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Volume 13, Issue 1 (March & April 2022 2022)
Abstract
Regarding the necessity of selecting efficient language learning strategies and methods for teaching English to Persian-speakers, the Langacker’s cognitive grammar theory has been used as a creative method in teaching. The present study aims to evaluate the creative usage of cognitive grammar in education to simplify the process, provide better learning, and develop creativity and linguistic capabilities. For this purpose, the following questions have been addressed: 1. What is the increasing number of words used by both control and test groups, after passing the “creative course of the learning style of describing a word in a sentence” through the “specificity” attribute in meaningful contextual textures? 2. How can we use the “syntagmatic combinations” attribute to facilitate the teaching of “complex linguistic units” construction in the sentences? In this regard, following the creative training of participants with a cognitive approach, 46 Farsi speakers were analyzed qualitatively and quantitatively by using SPSS software. By using the creative courses of learning style and describing the word using Langacker’s cognitive grammar, together with quasi-cognitive charts for simplifying the education process, learners were able to create linguistic well-form sentences. The research results demonstrates that after completing the creative course of the learning style of describing a word in a sentence, the test group could expand 98% of the words from the total number of textbook words and include them in their texts; while the control group, who hadn’t gone through the creative course, managed to collocate only 44% of the total words. The outcomes illustrate the high effect of the approach in facilitating English teaching for Persian-speaking children.
1. Introduction
The present article seeks to introduce one of the easy teaching methods from Langkaker's grammatical point of view. In this research, “how to expand vocabulary”, “specificity”, “mixed structures” and “synchronization relations of nominal groups” are investigated and presented in the form of tables and statistical charts. By examining the present study from a cognitive perspective, we can examine the application of some key concepts of this grammar in teaching and simplifying second language learning, based on Langaker's grammatical theory. Hypotheses in the present study are as follows: Hypothesis 1: after passing the creative course the test group, can describe more words in a sentence and in texts by using the characteristic feature; Hypothesis 2: creative diagrams, similar to cognitive diagrams in syntagmatic combinations, can be used to simplify teaching the construction of complex linguistic units and adaptation of expressions. The present study aims to evaluate the creative usage of cognitive grammar in education, which simplifies the process, provides better learning, and develops creativity and linguistic capabilities. In addition to performing qualitative and quantitative analysis via statistical softwares provided on the basis of the narrative texts of language learners, by the usage of Langaker's cognitive theory in the field of cognitive grammar, the present study provides a creative way to facilitate language learning for Persian-speaking children at the intermediate level and to test the research hypotheses. Accordingly, the study presents a solution for the learners’ educational problems to facilitate the content through innovative methods in effective teaching.
Research Question(s)
In this research, the following questions were addressed: 1. After passing the “creative course of the learning style of describing a word in a sentence” what is the increasing number of words used by the control and test groups through the “specificity” attribute in meaningful contextual texture? 2. How can we use the “syntagmatic combinations” attribute to facilitate the teaching of “complex linguistic units” construction in the sentences?
2. Literature Review
So far, various research has been conducted on fostering creativity in teaching and learning. However, to the best of our knowledge, most research has not mentioned the creative usage of cognitive grammar in education. The position of cognitive sciences in education to provide opportunities for the growth of creativity and language capabilities is low. Training that accompanied by a cognitive approach will be effective and efficient. Torrance (1968) studied the factors of creativity and mentioned intelligence, family and personality traits of individuals. In a study, Ronald and Standler (2005) cited the efforts of parents and other educators as a key factor in fostering creativity. Gardner (2002) showed that educators and mentors could play an important role in motivating creative learners. Still, noteworthy is that the researches present explanations of theories, while the matter isn’t used for practical teaching English for Persian- speaking children.
3. Methodology
The present research is of applied and theoretical type in terms of purpose. The unit of observation is by collecting data, linguistic narratives, from children. Language learners, as the community of the case study in this research, were aged 10 to 12 years. This research was considered as a survey research based on the time of collection and performed experimentally on the control and test groups for 4 months. After creative training with a cognitive approach, 46 Farsi speakers were described qualitatively and quantitatively by using SPSS software. As a result, by using the creative courses of learning style and describing the word using Langacker’s cognitive grammar, learners were able to create linguistic well-formed sentences.
