Kognityvinės lingvistikos prizmė: taikymo galimybės edukologiniuose tyrimuose

LTDaugelis kognityvistų ir muzikos pedagogų pabrėžia kalbos svarbą pažinimo procese, formuojant muzikines sąvokas ir plėtojant estetinį suvokimą, tačiau daugumas tyrimų, nagrinėjančių kalbos vartojimą mokymo ir mokymosi procese, ribojasi profesinio muzikinio žodyno analize. Muzikos edukologai nepakankamai kreipia dėmesio į tyrimo modelius, metodus ir teorijas, kurie naudojami bendroje kognityvinėje psichologijoje bei giminingose srityse. Lingvistika dar labai retai užtinkama muzikos edukologijos tyrimuose. Siame straipsnyje supažindinama su viena kalbotyros šaka - kognityvine lingvistika, kuria siūloma naudotis analizuojant pedagoginį diskursą. [Iš leidinio]Reikšminiai žodžiai: Kognityvinė lingvistika; Metafora; Pedagoginis diskursas; Vaizdinių schemos; A metaphor; But cognitive linguistics; Cognitive linguistics; Image schema; Images of the scheme; Metaphor; Pedagogical discourse.

ENResearchers in the social sciences and the humanities have rejected research traditions from the physical sciences. The principles of inquiry employed in phenomenology, ethnomusicology, linguistics, philosophy, psychology, ethnography and anthropology need to find their way into music education research studies. Cognitive linguistics is such an underexplored discipline in relation to inquiry in music education. The aim of this review of literature was to provide an overview of how cognitive linguistics and the study of figurative language (i.e., tropes such as metaphor) in the music classroom can be useful in building awareness of "pupil talk" and how learners construct meaning. Mere labeling through the use of technical vocabulary may not be sufficient to personalizme the musical experience, and educators are recognizing the importance of students' personal vocabularies and figurative language when describing their musical perceptions. Many researchers believe that language is not merely a reflection of cognition, but an important vehicle used to bring about change. Vygotsky considered language to be a tool that mediates and changes people's inner environments. According to cognitive linguists, including Lakoff, Johnson, Turner, Gibbs, Fauconnier and Cacciari, our entire conceptual system is metaphorical, and some researchers maintain that acquisition of new knowledge is not possible without the use of metaphor.These linguists believe that one of the most important discoveries of cognitive science is that most thought, including awareness of our own figurative language use, is unconscious and operates beneath the level of cognitive awareness. They believe that figurative language provides a way to study the unconscious conceptual system and our sense of reality. Metaphors categorize our everyday abstract concepts, and our language then reflects the conceptual systems we use to think and act. These theorists also believe that nonphysical phenomena are grounded in physical experience, and our understanding of the world is shaped by how we interact with the physical world. This embodiment is reflected in metaphor and other figurative language, which provides "embodied" categories for abstract concepts. These categories are called image schemata, which are structures for organizing our experiences and comprehension, based on constantly recurring bodily experience. An image schema can be a visual, auditory, kinesthetic, tactile, imaginative or structural representation of an abstract concept. Educators need to become more aware of the entirety of language used in the classroom by themselves and their students, striving to make it more focused, deliberate and intentional. Musical concepts can be rather abstract, elusive phenomena. Figurative language provides a unique tool for mediating between the abstract and the concrete as we construct musical meaning. Quite possibly many music theorists and music educators have not been aware of the extent to which we structure abstract musical concepts in terms of something more concrete. [From the publication]

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