecological validity of the innovation, and their perceived capacity to integrate the resource into their practice, all affect their assessment of a CG-informed innovation, with the latter being the most likely to impede application. The study sheds light on how pre-service teachers’ beliefs impact the adoption of innovative pedagogical methods for teaching grammar and suggests ways to make CG more accessible to practitioners.
{"title":"Applying cognitive grammar to the Count/Mass Distinction","authors":"Eloy Romero Muñoz, Remy Decorte, Dylan Dachet","doi":"10.1075/rcl.00187.rom","DOIUrl":"https://doi.org/10.1075/rcl.00187.rom","url":null,"abstract":"\u0000 This exploratory case study contributes to the ongoing “methodological consolidation” in Applied Cognitive\u0000 Linguistics (Wirag et al. 2022). It does so by examining the relationship\u0000 between pre-service English language teachers’ attitudes toward grammar teaching and their acceptance of an innovative pedagogical\u0000 approach to the Count/Mass Distinction (CMD) inspired by Cognitive Grammar (CG). Eleven first-year college students at a\u0000 teacher-training University College in Belgium participated in the study. A questionnaire was used to determine the participants’\u0000 beliefs about grammar and grammar teaching. Elements of a CG approach to the CMD were integrated into a lesson plan and presented\u0000 to the participants. The participants were then divided into two random focus groups. The interviews followed a semi-structured\u0000 format, and a thematic analysis was performed on the transcripts. The data suggests that the participants’ prior knowledge and\u0000 experience, the ecological validity of the innovation, and their perceived capacity to integrate the resource into their practice,\u0000 all affect their assessment of a CG-informed innovation, with the latter being the most likely to impede application. The study\u0000 sheds light on how pre-service teachers’ beliefs impact the adoption of innovative pedagogical methods for teaching grammar and\u0000 suggests ways to make CG more accessible to practitioners.","PeriodicalId":509448,"journal":{"name":"Review of Cognitive Linguistics","volume":"1 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141267228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The macro-event is a fundamental concept in Talmyan motion event typology. A large literature has been documented concerning the status of a particular language in the two-way typology that he proposes, but relatively little literature focusing on the morphosyntactic dimension of the macro-event per se, let alone on the cognitive motivation of the macro-event. This article analyzes the types of macro-events expressed by directional complement constructions in Mandarin, and argues that the macro-events are image-schema-based. The simple image schemas give rise to a more complex three-event-semantic-model, termed (point)-to-point , or to be more particular, (point a)-to-point b, in which to represents the affecting or intervening event, point a represents the original state of point b, point b is the resulting event. point a is usually implied, not explicitly expressed, so it is put in brackets. This model has advantages over Talmy’s main event and co-event structure in that it can largely predict the meaning-form mapping, and explain more constructions. The findings have some implications for cognitive semantics: In grammar, languages generally prioritize the third event; the complex event model might be motivated by simple image schemas.
宏观事件是塔尔米运动事件类型学中的一个基本概念。关于特定语言在他提出的双向类型学中的地位，已有大量文献记载，但关注宏事件本身的形态句法维度的文献相对较少，更不用说宏事件的认知动机了。本文分析了普通话中方向补语结构所表达的宏事件类型，认为宏事件是以图像图式为基础的。简单的图像图式产生了一种更复杂的三事件语义模型，称为（点）-到-点，或更具体地说，（点 a）-到-点 b，其中 to 表示影响或介入事件，点 a 表示点 b 的原始状态，点 b 是结果事件。点 a 通常是隐含的，而不是明确表达的，所以放在括号里。与塔尔米的主事件和共事件结构相比，该模型的优势在于它能在很大程度上预测意义-形式映射，并能解释更多的结构。这些发现对认知语义学有一定的启示：在语法中，语言通常优先考虑第三个事件；复杂事件模型可能是由简单的图像图式激发的。
{"title":"Image schemas and (point)-to-point event model for the macro-event","authors":"F. Li","doi":"10.1075/rcl.00177.li","DOIUrl":"https://doi.org/10.1075/rcl.00177.li","url":null,"abstract":"\u0000 The macro-event is a fundamental concept in Talmyan motion event typology. A large literature has been documented\u0000 concerning the status of a particular language in the two-way typology that he proposes, but relatively little literature focusing\u0000 on the morphosyntactic dimension of the macro-event per se, let alone on the cognitive motivation of the macro-event. This article\u0000 analyzes the types of macro-events expressed by directional complement constructions in Mandarin, and argues that the macro-events\u0000 are image-schema-based. The simple image schemas give rise to a more complex three-event-semantic-model, termed\u0000 (point)-to-point\u0000 , or to be more particular, (point a)-to-point b, in which\u0000 to represents the affecting or intervening event, point a represents the original state of point b,\u0000 point b is the resulting event. point a is usually implied, not explicitly expressed, so it is put in\u0000 brackets. This model has advantages over Talmy’s main event and co-event structure in that it can largely predict the meaning-form\u0000 mapping, and explain more constructions. The findings have some implications for cognitive semantics: In grammar, languages\u0000 generally prioritize the third event; the complex event model might be motivated by simple image schemas.","PeriodicalId":509448,"journal":{"name":"Review of Cognitive Linguistics","volume":"27 