GIUV2025-671
The Applied Cognitive Linguistics Group is dedicated to the study of language as a fundamental component of human cognition. This approach views linguistic knowledge as intrinsically linked to broader cognitive processes such as perception, memory, attention, reasoning, and aspects of human behavior such as social interaction. One of the core principles of cognitive linguistics is that language is not arbitrary but reflects how speakers conceptualize and understand the world, rooted in shared cognitive patterns and culture-specific frameworks.
Among the main research areas, contrastive analysis and the applications of cognitive linguistics in translation stand out. This field explores how conceptualizations of grammatical structures, cognitive schemas, and figurative language differ between languages, as well as the impact of cognitive constraints on translators' decisions. The aim is to improve machine translation tools by optimizing their ability to handle metaphors and idiomatic expressions, while also studying the influence of cultural frames on translation and intercultural understanding.
Another key area is the development of a pedagogical grammar based on cognitive...The Applied Cognitive Linguistics Group is dedicated to the study of language as a fundamental component of human cognition. This approach views linguistic knowledge as intrinsically linked to broader cognitive processes such as perception, memory, attention, reasoning, and aspects of human behavior such as social interaction. One of the core principles of cognitive linguistics is that language is not arbitrary but reflects how speakers conceptualize and understand the world, rooted in shared cognitive patterns and culture-specific frameworks.
Among the main research areas, contrastive analysis and the applications of cognitive linguistics in translation stand out. This field explores how conceptualizations of grammatical structures, cognitive schemas, and figurative language differ between languages, as well as the impact of cognitive constraints on translators' decisions. The aim is to improve machine translation tools by optimizing their ability to handle metaphors and idiomatic expressions, while also studying the influence of cultural frames on translation and intercultural understanding.
Another key area is the development of a pedagogical grammar based on cognitive principles. This approach incorporates concepts such as image schemas, conceptual metaphors, and linguistic constructions to explain grammatical phenomena in an accessible and meaningful way. The design of innovative materials and methodologies aims to enhance learning and assess the impact of this approach on language acquisition by students. Within the framework of Construction Grammars, the group works on teaching constructions as functional blocks, moving away from approaches based on isolated lists of vocabulary and rules. This includes the classification of constructions into families with common cognitive patterns and the creation of pedagogical resources that highlight connections between them, facilitating the acquisition and practical use of language.
The study of figurative language focuses on the use and understanding of metaphors, metonymies, and other figurative forms, which are essential for understanding how cultures conceptualize the world. In addition to descriptive analyses, resources are designed to teach figurative language in educational and professional contexts. Tools such as eye-tracking allow the investigation of processing difficulties in second language learners and their translation.Additionally, the group connects cognitive linguistics with related fields such as functionalism and pragmatics, exploring how language responds to specific communicative needs in contexts like medical, legal, or media discourse. It also investigates the role of figurative language in the production of inferences and its relevance in effective communication.
Finally, the group fosters the transfer of knowledge to other disciplines, such as artificial intelligence, education, and the development of advanced linguistic technologies. This includes the enhancement of technological and educational tools and the optimization of
human-machine interaction, benefiting multilingual and professional contexts.
The group aims to establish itself as a reference in the interdisciplinary study of language, combining theoretical research and practical applications that impact both the academic field and society at large.
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- Desarrollar aplicaciones practicas de la linguistica cognitiva en el campo de la traduccion
- Diseñar y evaluar enfoques pedagogicos basados en principios de la linguistica cognitiva
- Estudiar y clasificar construcciones linguisticas para fomentar su aplicacion pedagogica y analitica
- Investigar el lenguaje figurado y sus implicaciones en la cognicion, la enseñanza y la traduccion
- Conectar la linguistica cognitiva con otras corrientes u otros campos linguisticos
- Contrastive analysis and applications of Cognitive Linguistics in the field of translation.Explore how conceptualisations of grammatical structures, constructions, cognitive schemas and figurative language vary across languages. Improve machine translation of figurative language and analyse the influence of mental schemas and cultural frameworks on translation.
- Pedagogical Grammar based on the findings of Cognitive Linguistics.Incorporate imagery, metaphors, and constructions to explain grammar in an accessible way. Design teaching materials and methods based on cognitive principles. Explore their impact on language processing and acquisition.
- Construction Grammar(s).Explore teaching constructions as functional blocks. Create families of constructions based on common cognitive patterns, mapping networks of meaning and use, and design pedagogical resources that show their connections to facilitate learning.
- Cognitive Linguistics and other related linguistic currents such as pragmatics or functionalism.Integrate functionalist approaches that analyse how language responds to communicative needs. Connect linguistic patterns with specific contexts, such as medical, legal or media discourse, and explore the role of figurative language in the production of inferences.
| Name | Nature of participation | Entity | Description |
|---|---|---|---|
| ANDREEA ROSCA - | Director | Universitat de València | |
| Research team | |||
| M JOSEP CUENCA ORDIÑANA | Collaborator | Universitat de València | |
| PAULA CIFUENTES FÉREZ | Collaborator | Universidad de Murcia | tenured university professor |
| GRZEGORZ DROZDZ | Collaborator | Universidad de Silesia en Katowice | professor |
| FRANCISCO GONZÁLVEZ GARCÍA | Collaborator | Universidad de Almería | full university professor |
| PILAR GUERRERO MEDINA | Collaborator | Universidad de Córdoba | tenured university professor |
| INÉS LOZANO PALACIO | Collaborator | Universitat Politècnica de València | full-time trainee professor (doctor) |
| TERESA MOLÉS CASES | Collaborator | Universitat Politècnica de València | tenured university professor |
| IGNASI NAVARRO I FERRANDO | Collaborator | Universitat Jaume I | tenured university professor |
| MARÍA SANDRA PEÑA CERVEL | Collaborator | Universidad de la Rioja | full university professor |
| MARÍA LORENA PÉREZ HERNÁNDEZ | Collaborator | Universidad de la Rioja | full university professor |
| FRANCISCO JOSÉ RUIZ DE MENDOZA IBÁÑEZ | Collaborator | Universidad de la Rioja | full university professor |
| ANTONIO-JOSÉ SILVESTRE LÓPEZ | Collaborator | Universitat Jaume I | tenured university professor |
| BARBARA TARASZKA DROZDZ | Collaborator | Universidad de Silesia en Katowice | professor |
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- Inter-univ. Institute for Applied Modern Languages (IULMA)
