Projects / Programmes
Cognitive approach to description and learning of slovene language
| Code |
Science |
Field |
Subfield |
| 5.01.01 |
Social sciences |
Educational studies |
Pedagogy |
| Code |
Science |
Field |
| H350 |
Humanities |
Linguistics |
| H352 |
Humanities |
Grammar, semantics, semiotics, syntax |
Slovene language: morphology, syntax, semantics; cognitive linguistics; cognition, epistemology, communication, argumentation; education
Researchers (3)
| no. |
Code |
Name and surname |
Research area |
Role |
Period |
No. of publicationsNo. of publications |
| 1. |
07651 |
PhD Irena Kovačič |
Linguistics |
Researcher |
1998 - 1999 |
0 |
| 2. |
13060 |
PhD Simona Kranjc |
Linguistics |
Researcher |
1998 - 1999 |
0 |
| 3. |
06620 |
PhD Olga Kunst-Gnamuš |
Linguistics |
Head |
1998 - 1999 |
0 |
Organisations (2)
Abstract
Grammatical structure of Slovene language is investigated from cognitive and semantic-functi-
linguistic perspective, concentrated on part//whole relation, space grammar, connectivity,
argumentation in language, concord grammar, vantage theory, government and binding, pa-
rameter and principle of linguistic construal on paradigmatic axes.
Starting from Hjelmslev''s hypothesis of »two languages in one« the following expression
designation will be taken into consideration: operators, connectors and scope of connection;
morphologically based syntax of Slovene language realized by agreement and coreference
in person, number, gender, case; part//whole relation realized by patitive genitive c//c2 vs.
hierarchy c//c2//c2… ; TŽ relation realized by nominal predicate, predication and relati-
onal sentence of being, identifying, attributive and possessive ones; identifying reference by
constructing, realized by difference NPŽ, NP(t); concepts of number, space, time, aspect;
prepositional phrases; justifying of trace and empty categories on linguistic data of Slovene
language; cognitive semantics (categories in language, link schema, projection of cognitive
entities lm, tr into spaces, point of departure V; linguistic form, reasoning and argumentati-
on in education , philosophy and sciences); consequences of linguistic models for theory
of use: different approaches (performativity, speech acts, direct and indirect speech, conversa-
tional principles, theory of argumentation, dialogue); cognitive constructing of mind and personality
in social context by language and use in education, sciences and technology.
