분별(vikalpa)에 관한 인지언어학적 접근

김현구(Kim, Hyun-Gu) 동국대학교 불교문화연구원 2015 佛敎學報 Vol.0 No.71

이 글에서는 분별을 인지언어학의 의미론을 통해 살펴보았다. 이는 불교와 인지과학사이의 학제적 연구를 위한 선행 작업이다. 분별을 인지언어학의 관점에서 접근하기 위하여 본문에서는 다음의 내용을 다루었다. Ⅱ장에서는 불교의 ‘무아’설과 ‘체화된 인지’ 이론을 비교하였다. Ⅲ장에서는 인지언어학이 주장하는 추상적 개념의 신체적 뿌리를 살펴보았다. Ⅳ장에서는 중관학파가 바라보는 중생의 괴로움의 원인으로서 ‘분별’의 양상과 이를 의미만들기로 접근한 인지언어학의 관점을 살펴보았다. 괴로움의 주된 원인을 무명 ? 번뇌로 특징짓는 불교 교리의 특성 상 번뇌의 내용과 구조를 성찰하였다. 또한 인간 사고의 기반인 언어의 가상성에 대해 접근한 인지언어학의 방법론 역시 번뇌에 대한 현대적 이해로 보인다는 점을 밝혔다. 하지만 불교는 번뇌를 제거하여 해탈을 추구한다는 점에서 인간 사고의 본질로서 언어를 탐구하는 인지언어학과 다른 종착역을 노정한다. 다시 말해 중관학파는 분별을 번뇌의 특징으로 규정하며, 분별이 갖는 부정성에 주목한다. 반면 인지언어학은 분별을 인간 종(種)의 개성으로 받아들인다. 그래서 인지언어학은 분별이 의미화의 ‘차이’이며, ‘의미만들기’라는 시각에서 진화와 사회화의 과정에서 발달하고 획득한 특수한 신경기능으로 받아들인다. In this article I will examine “different manifestations” (vikalpa) from the perspective of the semantics of cognitive linguistics. This is leading interdisciplinary research between Buddhism and cognitive science. In my discussion, I will deal with the following issues. In Chapter Ⅱ I will compare the Buddhist idea of “denying a self” (an?tman) with the embodied cognitive theories. In Chapter Ⅲ I will explore the physical roots of the abstract concepts that are the main claims of cognitive linguistics. In Chapter Ⅳ I will explore what the Madhyamaka regards as the different manifestations of the cause of suffering, and the cognitive linguistic approach to these different manifestations as meaning-making. Because Buddhism characterizes the main cause of suffering as the delusion (avidy?) and affliction (kle?a), I will reflect on the content and structure of affliction. It seems that the methodology of cognitive linguistics is a modern understanding of affliction in that the cognitive linguistic approach to hypothetical language is the basis of human thought. Buddhists pursue liberation by removing affliction, while cognitive linguistics explores language as the essence of human thought. As a result, Buddhism and cognitive linguistics have their ways. In other words, the Madhyamaka defines these different manifestations as characteristic of affliction, and pays attention to the negativity of the different manifestations. However, cognitive linguistics accepts the different manifestations as part of the personality of the human species, treating them as the “differentiation” of the signification and studies the specific aspects of the neural function obtained and developed in the process of evolution and socialization from the perspective of meaning-making.

한국어교육의 문화인지적 접근방법 ― 문화인지교수법

강보유 ( Baoyou Jiang ) 중국한국(조선)어교육연구학회 2015 한국(조선)어교육연구 Vol.10 No.-

Culture-cognitive teaching method is based on cultural linguistics and cognitive linguistics. Cultural linguistics explains the cultural genes on the structure of languages, while cognitive linguistics explains what language structure reflects on consciousness. Culture-cognition is an organic whole, not simply adding the concept of culture to cognition. Culture-cognition reflects the relevance of culture and cognition projected on language structure. Through culture-cognitive mirror, the individuality and the universality of language can be observed. Culture is like a magnifier, highlighting the individuality, and cognition is like a microscope, registering universality. Cognition acts like a link, showing universality, while culture plays the role of a basis, highlighting the varied characteristics of different languages. The principles of culture-cognitive teaching method include the principle of teachers’ qualification, the principle of students’ cooperation, the principle of culture-cognitive explanation, and the principle of textbook writing.

