LNG206 Cognitive Linguistics
Essay Assignment 2024-2025 S2
DEADLINE: May 30th, 5pm
WHERE: Submitted on LMO
Task: Choose ONE question and write a 3000 word essay in response.
Word count: 3000 (+/- 10% of the word count guide is acceptable), excluding references and appendixes.
Weighting: This assignment is worth 70% of your final grade. There is a resit available for this element of assessment.
Submission: The essay must be submitted by 5pm May the 30th. It must be submitted in either PDF, Word, or Pages format. Please note that late submissions are subject to a 5 mark daily penalty. Please contact me in advance if you have any problems.
Choose ONE of the questions:
1. Considering conceptual metaphor theory, it is assumed that we think in metaphors, but these metaphors vary across different languages. Taking advantage of the similarities and differences between languages in their conceptual metaphor, discuss how this can be taken advantage of in teaching a second language. Consider the role of conceptual metaphor in the first and second language being learned, and show how this might be taught to a student’s advantage, while considering where this may prove an obstacle.
2. In Cognitive Grammar, constructions are hypothesized to be elements which can unite units into larger phrases. Considering first language acquisition, constructions are slowly acquired. Discuss this acquisition from both an English and Chinese child’s first language learning experience, and consider if an English child has an advantage in acquiring English constructions compared to a Chinese child acquiring Chinese constructions. Consider the reasons why this might be.
3. In Cognitive Grammar, lexical classes are developed from cognitive principles. How these cognitive principles are applied to words can vary across different languages, e.g., how words are divided into mass and count nouns. Discuss the processes involved in THING, STATE, and PROCESS from both an English and Chinese perspective. By using a selection ofwords in both languages, see how equivalent they are, and consider the reasons why they may or may not be in cognitive linguistic terms.
Whichever question you select, you should consider the extent to which the cognitive processes underlying language and meaning creation predict some universality.
Core Task Requirements
• Your essay should demonstrate originality through the selection of your own examples, and by taking a critical approach to the relevant theories.
• Your account should be supported by a range of relevant texts. Your reading should go beyond the course textbook.
• Please refer to the handbook guidelines on referencing. You must include a reference list and must cite all sources that have been used directly or indirectly.
• Your argumentation, accuracy, relevance of examples, and knowledge of relevant theories are being assessed.
• The grammar, punctuation, referencing, and spelling are assessed.
• Do NOT use any primary evidence gathered from your own experiments, screenshots
from friend’s conversations, and the such — there is no ethics clearance for this, and it will NOT be marked.
*Examples not in English must be given a literal gloss in English. Chinese characters need to be provided with the Pinyin also.
Essay tips
In previous years, strong essays typically have had the following features:
• A clear line of argument.
• Supportive evidence from linguistic data. This could be sourced from existing scholarly works (with citation), from literary texts, film, or databases such as the OED.
• A clear structure, with an introduction that makes the central claim, body paragraphs that build towards the argument, and a concise and clear conclusion.
• Correct analysis and correct use of terminology.
• Demonstrates an understanding of core concepts in Cognitive Linguistics, and makes reference to a relevant theoretical perspective studied on the course.
• Careful and correct citation.
• Good grammar, spelling, and punctuation.
Weak essays typically have had the following features:
• A list-like structure, which does not show coherence between sections and in which each section does not build towards the main line of argument.
• Less argumentation and more description.
• Lack of evidence, unsubstantiated claims.
• Unclear presentation of examples, e.g., Chinese examples presented without translation.
• Trying to cover too much in too little depth.
• Going off-topic.
• Incorrect or absent referencing.
• Excessive grammatical mistakes or lack of proofreading.