4. Results
The following diagrams summarize the results for the control and test groups:
Control group figure 1
Chart of the amount of words used by the control group during surveys and assessments
Test group figure 2
Chart of the amount of words used by the test group during surveys and assessments
Also, a comparison has been made within the charts of the percentage of new words used in both total and each word in the control and test groups, shown below. As seen, figure 3 illustrates the expansion of 98% of textbook vocabulary by language learners in the creative cognition teaching.
Figure 3
Vocabulary expansion and demonstration of the effectiveness of the creative cognitive method in teaching
5. Discussion
The purpose of putting phrases together is the diverse creativity of each person and the creative power of individuals that can construct a variety of linguistic expressions in a possible way according to their knowledge of the grammatical principles of the target language. Talents of learners are different in the arrangement of phrases, and individuals create and conceptualize relationships between words as they imagine them, in producing meaningful linguistic phrases. After 3 months of training and introducing various methods of describing a word, learners managed to develop words using descriptive methods.
After a semester of training, language learners were able to present a short narrative such as the sample and explain each description. They started with a word, turned it into a linguistic phrase, then connected the phrases together, and created meaningful sentences. Finally, they connected the meaningful linguistic sentences which is seen in a meaningful narrative example below. The following chains are produced by the learner after easy and creative training.
The result of creative teaching through Langaker's grammar is the formation of the following well-structured language chains by the learners. Consequently, the learners are able to easily move a word to the level of the text. An example of a text that has been developed and specified by a learner after creative cognitive training is given below.
Figure 4
Expanding words and specifying each word by the learner
6. Conclusion
As a result, by using the creative courses of learning style and describing the words by the usage of Langacker’s cognitive grammar, and using the quasi-cognitive charts in simplifying the learning process, learners were able to create linguistic well-form sentences. After completing the creative course of the learning style of describing a word in a sentence, the test group could expand 98% of the words from the total number of textbook words and include them in their texts; while the control group only managed to collocate 44% of the total words.
Appendices
The appendices are mentioned below.
Appendix A: Sample of language texts for learners along with their edited text.
Appendix B:
Frequency tables of words used in the control and test groups
Appendix c: samples of making sentence in test groups
The present article seeks to introduce one of the easy teaching methods from Langkaker's grammatical point of view. In this research, “how to expand vocabulary”, “specificity”, “mixed structures” and “synchronization relations of nominal groups” are investigated and presented in the form of tables and statistical charts. By examining the present study from a cognitive perspective, we can examine the application of some key concepts of this grammar in teaching and simplifying second language learning, based on Langaker's grammatical theory. Hypotheses in the present study are as follows: Hypothesis 1: after passing the creative course the test group, can describe more words in a sentence and in texts by using the characteristic feature; Hypothesis 2: creative diagrams, similar to cognitive diagrams in syntagmatic combinations, can be used to simplify teaching the construction of complex linguistic units and adaptation of expressions. The present study aims to evaluate the creative usage of cognitive grammar in education, which simplifies the process, provides better learning, and develops creativity and linguistic capabilities. In addition to performing qualitative and quantitative analysis via statistical softwares provided on the basis of the narrative texts of language learners, by the usage of Langaker's cognitive theory in the field of cognitive grammar, the present study provides a creative way to facilitate language learning for Persian-speaking children at the intermediate level and to test the research hypotheses. Accordingly, the study presents a solution for the learners’ educational problems to facilitate the content through innovative methods in effective teaching.
Research Question(s)
In this research, the following questions were addressed: 1. After passing the “creative course of the learning style of describing a word in a sentence” what is the increasing number of words used by the control and test groups through the “specificity” attribute in meaningful contextual texture? 2. How can we use the “syntagmatic combinations” attribute to facilitate the teaching of “complex linguistic units” construction in the sentences?
2. Literature Review
So far, various research has been conducted on fostering creativity in teaching and learning. However, to the best of our knowledge, most research has not mentioned the creative usage of cognitive grammar in education. The position of cognitive sciences in education to provide opportunities for the growth of creativity and language capabilities is low. Training that accompanied by a cognitive approach will be effective and efficient. Torrance (1968) studied the factors of creativity and mentioned intelligence, family and personality traits of individuals. In a study, Ronald and Standler (2005) cited the efforts of parents and other educators as a key factor in fostering creativity. Gardner (2002) showed that educators and mentors could play an important role in motivating creative learners. Still, noteworthy is that the researches present explanations of theories, while the matter isn’t used for practical teaching English for Persian- speaking children.