인지언어학의 성격과 설명력

임지룡 ( Jiryong Lim ) 중국한국(조선)어교육연구학회 2020 한국(조선)어교육연구 Vol.15 No.-

The purpose of this study is to investigate the character and explanatory power of cognitive linguistics, a new approach to linguistic exploration. Cognitive linguistics first appeared in the mid-1970s as a reaction to the generative linguistics of the time, in which grammar is considered separate from cognitive ability and process. Since then, what started as a self-conscious intellectual movement has achieved an important and dominant status in the main stream of linguistics and comprises many branches. This study focuses on two aspects of cognitive linguistics. First, the character and prospective future of the field are examined through definition and consideration of the basic principles, status, and advantages for the linguist. Second, its explanatory power is demonstrated by its applicability to language education, in terms of categorization, polysemy, metaphor and metonymy, motivation, construal and construction, which are typical mechanisms or fields of cognitive linguistics. In sum, cognitive linguistics has produced a number of paradigm shifts in the exploration of thought and language. First, the associated principles, phenomena and knowledge of language are in accord with those of worldly affairs. Second, thought and cognition are extended from the concrete to the abstract. Third, members of a category are asymmetric. Fourth, form and content are not arbitrary, but iconic and motivated. Fifth, linguistic knowledge is usage-based. Sixth, meaning is important and semantics has priority in linguistic exploration. Seventh, meaning is embodied and functions through conceptualization or construal.

Modern Linguistics: Theoretical Aspects of the Development of Cognitive Semantics

Nataliia Mushyrovska,Liudmyla Yursa,Oksana Neher,Iryna Pavliuk International Journal of Computer ScienceNetwork S 2023 International journal of computer science and netw Vol.23 No.6

This article presents an examination of the major cognitive-semantic theories in linguistics (Langacker, Lakoff, Fillmore, Croft). The CST's foundations are discussed concerning the educational policy changes, which are necessary to improve the linguistic disciplines in the changing context of higher education, as well as the empowerment and development of the industry. It is relevant in the light of the linguistic specialists' quality training and the development of effective methods of language learning. Consideration of the theories content, tools, and methods of language teaching, which are an important component of quality teaching and the formation of a set of knowledge and skills of students of linguistic specialties, remains crucial. This study aims to establish the main theoretical positions and directions of cognitive-semantic theory in linguistics, determine the usefulness of teaching the basics of cognitive linguistics, the feasibility of using methods of cognitive-semantic nature in the learning process. During the research, the methods of linguistic description and observation, analysis, and synthesis were applied. The result of the study is to establish the need to study basic linguistic theories, as well as general theoretical precepts of cognitive linguistics, which remains one of the effective directions in the postmodern mainstream. It also clarifies the place of the main cognitive-semantic theories in the teaching linguistics' practice of the XXI century.

