Ateneo - UPO

The fundamental principles of Cognitive Linguistics and their application to linguistic analysis from both synchronic and diachronic perspectives.

For students who attend the course: 1) Croft, W. and D. A. Cruse (2010). Linguistica cognitiva (Italian edition edited by S. Luraghi). Roma: Carocci (chapters 6 and 7 excluded).2) Luraghi, S. and L. Gaeta (2003, eds.). Introduzione alla linguistica cognitiva. Roma: Carocci (chapters 7 and 8 only).3) Any other content that will be uploaded on the platform DIR.Non-attending students shall study, in addition to the material indicated above, also: 1) Bazzanella, C. (2014). Linguistica cognitiva. Un’introduzione. Bari-Roma: Laterza (pages 3–41 only).2) Luraghi, S. and L. Gaeta (2003, eds.). Introduzione alla linguistica cognitiva. Roma: Carocci (a choice of one chapter among chapters 6, 9, 10, or 11).

The aim of the course at a basic level is to enable students to acquire the following knowledge, skills, and abilities:
- Basic knowledge of the fundamental principles of Cognitive Linguistics and the main cognitive mechanisms influencing language, especially at the semantic and lexical levels, with particular reference to conceptual metaphor and theories of embodied cognition.
- Adequate ability to apply the cognitive approach to the analysis of some linguistic phenomena.
- Ability to explain the topics with sufficient clarity and using appropriate specialized terminology.

The aim of the course at a more advanced level is to enable students to acquire the following knowledge, skills, and abilities:
- In-depth knowledge of the principles of Cognitive Linguistics and the main cognitive mechanisms influencing language, especially at the semantic and lexical levels, with particular reference to conceptual metaphor and theories of embodied cognition.
- Ability to apply the cognitive approach to the analysis of some linguistic phenomena or data, in both synchronic and diachronic perspectives, with autonomy and by framing the strengths and limitations of this approach.
- Ability to communicate complex concepts of the discipline in an articulate manner and with full mastery of specialized terminology.

These objectives are consistent with those of the Degree Programme, as outlined in the SUA-CdS.
The course awards a total of 6 ECTS credits, distributed as follows: 1.5 ECTS credits of instructional delivery and interactive activities (in-person); 4.5 ECTS credits of self-study. For non-attending students, the 6 ECTS credits of the course consist entirely of self-study activities.

The course does not require any prerequisite exams. However, at least a basic knowledge of General Linguistics is strongly recommended.

The course mainly consists of lectures, enriched with interactive and participatory activities dedicated to the analysis of linguistic phenomena. Practical activities using online resources to explore the semantic and conceptual dimensions of language, as well as seminar activities, are also included.
Study support materials, including all slides projected during lectures, will also be made available on the DIR platform. These materials, together with the reference bibliography, are necessary to prepare for the exam (for both attending and non-attending students).

Students with physical disabilities, Learning Disabilities or Special Education Needs can request specific services and tools via reference office consulting the University webpage: https://www.uniupo.it/en/services/services-students-physical-or-learning-disabilities. Students with disabilities, learning disabilities or special education needs, once they have contacted the University Staff, can refer to the course instructor to define the examination modalities, concerning academic aspects.

The final assessment consists of an oral examination lasting approximately 30 minutes. During the exam, students will be asked questions on the topics of the course in order to assess the extent to which they have achieved its objectives and intended learning outcomes. At least one question will require students to discuss a specific case study in which the cognitive approach is applied either to the investigation of linguistic situations from the past or to the analysis of linguistic change.

The final grade will be based on: mastery of fundamental concepts (50%); ability to apply acquired knowledge to describe or analyze concrete linguistic phenomena (35%); use of scientific terminology when presenting arguments (15%).

Grading criteria

A mark between 18 and 22 will be awarded to students who demonstrate:
- sufficient knowledge and understanding of the topics covered in the course and the required bibliography;
- sufficient ability to apply the fundamental concepts of Cognitive Linguistics to the analysis, including guided analysis, of concrete linguistic phenomena from either a synchronic or a diachronic perspective;
- sufficient independent judgement in identifying the strengths and limitations of the theories and approaches developed within Cognitive Linguistics;
- sufficient ability to use the appropriate specialist terminology;
- sufficient learning skills, demonstrated by the ability to identify and assimilate the core concepts and methods of Cognitive Linguistics.

