The aims of the research determined in the previous section, several approaches may be used for the successful exploration into cognitive linguistics. However, there will be no specific aspect of language, cognition or usage-based approach focuses on, the original start point will find a natural anchor in one of those three variables as in Figure 3.1
Figure 3.1. Triangle of methodological approaches in cognitive linguistics
Bybee (2010) has usefully proposed three specific points of focus for the optimal study of each variable in relation to cognitive linguistics. To approach the exploration of cognitive linguistics, one of three approaches may be adopted as a start point.
3.3.1. Language approach
In order to grasp the use of a comparative approach to exploring the relationship between language use and thought. Lucy (1997) proposes the structure-centered approach standing for a language approach which begins with an analysis of language structure and then moves to an operational characterization of reality implicit in it so that the researcher may clarify a comparison of patterns of cognitive response across language-internal structural variations (Lucy, 1992a, 86–91).
In doing so, the structure-centered approach is conducted by comparing typology of language structures and their semantics, developing thereby a rendering of reality as it appears through the window of language (Lucy, 1992b: 275). In this approach, the collective linguistic patterns of many languages are gathered to form a comparative delimit within which each .contrast can be made. As a result, the approach to comparison through language focuses on an elaborate analysis of actual systems of language category meanings within a typological framework.
Pourcel (2005:104-105) illustrates the procedure in which consists of a specific sequence of study stages for a holistic investigation into certain linguistic phenomena.
1. LANGUAGE STAGE
* Identify cross- linguistic differences
* Collect1.analyze
cross-linguistic data
* Establish a cohesive linguistic framework
2. HYPOTHESES STAGE Predict different levels of cognitive salience based on
different highlighting of semantic elements.
3. COGNITION STAGE
* Devise experiential tasks to test hypotheses
* Collect and analyze cross-cognitive data
*Validate/ reject hypotheses and conclude
Figure 3.2. Stages in language approach 3.3.2. Cognition approach
This approach is conducted through the analysis of behavioral differences across two or more language communities, as generated by patterns of collective cognition. This is
similar to Lucy’s (1979) behavior-centered approach, which delves into how language patterns may account for the differences observed in overt behavior. Therefore, this hypothesis will aim to relate behavioral patterns to linguistic patterns.
At this point, the behavior must be observed extensively to determine the causal dynamics within collective interactions, thus such observations must be implemented in at least two communities. However, the observations require the identification of specific and systematic types of behavior which have differences in manifestation from other communities. These types of behavior stand for particular ways of thinking about and speaking about the world. Accordingly, this approach aims to establish the correlation between those types of behavior and linguistic patterns. Pource (2005:117) summarizes the stages in cognition approach in a diagram below:
1. QUALITATIVE COGNITION STAGE
* Identify systematic behavioral traits unexplained by non-linguistic facts.
* Identify linguistic practices correlating to those behavior patterns
2.HYPOTHESIS STAGE Predict language practices responsible for differences in behavior and cognitive
responses.
3. QUANTITATIVE COGNITION STAGE
* Devise experiential tasks to test hypotheses
* Collect and analyze cross- linguistic and cognitive data.
* Validate/ reject hypotheses and conclude
Figure 3.3. Stages in cognition approach 3.3.3. Usage-based approach
The usage-based approach or usage-based linguistics is associated with the development of a dynamic theory of language which accounts for the effects of interactive and cognitive processes on the appearance of linguistic structure and meaning. The usage-based linguists have argued that the structure and organization of a speaker’s linguistic knowledge is the product of language use or performance.
One of important aspects in the usage-based analysis of linguistic structure and meaning is the frequency of occurrence because it is the frequency that boosts the representation of linguistic elements in memory, it facilitates the activation and processing of words, categories and constructions (Diesel, 1994). In addition, a fundamental principle of usage-based research is that linguistic structure consists of
constructions which may combine a particular structural pattern with a particular meaning of the function. In terms of syntactic constructions, they are related by associative connections that reflect the language users’ experience with holistic grammatical patterns.
The subsequent principle of usage-based linguistics is that language use and language development are driven by the same cognitive processes which include social cognition, conceptualization and memory (Diesel, 1994:7). First, the principle of social cognition depicts that language use is a particular of social interaction involving a set of cognitive processes which concern the ability to take other person’s knowledge, intention and beliefs.
Second, conceptualization is concerned with the construction of meaning which is inspired by general psychological research on vision termed as construal operations. Finally, memory is involved in activation, processing and organization of knowledge.
Building on the principles as well as the aspects of usage-based linguistics, the stages may be summarized in the diagram below.
I. USAGE STAGE II. HYPOTHESIS STAGE III. COGNITION STAGE
*Identify functions of Predict variables from * Devise experiential tasks utterances. experience, interaction and to test hypotheses
* Identify language use visual stimuli * Collect and analyze cross- linguistic and cognitive data.
Figure 3.4. Stages in a usage-based approach