3. Methodology
The present research is of applied and theoretical type in terms of purpose. The unit of observation is by collecting data, linguistic narratives, from children. Language learners, as the community of the case study in this research, were aged 10 to 12 years. This research was considered as a survey research based on the time of collection and performed experimentally on the control and test groups for 4 months. After creative training with a cognitive approach, 46 Farsi speakers were described qualitatively and quantitatively by using SPSS software. As a result, by using the creative courses of learning style and describing the word using Langacker’s cognitive grammar, learners were able to create linguistic well-formed sentences.
4. Results
The following diagrams summarize the results for the control and test groups:
Control group figure 1
Chart of the amount of words used by the control group during surveys and assessments
Test group figure 2
Chart of the amount of words used by the test group during surveys and assessments
Also, a comparison has been made within the charts of the percentage of new words used in both total and each word in the control and test groups, shown below. As seen, figure 3 illustrates the expansion of 98% of textbook vocabulary by language learners in the creative cognition teaching.
Figure 3
Vocabulary expansion and demonstration of the effectiveness of the creative cognitive method in teaching
5. Discussion
The purpose of putting phrases together is the diverse creativity of each person and the creative power of individuals that can construct a variety of linguistic expressions in a possible way according to their knowledge of the grammatical principles of the target language. Talents of learners are different in the arrangement of phrases, and individuals create and conceptualize relationships between words as they imagine them, in producing meaningful linguistic phrases. After 3 months of training and introducing various methods of describing a word, learners managed to develop words using descriptive methods.
After a semester of training, language learners were able to present a short narrative such as the sample and explain each description. They started with a word, turned it into a linguistic phrase, then connected the phrases together, and created meaningful sentences. Finally, they connected the meaningful linguistic sentences which is seen in a meaningful narrative example below. The following chains are produced by the learner after easy and creative training.
The result of creative teaching through Langaker's grammar is the formation of the following well-structured language chains by the learners. Consequently, the learners are able to easily move a word to the level of the text. An example of a text that has been developed and specified by a learner after creative cognitive training is given below.
Figure 4
Expanding words and specifying each word by the learner
6. Conclusion
As a result, by using the creative courses of learning style and describing the words by the usage of Langacker’s cognitive grammar, and using the quasi-cognitive charts in simplifying the learning process, learners were able to create linguistic well-form sentences. After completing the creative course of the learning style of describing a word in a sentence, the test group could expand 98% of the words from the total number of textbook words and include them in their texts; while the control group only managed to collocate 44% of the total words.
Appendices
The appendices are mentioned below.
Appendix A: Sample of language texts for learners along with their edited text.
Appendix B:
Frequency tables of words used in the control and test groups
Appendix c: samples of making sentence in test groups
Volume 13, Issue 2 (5-2022)
Abstract
The present research aims to investigate the place of noun in Persian language based on cognitive approach by relying on the framework of Lanckager’s cognitive grammar (2008). To achieve this goal, authors have selected 150 Persian simple nouns from Sokhan Dictionary (1382) accidentally. The method of the present research is descriptive-analytical and data collecting is based on library studies. After the study of collected data of research, authors concluded that in Persian language, the discussion on being countable or non-countable of noun doesn’t make much sense and unlike cognitive approach mass nouns are the same as countable nouns, which receive plural –s morpheme and together with proper nouns, they constitute a different class of nouns. Also in Persian language as well as cognitive approach, pronouns can replace nouns.
1. Introduction
Background:
One of the most important grammatical categories is noun, which has been considered in most linguistic studies, and due to the frequent presence of this grammatical category in language sentences, it can be given a special position in the field of grammar as well as word structure. In today's advanced world, where scientists and inventors are making new inventions and discoveries every day and selling them to the markets, the centers and authorities responsible for naming these products have faced a huge challenge. Making new domestic products, updating and editing, school and university textbooks based on modern science, updating Persian dictionaries, translating borrowed words in technical, engineering, medical, pharmaceutical and even military fields show the importance of studying the status of nouns in Persian based on an up-to-date and new theoretical framework in the field of linguistics. Although much research has been done on the grammatical category of nouns and distinguishing this category from other grammatical categories inside or outside Iran, the position of nouns in Persian has not been studied in detail from a cognitive point of view.To this end , this study aims to investigate the position of nouns in Persian language based on the theoretical and grammatical framework of Langacker (2008).