A mark between 23 and 26 will be awarded to students who demonstrate:
- satisfactory knowledge and understanding of the topics covered in the course and the required bibliography;
- satisfactory ability to apply the fundamental concepts of Cognitive Linguistics to the analysis, including guided analysis, of concrete linguistic phenomena from either a synchronic or a diachronic perspective;
- satisfactory independent judgement in identifying the strengths and limitations of the theories and approaches developed within Cognitive Linguistics;
- satisfactory ability to use the appropriate specialist terminology;
- satisfactory learning skills demonstrated by the ability to identify and assimilate the core concepts and methods of Cognitive Linguistics.

A mark between 27 and 30 will be awarded to students who demonstrate:
- good or excellent knowledge and understanding of the various topics covered in the course and the required bibliography;
- good or excellent ability to apply the fundamental concepts of Cognitive Linguistics to the analysis of concrete linguistic phenomena from either a synchronic or a diachronic perspective;
- good or excellent independent judgement in identifying the strengths and limitations of the theories and approaches developed within Cognitive Linguistics;
- good or excellent ability to use the appropriate specialist terminology;
- good or excellent learning skills, demonstrated by the ability to identify and assimilate the core concepts and methods of Cognitive Linguistics.

Honours (30/30 cum laude) will be awarded to students who demonstrate excellent achievement across all the intended learning outcomes, combining an in-depth knowledge of the subject with outstanding ability to interpret linguistic data, a highly developed capacity for critical judgement, and full mastery of the specialist terminology.

In the first part of the course, the foundational principles of Cognitive Linguistics will be explored. After a brief historical overview, the lessons will delve into key concepts, including frames and prototypes, and examine the essential elements that underpin the processes of categorization and conceptualization of experience. The cognitive approach’s contribution (and limits) to lexical semantics will be illustrated and discussed, with particular attention to embodied cognition. A significant portion of the course will focus on metaphor as a fundamental mechanism for conceptualizing reality and its role in language.
The second part of the course, through specific case studies, will show how core assumptions of Cognitive Linguistics can be effectively applied to investigating past linguistic situations and analyzing linguistic change. Additionally, valuable resources for exploring the semantic and cognitive dimension of language (e.g. FrameNet) will be presented and utilized during lectures.

To achieve the knowledge, skills, and abilities corresponding to a basic level, students are asked to demonstrate the following:
- Knowledge and understanding: acquisition of a basic knowledge of the topics covered in the course and the required bibliography.
- Applying knowledge and understanding: development of the ability to apply the fundamental notions of Cognitive Linguistics to the analysis of linguistic phenomena (at least those presented in lectures or the reference bibliography), from both a synchronic and diachronic perspective.
- Autonomy of judgements: ability to discuss the strengths and limitations of the theories and approaches developed in the field of Cognitive Linguistics, in relation to the topics covered during lectures and in the exam preparation materials.
- Communication skills: ability to present arguments using specialized terminology with a good level of linguistic proficiency.
- Learning ability: ability to identify and learn the concepts and methods of analysis of linguistic data specific to the discipline, starting from the materials indicated in the exam bibliography and, for attending students, from the activities carried out during lectures.

To achieve the knowledge, skills, and abilities corresponding to an advanced level, students are asked to demonstrate the following:
- Knowledge and understanding: acquisition of an in-depth knowledge of the topics covered in the course and the required bibliography.
- Applying knowledge and understanding: development of the ability to autonomously apply the fundamental notions of Cognitive Linguistics to the analysis of linguistic phenomena, from both a synchronic and diachronic perspective.
- Autonomy of judgements: ability to confidently identify and compare the strengths and limitations of the theories and approaches developed in the field of Cognitive Linguistics, in relation to the topics covered during lectures and in the exam preparation materials.
- Communication skills: ability to present arguments with full mastery of specialized terminology.
- Learning ability: development of a solid capacity for autonomous updating and critical in-depth study, knowing how to make the best use of teaching materials and digital resources to explore linguistic phenomena – even those different from those discussed in lectures or reference texts – and to tackle subsequent study paths.

These intended learning outcomes are consistent with those of the Degree Programme, as outlined in the SUA-CdS.