Cognitive Stylistics in Learning

IN
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LE P R E PA R E D B Y:
DELA CRUZ, IAN NIEL B.

UNIT EARNER, NORTHERN MINDANAO COLLEGES,
C A B A D B A R A N C I T Y, A G U S A N D E L N O RT E
COGNITIVE STYLISTICS
“SPEECH IS EXTERNAL THOUGHT AND

THOUGHT IS INTERNAL SPEECH.”
- Antoine Rivarol
One view of listening comprehension describes comprehension of a speaker’s message as
the internal reproduction of that message in the listener’s mind, so that successful
listening produces meaning much as the speaker intended (Clark and Clark, 1977).
ORIGIN
IVOR ARMSTRONG RICHARDS
laid the foundations for cognitive stylistics. It was from the cognitive psychology that
Richards drew upon to build a theory of literature and interpretation – which in itself
prefigured cognitive stylistics.
- analyzes an author’s idiolect, his individual language traits.
- combines the kind of explicit, rigorous and detailed linguistic analysis of literary texts
that that is typical of the stylistics tradition with a systematic and theoretically
informed consideration of the cognitive structures and processes that underlie the
production and reception of language.
- *idiolect – an individual’s distinctive and unique use of language, including speech

- is the interface between linguistics, literary studies and cognitive science.
- extends the boundaries of linguistic analysis of literature by articulating different

theories such as schema, text-world and cognitive-metaphor theories.
SCHEMA THEORY
- All experiences are stored in the memory and the human mind activates and draws upon
this memory in the process of understanding more grappling with new experiences or
data.
SCHEMA THEORY
- for the purposes of interpretation, “the human mind actively constructs various types of
cognitive representations (codes, features, meanings, structured sets of elements) that
interpret linguistic input.” (Grasser et al 1997)
TEXT-WORLD THEORY
- all discourses are characterized by construction of a set of richly defined conceptualized
spaces known as ‘worlds”:
TEXT-WORLD THEORY
DISCOURSE WORLD
- spatio-temporal context in which the discourse take place which contains two (2)
discourse participants which are the writer and reader or speaker and listener and
naturally occurring language event such as discourse.
TEXT-WORLD THEORY
TEXT-WORLD
- text-driven process whereby linguistic cues activate relevant general or specific

knowledge upon which further inferences about the parameters of the text-world space
may be drawn.
a) World-building propositions – provide deictic and referential information which

partially establish the text world’s situational variables such as time, location,
entities and interrelationship.
b) Function-advancing propositions – are those which provide information about

actions, mental processes, states and attributes of entities in the text-world.
TEXT-WORLD THEORY
SUB-WORLD
- arise as a result of a deictic shifts or modal shits away from the matrix world from
which they arise. Modal world switches are cued by propositions which are modalized
according to the conventional separation between deontic, buolomaic and epistemic
contexts and account for such things as expressions of beliefs, desire and obligation.
*deontic – indicates how the world ought to be according to certain norms,

expectations and desires.
*buolomaic – can be paraphrased as it is hoped and desired.
* epistemic – deals with a speaker’s evaluation and judgement or degree of
confidence in, or belief of the knowledge.
COGNITIVE-METAPHOR THEORY
- Conceptual metaphor, or cognitive metaphor, refers to the understanding of one idea,
or conceptual domain, in terms of another.
COGNITIVE-METAPHOR THEORY
They consider “metaphor” as:
- cognitive tools, not literary style figures.

- a means of understand abstract concepts in terms of more concrete ones.
- involving the mapping of image-schematic structure from a source experience
domain to target experience domain.

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IN

DELA CRUZ, IAN NIEL B.

“SPEECH IS EXTERNAL THOUGHT AND

- *idiolect – an individual’s distinctive and unique use of language, including speech

- extends the boundaries of linguistic analysis of literature by articulating different

- text-driven process whereby linguistic cues activate relevant general or specific

a) World-building propositions – provide deictic and referential information which

b) Function-advancing propositions – are those which provide information about

*deontic – indicates how the world ought to be according to certain norms,

- cognitive tools, not literary style figures.

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