Course Information
SchoolEnglish Language and Literature
Cycle / Level1st / Undergraduate, 2nd / Postgraduate
Teaching PeriodWinter/Spring
Course ID600007230

Programme of Study: 2018-2019

Registered students: 0
OrientationAttendance TypeSemesterYearECTS
KORMOSElective CoursesWinter/Spring-6

Class Information
Academic Year2018 – 2019
Class PeriodWinter
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
The course is also offered to exchange programme students.
Language of Instruction
  • English (Instruction, Examination)
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Work autonomously
  • Work in teams
  • Work in an international context
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Appreciate diversity and multiculturality
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
Cognitive grammar is a model of linguistic description which combines conceptual categories and processes of the mind with linguistic form. One of its basic tenets is that the grammar of a language, just like its lexicon, is meaningful. The meanings of grammatical categories are rooted in our conceptual system. Consequently, grammar is part of cognition and makes use of the same cognitive principles that govern all our cognitive processes such as perception and thought. Cognitive grammar accounts for both language structure and language use in an integrated fashion. Language structure reflects units and processes of the conceptual world; language use is determined by the grammatical structures available to the speaker on the one hand and his/her communicative needs and intentions on the other. In performing a communicative act, the speaker decides on the choice of the linguistic units necessary to realize his/her communicative intention and thus constructs the linguistic expression. This process of construal is what makes grammar a cognitive achievement.
Educational Material Types
  • Slide presentations
  • Video lectures
  • Book
Course Organization
Student Assessment
Final exam or assignment
Student Assessment methods
  • Written Exam with Extended Answer Questions (Formative, Summative)
Additional bibliography for study
Geeraerts, D. (Ed.) 2006. Cognitive Linguistics: Basic Readings. Mouton de Gruyter. Lakoff, G. 1987. Women, Fire, and Dangerous Things. What Categories Reveal about the Mind. The University of Chicago Press. Chicago and London. Langacker, R. W. 1987. Foundations of Cognitive Grammar. Vol. I: Theoretical Prerequisites. Stanford CA: Stanford University Press. Langacker, R. W. 1991. Foundations of Cognitive Grammar. Vol. II: Descriptive Application. Stanford CA: Stanford University Press. Radden, G. & R. Dirven 2007. Cognitive English Grammar. J. Benjamins Publishing Company. Ungerer, F. & H.-J. Schmid 2006. An Introduction to Cognitive Linguistics. London: Longman.
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