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140666858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Second/foreign language (L2) learners appear to remember figurative idioms relatively well if they are informed of the literal underpinning of the expressions, that is, the context in which the expressions were (or still are) used in a literal sense. In the present exploratory study, ESL learners read texts accompanied by glosses which did or did not mention the literal underpinnings of idioms used in the texts, and their recollection of the idioms was tested immediately after the reading task and again one week later. The mean test scores were very similar across the gloss conditions, suggesting no mnemonic benefits of giving literal underpinnings. However, retrospective interviews with the participants revealed considerable variation in the way they had engaged with the materials. For example, several students who were not given information about the literal underpinnings speculated about those underpinnings spontaneously, while those who were given this information did not always understand its relation to the idiomatic meanings. The interviews also revealed considerable variation in the students’ perception of the purpose of the glosses, with some treating them as support for text comprehension and others treating them as input for deliberate vocabulary study. The findings illustrate how mixed-methods research that looks not just at aggregated learning outcomes but at individuals’ learning processes can help to finetune expectations about the efficacy of an instructional intervention and, ultimately, perhaps help to optimize the intervention itself.
{"title":"Testing the benefits of relating figurative idioms to their literal underpinnings","authors":"Liting Luo, Frank Boers","doi":"10.1075/rcl.00184.luo","DOIUrl":"https://doi.org/10.1075/rcl.00184.luo","url":null,"abstract":"\u0000 Second/foreign language (L2) learners appear to remember figurative idioms relatively well if they are informed of\u0000 the literal underpinning of the expressions, that is, the context in which the expressions were (or still are) used in a literal\u0000 sense. In the present exploratory study, ESL learners read texts accompanied by glosses which did or did not mention the literal\u0000 underpinnings of idioms used in the texts, and their recollection of the idioms was tested immediately after the reading task and\u0000 again one week later. The mean test scores were very similar across the gloss conditions, suggesting no mnemonic\u0000 benefits of giving literal underpinnings. However, retrospective interviews with the participants revealed considerable variation\u0000 in the way they had engaged with the materials. For example, several students who were not given information about the literal\u0000 underpinnings speculated about those underpinnings spontaneously, while those who were given this information did not always\u0000 understand its relation to the idiomatic meanings. The interviews also revealed considerable variation in the students’ perception\u0000 of the purpose of the glosses, with some treating them as support for text comprehension and others treating them as input for\u0000 deliberate vocabulary study. The findings illustrate how mixed-methods research that looks not just at aggregated learning\u0000 outcomes but at individuals’ learning processes can help to finetune expectations about the efficacy of an instructional\u0000 intervention and, ultimately, perhaps help to optimize the intervention itself.","PeriodicalId":509448,"journal":{"name":"Review of Cognitive Linguistics","volume":"44 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140666381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Hijazo-Gascón (2021): Moving across languages: Motion events in Spanish as a second language","authors":"Rosa Alonso Alonso","doi":"10.1075/rcl.00179.alo","DOIUrl":"https://doi.org/10.1075/rcl.00179.alo","url":null,"abstract":"","PeriodicalId":509448,"journal":{"name":"Review of Cognitive Linguistics","volume":"83 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140752432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Peña-Cervel & Ruiz de Mendoza Ibáñez (2022): Figuring out figuration: A cognitive linguistic account","authors":"Dana Kratochvílová","doi":"10.1075/rcl.00178.kra","DOIUrl":"https://doi.org/10.1075/rcl.00178.kra","url":null,"abstract":"","PeriodicalId":509448,"journal":{"name":"Review of Cognitive Linguistics","volume":"16 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140753544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study investigates Possessive Constructions and domains of possession in Kalhori Kurdish (KK) from a Cognitive Linguistics perspective to reveal the arrangement of constituents and relationships between the head (possessee) and dependent (possessor). This qualitative descriptive-analytical study collected data by interviewing KK speakers in Iran. The results indicate that KK speakers employ both the B-construction (hin-e) and Be-construction (ha) at the clause level to denote predicative possession characterized by [−whole-part, −kinship] relationships and [+alienable] ownership. Additionally, KK speakers were found to utilize the H-construction (/dire/) at the clause level associated with [+whole-part, +kinship] relationships and [±alienable] ownership. KK speakers also employ possession splits in nominal/attributive possession by attaching the possessor, marked by the [+human] feature, to the possessee, marked by the [±human] feature, as an affix.
