WORD-FORMATION IN THE CONTEXT OF MULTI-DISCIPLINARY COGNITIVE PARADIGM

Authors

  • Larisa Abrosimova Associate Professor of the English Language Chair Southern Federal University, Rostov-on-Don

Keywords:

word-formation, cognitive paradigm, derivatives, cognition, conceptual integrity

Abstract

Traditional structure-oriented analysis of derivatives does not comply with the requirements of the new cognitive paradigm of linguistic knowledge, which incorporates knowledge gained within different sciences. Word-formation serves the explication of human cognitive potential, which originates from linguistic personality’s individual and collective experience. 
The analysis of  -er, -ee, -ant / -ent and -ist  revealed that the considered affixes which are characterized by close semantic links can objectify cognitive structures with similar meanings although the derivatives with these suffixes are characterized by a wide degree of polysemy. Thus, any concrete derivational mechanism objectifies the act of thought production in a verbal-sign form. Specificity and regularity of   major operations with knowledge structures in mental space of a linguistic personality are represented in the basic derivational mechanisms which take place in a lexico-semantic subsystem of this or that language. 
The results of this research indicate the inseparable connection of derivational processes with the idea of a language as a mental phenomenon, focusing on organizing, processing and transferring information. Cognitive word-formation analysis of derivatives can represent the basis for our knowledge organization at the junction of «language» and «thought».

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References

Абросимова Л.С. (2010). Деятельностный аспект словообразовательных процессов // Когнитивные исследования на современном этапе: КИСЭ-2010: материалы первой Международной научно-практической конференции. – Ростов н/Д: ИПО ПИ ЮФУ, 2010. – С. 174-178.

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Published

2013-06-20

How to Cite

Abrosimova, L. (2013). WORD-FORMATION IN THE CONTEXT OF MULTI-DISCIPLINARY COGNITIVE PARADIGM. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 1(1), 57–62. Retrieved from https://ijcrsee.com/index.php/ijcrsee/article/view/50