문법 교육의 인지언어학적 탐색

임지룡 ( Ji Ryong Lim ) 국어교육학회 2013 國語敎育學硏究 Vol.46 No.-

이 논문은 인지언어학의 관점에서 문법 교육의 적용 가능성, 과제, 효용에 대해서 살펴본 것으로 그 주요 내용은 다음과 같다. 첫째, 인지언어학은 세상에 대한 우리의 경험과 개념화 방식에 기초하여 언어, 마음-몸, 문화의 상관성을 밝히는 언어 이론으로서, 언어 현상을 설명하고 해석하는 데 많은 장점을 지니고 있다. 둘째, 인지언어학은 국내외적으로 (제2) 언어 교육에 응용됨으로써 그 가능성과 효용이 주목되며, 문법 교육에 적용 가능한 전형적 기제로 범주화·다의관계·비유·동기화·해석 등이 있다. 셋째, 인지언어 학적 관점에서 문법 교육의 내용요소와 효용은 다음의 다섯 가지가 있다. (1)원형이론은 말소리, 형태, 어휘, 문장 및 텍스트 차원에서 범주 구성원의 비대칭성, 범주 경계의 불명확성을 유연하게 처리해 준다. (2) 인지언어학은 다의어의 정의, 형태-의미의 복합성에 따른 동음이의어와의 경계, 중심의미와 주변의미의 비대칭성, 의미 확장의 경향성을 합리적으로 설명해 준다. (3) 인지언어학에서 비유는 개념적 현상이며 인간의 신체적 경험에 기초한 자연스러운 현상으로서, 개념적 은유와 환유 그리고 그 상관성이 문법 교육을 심화시킨다. (4) 인지언어학에서 동기화는 단어 형성법을 비롯하여, 언어 표현의 ``구조-기능``에 나타나는 광범위한 도상성을 통해 흥미로운 탐구과제를 제공한다. (5) 해석은 동의성, 중의성, 이동 시점, 대우법 등에서 의미의 본질 및 문법성에 새로운 이해를 제공해 준다. 요컨대, 인지언어학의 관점에서 문법교육의 남은 과제로는 내용 요소에 대한 폭과 깊이를 구체화하며, 교육현장에 적용하기 위한 교재 작성과 교수법을 마련하고 그 교육적 효과를 측정하는 일 등이다. The purpose of this study is to consider the applicability, materials, and usefulness of grammar education from the perspective of cognitive linguistics. The results are as follows: First, cognitive linguistics as a theory reveals the interrelationship between language, body-mind and culture, based on our experiences about the world and our ways of conceptualizing them, and it has great potential in explaining and interpreting linguistic phenomena. Second, cognitive linguistics can be applied effectively to second language education, home and abroad. Typical mechanisms applicable to grammar education are categorization, synonymy, figures of speech, motivation, construal, and so forth. Third, the content elements and usefulness of grammar education from the cognitive perspective are as follows: (1) Prototype theories successfully treat the asymmetry of category members in the levels of sound, form, vocabulary, sentence, and text, as well as the fuzziness of category boundaries. (2) Cognitive linguistics explains rationally the definition of a polysemous word, the boundary between the polysemous word and a homonym caused by the complexity of form-meaning, the asymmetry of a central meaning and a peripheral one, and the tendency of semantic expansion. (3) A figure of speech in cognitive linguistics is a conceptual and natural phenomenon based on bodily experiences, conceptual metaphor and metonymy, and the correlation of these deepens grammar education. (4) Motivation from the perspective of cognitive linguistics provides the possibility for interesting exploration tasks through the wide range of iconicity appearing in the ``structure-form`` of a linguistic expression, as well as word formation. (5) Finally, construal allows us to understand the nature of meaning and grammaticality in synonymy, ambiguity, motion, honor-ification, and so forth. To sum up, the remaining tasks of grammar education from the perspective of cognitive linguistics are to materialize the breadth and depth of content elements, to prepare appropriate teaching materials and methods for application in the classroom, and to measure their educational effects.