本研究从认知语言学的角度对卡尔霍里库尔德语（KK）中的占有式结构和占有域进行了研究，以揭示构成成分的排列以及头（占有者）和从属（占有者）之间的关系。这项定性描述分析研究通过采访伊朗库尔德语使用者收集数据。研究结果表明，讲 KK 语的人在分句层面使用 B 构（hin-e）和 B 构（ha）来表示谓语占有，其特点是[-whole-part, -kinship]关系和[+alienable]所有权。此外，我们还发现 KK 说话者在分句层面使用与[+whole-part, +kinship]关系和[±alienable]所有权相关的 H 结构（/dire/）。KK 说话者还在名词性/属性性占有中使用占有分割，将以[+人]特征标记的占有者作为词缀附加到以[±人]特征标记的被占有者上。
{"title":"Possessive construction in the Kurdish language","authors":"Masoud Dehghan, Hossein Davari, Ebrahim Badakhshan","doi":"10.1075/rcl.00181.deh","DOIUrl":"https://doi.org/10.1075/rcl.00181.deh","url":null,"abstract":"\u0000 The present study investigates Possessive Constructions and domains of possession in Kalhori Kurdish (KK) from a\u0000 Cognitive Linguistics perspective to reveal the arrangement of constituents and relationships between the head (possessee) and\u0000 dependent (possessor). This qualitative descriptive-analytical study collected data by interviewing KK speakers in Iran. The\u0000 results indicate that KK speakers employ both the B-construction (hin-e) and Be-construction\u0000 (ha) at the clause level to denote predicative possession characterized by [−whole-part, −kinship]\u0000 relationships and [+alienable] ownership. Additionally, KK speakers were found to utilize the H-construction (/dire/) at the\u0000 clause level associated with [+whole-part, +kinship] relationships and [±alienable] ownership. KK speakers also employ possession\u0000 splits in nominal/attributive possession by attaching the possessor, marked by the [+human] feature, to the possessee, marked by\u0000 the [±human] feature, as an affix.","PeriodicalId":509448,"journal":{"name":"Review of Cognitive Linguistics","volume":"56 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140755222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The constructional idiom [IRSE/ANDAR(SE)[imperative] a CLAUSE[infinitive]] (e.g., Vete a freír espárragos, lit. ‘go to fry asparagus’; Iros a tomar viento, lit. ‘go to get wind’) is commonly used in Spanish to convey the speaker’s strong rejection, and is a hallmark of colloquial language. This makes it an excellent candidate for exploring the phenomenon of extravagance, both because of these characteristics and its structure, which includes an empty slot filled with a clause headed by an infinitive. This structural aspect contributes to variability, as its high token frequency also results in high type frequency. The corpus analysis (Sketch Engine) presented in this paper allows us to illustrate the relationship between creativity and intensification, as well as between innovation and convention. Besides, it underscores the gradual nature of creativity, culminating in extravagance, which speakers employ to gain salience and, in turn, amplify the expressiveness and emotional impact of their statements.
