comparing two pedagogical models: traditional and modern. The model relies on form-focused repetition, while the modern model, inspired by Cognitive Grammar, adopts a meaning-oriented approach, emphasizing coherent category formed various senses of linguistic unit. study highlights significance polysemy in grammar instruction, arguing that negative prefix encompasses multiple beyond its morphol...

This paper examines the relationship between modeling human sentence comprehension using cognitive architectures and approaches to linguistic knowledge representation using construction grammars. We review multiple computational models of language understanding that vary in their use of construction grammar and cognitive architectures. We present a case study: Lucia, that uses Embodied Construc...

Cognitive linguistics has reached a stage of maturity where many researchers are looking for an explicit formal grounding of their work. Unfortunately, most current models of deep language processing incorporate assumptions from generative grammar that are at odds with the cognitive movement in linguistics. This demonstration shows how Fluid Construction Grammar (FCG), a fully operational and b...

The relationship between linguistic and nonlinguistic cognition is an important area of study including the questions of language modularity and learnability. We believe that insights to this relationship can be obtained by implementing a precise computational model of sentence understanding within a general cognitive architecture. In this paper we have represented a wide-coverage grammar (Head...

Streszczenie. This paper presents a formal syntax framework of natural languages for computational linguistics. The abstract syntax of natural languages, particularly English, and their formal manipulations are described. On the basis of the abstract syntax, a universal language processing model and the deductive grammar of English are developed toward the formalization of Chomsky’s universal g...

In foreign language pedagogy, promoting learner’s insight means reducing the perceived arbitrariness of the foreign language system. The learner perceives something as arbitrary if he/she can see no reason why it should be as it is. For this reason, it is not enough to merely inform the learner that a particular element belongs to a given formal category and not to another. Rather, we need to e...

The special issue of The Linguistic Review on “The Role of Linguistics in Cognitive Science” presents a variety of viewpoints that complement or contrast with the perspective offered in Foundations of Language (Jackendoff 2002a). The present article is a response to the special issue. It discusses what it would mean to integrate linguistics into cognitive science, then shows how the parallel ar...

An important issue for the cognitive sciences is whether grammar is to any nontrivial extent an autonomous cognitive system. Current cognitive hypotheses of language acquisition would argue against an autonomous linguistic system and would support the notion that language emerges from more general cognitive knowledge and is throughout its development fundamentally tied to a nonlinguistic cognit...

In this paper, we deal with register-driven variation from a probabilistic perspective, as proposed in Schäfer, Bildhauer, Pankratz, Müller (2022). We compare two approaches to analyse within HPSG. On the one hand, consider multiple-grammar approach and combine it architecture CoreGram project (2015) - discussing its advantages disadvantages. other take into account single-grammar argue that ap...

Nunberg (1995) has identified two types of metonymic constructions with different linguistic properties: predicate transfer and deferred indexical reference. In this paper, we describe these types of metonymies within the context of cognitive grammar (Langacker, 1999), mental space theory (Fauconnier, 1994), and blending theory (Fauconnier & Turner, 2002). Using concepts from cognitive grammar,...