연령층에 따른 노인의 비유언어 이해와 인지-언어 능력 간 상관성

이미숙,김보선 대구대학교 특수교육재활과학연구소 2018 특수교육재활과학연구 Vol.57 No.4

Figurative language is used in multiple communicative contexts and contributes to raising the quality of communication. Cognitive-linguistic ability declines with aging, and older adults have difficulty in understanding the nonliteral meaning of figurative language. In this study, we examined if figurative language comprehension would show an age-related decline in three elderly groups. We also explored the association between figurative language type and cognitive-linguistic ability in each group. We selected 18 young old, 23 middle old, and 19 oldest old subjects, and administered figurative language comprehension tasks including proverb, figure of speech (metaphor/simile), and idiom. Participants also performed several cognitive-linguistic tasks like divided attention, executive function, confrontation naming, and generative naming. The study leads to three main results. Firstly, figurative language comprehension and cognitive-linguistic abilities mostly declined with age. Secondly, there was a significant difference among three groups in figurative language comprehension. Lastly, the correlation between type of figurative language and cognitive-linguistic factor was different in three groupsProverb comprehension in young old group was related to confrontation and generative naming. And figure of speech comprehension was associated with all cognitive-linguistic tasks. In middle old group, there were significant correlations between proverb comprehension and executive function, figure of speech comprehension and generative naming, and idiom comprehension and generative naming. Proverb comprehension was positively correlated with divided attention in oldest old group. The results support that figurative language comprehension has shown age-related effects in elderly people. Findings also demonstrate several cognitive-linguistic tasks related to comprehension of figurative language. This contributes to raising clinical efficiency in cognitive-linguistic intervention for the elderly. Especially, the result may be useful in the intervention of figurative language comprehension, and be at the base of considering the cognitive-linguistic correlation by and large. 비유언어는 다양한 의사소통 맥락에서 활용될 뿐 아니라 의사소통의 질을 향상시키는데, 노화로 인해 인지-언어 능력이 저하되면 비유언어의 함축적인 의미를 이해하는 능력도 제한된다. 본 연구에서는 노인의 연령별로 비유언어 이해 능력에 차이가 있는지 살펴보고, 비유언어의 하위 유형에 따라 인지-언어 능력과 어떠한 상관성을 보이는지 분석하였다. 이를 위해 연소 노인 18명, 중고령 노인 23명, 초고령 노인 19명을 대상으로 속담, 비유(은유/직유), 관용구를 포함한 비유언어 이해, 그리고 분리주의력, 집행기능, 대면이름대기, 생성이름대기 등의 인지-언어 능력을 알아보았다. 그 결과, 첫째, 연령이 높아질수록 비유언어 이해및 인지-언어 능력이 대체로 저하되었다. 둘째, 비유언어 이해 능력에 있어 초고령 노인, 중고령 노인, 초고령 노인 집단 간의 차이가 유의미하였다. 셋째, 노인의 세 연령 집단에서 비유언어의 유형별로 인지-언어 능력과의 상관성이 다르게 나타났다. 연소 노인 집단에서 속담 이해는 대면이름대기 및 생성이름대기, 비유 과제는 모든 인지-언어 과제와 유의한 상관성이 있었다. 중고령 노인 집단의 경우 속담 이해와 집행기능, 비유 및 관용구 이해와 생성이름대기 능력 간에 높은 상관성이 있었고, 초고령 노인 집단에서는 속담 이해와 분리주의력 간에 높은 상관관계를 보였다. 본 연구를 통해 노인의 세분화된 연령에 따라 비유언어의이해 능력에 차이가 있음을 알 수 있었다. 또한 노인의 비유언어 이해에 영향을 미치는 인지-언어적 과제를 제시할 수 있었다. 이는 노인에 대한 인지-언어적 중재 시 임상적 효율성을 높이는 데 기여할 것이다. 특히 노인의 비유언어 이해를 다룰 때 인지-언어적 상관성을통합적으로 고려하기 위한 근거로서 유용하게 활용될 수 있을 것이다.

문법 교육과 응용 국어학의 관계 맺기

오현아(Hyeon-Ah Oh) 한국중원언어학회 2013 언어학연구 Vol.0 No.29

This study attempted to review how Korean Applied Linguistics was placed in grammar teaching and if the current status would be desirable, in order to set the relationship between grammar education and Korean applied linguistics. To do this, we performed discussion focusing on text linguistics, socio-linguistics, cognitive linguistics, and psycholinguistics among diverse fields of Korean applied linguistics. Then why text linguistics, socio-linguistics, cognitive linguistics and psycho-linguistics are major targets of discussion among diverse Korean applied linguistics? First of all, text linguistics and socio-linguistics has important meaning in grammar education in that they can widen the perspective of traditional linguistics which used to focus on the language itself to the context surrounding around the language and make the language users to pay attention to the issue of actual language use. Additionally, it has important meaning in that language users who have been confined to cognitive linguistics and psycholinguistics are allowed to make an active relationship with language and pay attention to the intention and language processing course of language users. Accordingly, this study tried to analyze the relationship between grammar education and Korean applied linguistics to 2011 revised curriculum after the 7th educational curriculum and to search for the necessity to introduce a new perspective to grammar education and desirable direction of grammar education.