Theoretical framework
The theoretical framework of the present study is Langacker’s (2008) grammar. Cognitive linguistics can be divided into two broad areas: cognitive semantics and cognitive approaches to grammar. In grammar, language is considered as a mental and cognitive system, and therefore the issue of language independence from other cognitive powers is not raised, and a comprehensive understanding of the language system is not possible without a complete understanding of the cognitive system. Also, the independence of linguistic domains is rejected, and semantics does not mean literal or linguistic meaning and does not believe in semantic characteristics. Rather, the literal and non-literal meanings are metaphorical, virtual, metaphorical, and context-based. The grammar proposed by Langacker (2008) is the most prominent framework of cognitive linguistics. In describing grammar, Langacker (2008) considers language as a part of cognition and believes that linguistic research should be dedicated to understanding the human mind. In Langacker's grammar (2008), nouns are divided into two main subsets of countable nouns and common or uncountable nouns. Langacker (2008) also divides nouns into two groups of pronouns and specific nouns in terms of semantic usage. Langacker's (2008) cognitive approach has introduced the distinction between countable nouns and uncountable or general nouns in taking the plural marker. Thus, the noun that receives the plural is countable and the noun that does not receive the plural is uncountable.
Research questions:
In this study, the following questions have been raised: 1. To what extent does the pattern of countable and uncountable nouns in Persian correspond to the cognitive pattern? 2. What class of nouns in Persian does the pattern of common nouns which are one of the two main classes that make up nouns in the cognitive approach correspond?
Research method:
The research method of the present study was descriptive-analytical and the method of collecting research data was based on library studies and random sampling. To investigate the status of nouns in Persian from a cognitive perspective under the theoretical framework of Langacker (2008) grammar, the authors randomly selected 150 simple Persian names from Sokhan dictionary (2003).
2. Results
the results showed that in Persian the discussion of countable or non-countable nouns does not make much sense. Contrary to the cognitive view which considers countable nouns and common nouns as the two main classes of nouns, in Persian, common nouns are the same as countable nouns and receive the plural marker, and together with specific nouns, they form a distinct class of nouns. Also, in Persian, as in the cognitive view, the pronoun replaces the noun. Examining the simple nouns from a cognitive point of view showed that Persian grammar has significant differences in the category of countable nouns, uncountable nouns, general nouns, specific nouns and pronouns compared to Langacker (2008) grammatical pattern. In Persian, general, specific, and some personal pronouns do not receive the plural marker (s), which is in stark contrast to Langacker (2008)'s grammar. Also in Persian, some nouns that are inherently uncountable, such as water, also receive the plural marker (s). Here, the language instinct of the Persian speaker is also involved, which is also a case of contradiction between Persian grammar and cognitive grammar.
3. Conclusion
In general, in Persian, countable and uncountable nouns are on one side, and general and specific nouns are also on the other side, which do not correspond in general to Langacker’s (2008) grammatical model.
Volume 15, Issue 6 (January & February 2024)
Abstract
The present research investigates the productivity of compound noun maker patterns in Persian language based on the theoretical framework of Plag (2003). For this purpose, the authors have extracted 1300 compound nouns from a corpus taken from Persian language database (PLDB). The method of the present research is descriptive-analytic and data collecting is corpus based. After the study of collected data of research, the authors have concluded that the only quantitative method for measuring the productivity of word formation processes introduced by Plag (2003) is to count the outputs of a word formation process. Also, the most productive compound noun maker pattern among compound noun maker patterns is (noun+noun). Moreover, different methods of measuring the productivity rate of compound noun maker patterns offer different results. Analysis of the extracted data from the research corpus shows that among the compound noun maker patterns in Persian, (noun + noun) pattern has the highest productivity and these patterns ( pronoun + noun / pronoun + stem of present verb / noun + imperative verb / number + number) have the lowest productivity.
1. Introduction
One of the most important word formation processes in the Persian language, which is also highly productive, is the process of composition, which is used in the construction of new words, especially compound nouns, and plays an important role in the formation and enrichment of Persian language words. Words play an essential role in the formation of human language, so knowing the productive word-forming processes and, above all, the productive noun-forming processes, can be one of the most practical methods of creating new words in any language, especially the Persian language.