构造习语 [IRSE/ANDAR(SE)[imperative] a CLAUSE[不定式]]（例如，Vete a freír espárragos, lit.去炒芦笋'；Iros a tomar viento, lit.去吹风"）在西班牙语中常用来表达说话人强烈的拒绝之意，是口语的一大特点。这使它成为探讨奢侈现象的一个极好的候选句，因为它不仅具有这些特点，而且其结构包括一个空位，空位上有一个以不定式为首的分句。这种结构方面的特点导致了变异性，因为它的高标记频率也导致了高类型频率。本文介绍的语料库分析（草图引擎）使我们能够说明创造性与强化之间的关系，以及创新与传统之间的关系。此外，它还强调了创造性的渐进性，最终达到奢华的顶峰，说话者利用这种渐进性来获得突出性，进而增强其语句的表现力和情感冲击力。
{"title":"Vete a freír cristales","authors":"Pedro Ivorra Ordines, Belén López Meirama","doi":"10.1075/rcl.00176.ivo","DOIUrl":"https://doi.org/10.1075/rcl.00176.ivo","url":null,"abstract":"\u0000The constructional idiom [IRSE/ANDAR(SE)[imperative] a CLAUSE[infinitive]] (e.g., Vete a freír espárragos, lit. ‘go to fry asparagus’; Iros a tomar viento, lit. ‘go to get wind’) is commonly used in Spanish to convey the speaker’s strong rejection, and is a hallmark of colloquial language. This makes it an excellent candidate for exploring the phenomenon of extravagance, both because of these characteristics and its structure, which includes an empty slot filled with a clause headed by an infinitive. This structural aspect contributes to variability, as its high token frequency also results in high type frequency. The corpus analysis (Sketch Engine) presented in this paper allows us to illustrate the relationship between creativity and intensification, as well as between innovation and convention. Besides, it underscores the gradual nature of creativity, culminating in extravagance, which speakers employ to gain salience and, in turn, amplify the expressiveness and emotional impact of their statements.","PeriodicalId":509448,"journal":{"name":"Review of Cognitive Linguistics","volume":"18 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140424923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Álvaro S. Octavio de Toledo y Huerta, Mar Garachana Camarero
Conative constructions have enjoyed considerable attention over the past decade from a typological perspective. However, the historical development of conativity in individual languages has been largely neglected to date. In this paper, we put forth an exhaustive diachronic analysis of the Spanish verbal construction tratar de + INF (currently ‘to attempt to INF’, whereby tratar originally means ‘handle’). We show that, unlike many periphrases, tratar de + INF does not originate in a single construction, but emerges via the conflation of separate members in a constructional network whose meanings slowly converged (in the manner of mutually supporting constructions) around a volitional meaning to generate a conative structure. The discussion sheds light on likely constructionalization paths for the development of conative meaning and highlights the role of non-periphrastic constructions as a principal means of conveying certain core modal contents in particular languages.
在过去的十年中，从类型学的角度来看，构式结构受到了广泛的关注。然而，迄今为止，人们在很大程度上忽视了同向性在个别语言中的历史发展。在本文中，我们对西班牙语动词结构 tratar de + INF（现为 "试图 INF"，tratar 原意为 "处理"）进行了详尽的异时性分析。我们发现，与许多短语不同，tatar de + INF 并非起源于一个单一的构式，而是通过构式网络中不同成员的混杂而出现的，这些成员的意义围绕着一个意志意义慢慢汇聚（以相互支持的构式的方式），从而产生了一个构式结构。讨论揭示了构式意义发展的可能路径，并强调了非谓语构式在特定语言中作为传达某些核心情态内容的主要手段的作用。
{"title":"Subjectification and conativity","authors":"Álvaro S. Octavio de Toledo y Huerta, Mar Garachana Camarero","doi":"10.1075/rcl.00172.oct","DOIUrl":"https://doi.org/10.1075/rcl.00172.oct","url":null,"abstract":"\u0000 Conative constructions have enjoyed considerable attention over the past decade from a typological perspective.\u0000 However, the historical development of conativity in individual languages has been largely neglected to date. In this paper, we\u0000 put forth an exhaustive diachronic analysis of the Spanish verbal construction tratar de + INF (currently ‘to\u0000 attempt to INF’, whereby tratar originally means ‘handle’). We show that, unlike many periphrases, tratar\u0000 de + INF does not originate in a single construction, but emerges via the conflation of separate members in a\u0000 constructional network whose meanings slowly converged (in the manner of mutually supporting constructions) around a volitional\u0000 meaning to generate a conative structure. The discussion sheds light on likely constructionalization paths for the development of\u0000 conative meaning and highlights the role of non-periphrastic constructions as a principal means of conveying certain core modal\u0000 contents in particular languages.","PeriodicalId":509448,"journal":{"name":"Review of Cognitive Linguistics","volume":"8 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140425118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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