어휘의미론과 인지언어학

임지룡(Ji Ryong Lim) 한국어학회 2010 한국어학 Vol.49 No.-

The purpose of this study is to explore the status of lexical semantics and the characteristics of cognitive linguistics, and to examine the major themes of lexical semantic studies based on cognitive linguistics. The results are as follows. First, lexical semantics, which is an important part of Korean linguistics as well as linguistics in general, studies the meanings of words. In modem linguistics, local, holistic, and conceptual approaches have been used in the study of lexical semantics, and the conceptual approach has developed into cognitive linguistics. Second, compared to autonomous linguistics, cognitive linguistics is characterized by an emphasis on meaning and semantics, encyclopedic models, the motivation of structures and meanings of language, and the asymmetry of semantic structures. Third, when word meaning, categorization, polysemy, opposition, metaphor and metonymy, iconicity, and cultural models are analyzed for meaning in terms of human cognition, tendency, experience, and culture, a number of dynamic, three-dimensional characteristics can be identified. Fourth, lexical semantics is expected to develop in the future by clarifying various semantic aspects and increasing its explanatory power in terms of cognitive linguistics, the results of which need to be applied to semantic education, lexicography, and other fields.

중학교 『국어』 ‘문법’ 영역 교육 내용의 인지언어학적 제안

김억조(Kim, Eok-Jo) 계명대학교 인문과학연구소 2017 동서인문학 Vol.0 No.53

이 글은 중학교 『국어』의 ‘문법’ 영역 성취기준을 분석하여 교육 내용을 살펴보고 인지언어학적 관점을 반영한 교육 내용을 제안하는 것이 목적이다. 국어과 교육과정에 ‘문법’ 영역이 등장하는 것은 4차 교육과정부터인데 5차와 6차 교육과정까지는 ‘언어’라는 용어를 사용하였고 7차에서는 ‘국어 지식’이라는 용어를 사용하였다. 중학교 국어과 ‘문법’ 영역의 교육 내용이 ‘형태·구조 중심’이었다는 지적은 오래 전부터 있어 왔다. 그 결과 7차 ‘문법’ 교과서에서는 텍스트언어학의 연구 성과가 본격적으로 반영되기에 이르렀다. 그럼에도 불구하고 ‘형태 중심’ 언어 연구의 결과나 ‘의미 중심’ 언어 연구의 결과나 모두 암기의 대상임은 마찬가지였다. 그래서 이 글에서는 인지언어학적인 연구성과가 국어 ‘문법’ 교육의 내용으로 편성되어야 함을 제안한다. 인지언어학은 1987년 본격적으로 언어학계에 등장하여 지난 35년간 수많은 검증 과정을 거치면서 주류 언어이론으로 자리매김하기에 이르렀다. 인지언어학은 언어를 인간 마음의 반영이라고 보며, 인간의 마음 또는 마음과 연관된 언어는 인간, 특히 인간의 신체적 체험과 분리하여 연구할 수 없다고 본다. 인지언어학에서는 언어적 지식과 세상사 지식의 뚜렷한 구분을 부정하며, 단어의 의미를 본질상 백과사전적 지식으로 본다. 이 연구에서는 ‘언어의 본질, 음운, 단어와 품사, 어휘의 유형, 의미 관계, 문장, 담화’의 층위에서 인지언어학적인 관점의 교육 내용을 제안한다. 이 연구의 결과는 기존의 ‘형태·구조’ 중심인 국어 문법 교육의 내용에 인지언어학의 연구 성과를 수용하여 반영함으로서 학습자가 문법에 대한 흥미를 가질 수 있도록 하는 데 기여할 수 있을 것이다. The purpose of this study is to analyze the achievement criteria of ‘grammar’ area of middle school Korean Language, examine its educational content, and propose it reflecting the perspective of cognitive linguistics. ‘Grammar’ area was first introduced to Korean subject in the fourth curriculum. While the term ‘language’ was used in the fifth and sixth curriculums, ‘knowledge of Korean language’ started to be used in the seventh. That the educational content of middle school Korean subject ‘grammar’ area would be too ‘form/structure-centered’ has been pointed out for long. As a result, the outcomes of text language research came to be reflected in the seventh ‘grammar’ textbook in earnest. Nevertheless, both the ‘form-centered’ and ‘meaning-centered’ research outcomes commonly focused on memorization. Thus, this study suggests that cognitive linguistics research outcomes should be considered in the educational content of Korean language ‘grammar’. Cognitive linguistics first appeared in the academic world of language in 1987, went through a large number of verification processes for 35 years, and came to settle down as the mainstream language theory. Cognitive linguistics assumes that language would be a reflection of human mind and could not be separated from human beings, especially from their bodily experiences. Cognitive linguistics denies a clear differentiation between linguistic knowledge and worldly knowledge, and considers the meaning of words as encyclopedic knowledge. Based on ‘essence of language, phoneme, words and parts of speech, types of vocabulary, semantic relations, sentence, and discourse’, this study proposes educational content from the perspective of cognitive linguistics. As the study results accept and reflect cognitive linguistics research outcomes to the educational content of Korean language grammar considering ‘form/structure’, they are expected to help learners to be interested in grammar.