Languages have benefited from the process of composition, which is one of the most important processes of word formation and is considered one of the generative processes of word formation. Therefore, this research, based on the theoretical framework of the generation of Plug (2003) as well as the analysis of the data obtained from the corpus, investigated the quantitative methods of measuring the generation of patterns of compound nouns in Persian language, and the patterns of the formation of compound nouns which can help Persian language in naming and choosing words for new domestic or imported products and inventions.
Despite many studies that Iranian and non-Iranian researchers have done on nouns, only a few studies have been conducted in relation to the issue of the reproduction of noun formation processes, and so far no researcher has exclusively investigated the reproduction of compound noun formation patterns in the Persian language. Based on this, the authors intend to study the rate of reproduction of compound noun formation patterns in Persian based on the theoretical framework of reproduction of Plug (2003).
Research Question(s)
In this regard, the following questions have been raised:
1. What are the quantitative methods of measuring the productivity of compound noun formation patterns in Persian language?
2. Among the patterns of compound nouns, which one is more productive?
For the above two questions, two hypotheses have been proposed. For the first question, it is assumed that the quantitative methods of measuring the generation of compound noun formation patterns in Persian include counting the outputs of a noun formation process, using possible words, using monofrequency words, and counting new words. For the second question, it has been assumed that the pattern (noun + noun) has the highest rate of reproduction among the patterns that make up compound nouns.
2. Literature Review
Shaghaghi (2011) defines productivity as follows: if a process can be used for phonetic changes or making new words or sentences, that process is considered productive, like the adjective-forming suffix (-y) in Persian language, which has a high productivity.
Amir Arjamendi (2009) in her doctoral thesis entitled "Productivity in the process of composition of the Persian language" based on the theoretical framework of Borer and Borer (1988) and by studying and researching the linguistic databases of the Persian language, provided a general picture of productivit.
Amir Arjamandi (2009) believes that it is possible to quantitatively measure the productivity in the composition of the Persian language by measuring the productivity by counting the outputs of the composition process using possible words and using single frequency words and by counting new words, but the reason for the limitations in the Persian language database was that it was only able to examine the productivity of the composition process using two methods of counting the outputs of the composition process and using single frequency words.
Badakhshan (2011) in his doctoral dissertation investigated the rate of reproduction of the composition process in Persian based on the theoretical framework of Plague (2003). According to Badakhshan (2011), fertility is not absolute, but rather continuous. He deals with productivity as a quantitative and qualitative concept and then introduced the methods of measuring productivity and because of the limitations he faced such as the impossibility of choosing compound words separately in the linguistic body and also the lack of software that can separate compound words from other words. He is satisfied with only one method and by counting the outputs of a derivational process, he measures the fertility of non-current compound words in Persian language.
3. Methodology
The method of conducting the present descriptive-analytical research and the method of collecting the research data is to use the language corpus available in the Persian language database in the Research Institute of Humanities and Cultural Studies (PLDB). The data collected from the 8 linguistic corpora of the research included 1300 compound nouns selected from 63 sources.
4. Results
In this article, the fertility patterns of compound nouns in Persian were investigated based on the opinions of Plag (2003). In this research, by extracting 1300 compound nouns from 63 sources in the Persian language database (PLDB), researchers tried to answer the two questions raised in this research and prove the hypotheses raised for each question.
In order to find the most productive pattern of compound nouns and after examining all the patterns of compound nouns, the authors came to the following conclusion: the pattern of compound nouns (noun + noun) with a frequency of 623 compound nouns and a sample frequency of 6740 compound nouns is one of the highest fertility among the compound noun patterns. Therefore, the hypothesis related to the second question of this research is confirmed. The authors, in examining and comparing different methods of measuring the productivity of the patterns of compound nouns, obtained different results of these patterns.
For example, in the first method of measuring the productivity rate of the data extracted from the body of the current research through counting the outputs of noun formation processes, which is a quantitative method, the compound noun pattern (noun + noun) had the highest fertility rate, while in the second method of measuring, the fertility rate of the data extracted from the body of this research, that is, by using single frequency words, which is based on the model of Plague (2003), is not a quantitative method and in this research is only used to compare and verify different productivity measurement methods. The compound noun formation pattern (pronoun + current stem (present)) which had very low productivity in the first method, in the second method has the highest rate of productivity among the compound noun formative patterns and the most productive noun pattern, called compounder.
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