민간 모형의 의미 특성

임지룡 한글학회 2011 한글 Vol.- No.294

This study discusses semantic properties of folk models from the perspective of cognitive linguistics. The results of the study are as follows: First, a cognitive view of folk models demonstrates a common-sense view of the world formed through daily experiences, in contrast to expert models based on expertise. Second, typical examples of folk models are sense expressions, emotional expressions, proverbs and popular versions. The structure and meaning of sense expressions are closely motivated by folk models. Folk models of emotional expressions are conceptualized through physiological metonymy, conceptual metaphor, and scenario mechanisms. Proverbs and popular versions are a treasury of folk models and include unlimited potentiality of folk understanding. Third, philosophical objectivism and autonomous linguistics have overestimated the merits and excellence of expert models and have highlighted their negative aspects and limits. Cognitive linguistics has given folk models a proper meaning, identifying their significance in terms of explanatory power, factuality, familiarity, and predictability. To sum up, folk models as a foundation for the forming and understanding of language culture, reside in ordinary language and need to be explored in conjunction with expert models. 이 글의 목적은 언어공동체의 공유 지식인 인지 모형 가운데 ‘민간 모형’을 중심으로 의미적 특성을 살피는 것으로서, 그 주요 내용은 다음과 같다. 첫째, 민간 모형은 인지 모형의 일환으로서 경험을 통해 상식 수준으로 형성된 세계관이며, 전문 지식에 바탕을 둔 전문 모형과는 여러 면에서 차이가 있다. 둘째, 민간 모형의 전형적인 양상은 감각 표현, 감정 표현, 속담, 속언에 잘 나타난다. 그 중 감각 표현의 구조와 의미는 민간 모형에 의해 긴밀히 동기화되어 있고, 감정 표현의 민간 모형은 생리적 환유와 개념적 은유, 시나리오 기제를 통해 개념화된다. 또한 속담과 속언은 민간 모형의 보물창고로서 민간 이해의 무한한 잠재력을 내포하고 있다. 셋째, 객관주의 철학 및 자율언어학은 전문 모형의 장점과 우월성을 과대평가하고, 민간 모형의 부정적인 측면과 한계를 과장하였다. 그 반면 인지언어학은 민간 모형의 의의와 가치를 제대로 부여하였는데, 민간 모형의 의의는 설명력․사실성․친숙성․예측력에 있다. 요컨대, 일상 언어에 내재해 있는 민간 모형은 언어문화를 형성하고 이해하는 기반으로서, 전문 모형과 상보적으로 탐구될 필요가 있다.