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A Cognitive Linguistics Approach to English Conditional Constructions

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A Cognitive Linguistics Approach to English Conditional Constructions A COGNITIVE LINGUISTICS APPROACH TO ENGLISH CONDITIONAL CONSTRUCTIONS By MARIA TSITOURA A Thesis submitted to the School of English Aristotle University of Thessaloniki in partial fulfilment of the requirements for the degree of MA in LINGUISTICS Thesis Supervisor: Professor Angeliki Athanasiadou Thessaloniki September 2018 TABLE OF CONTENTS PAGES LIST OF FIGURES ......................................................................................................... iv LIST OF TABLES ............................................................................................................ v ABBREVIATIONS ................................................................................................................... vi ACKNOWLEDGEMENTS ........................................................................................... vii ABSTRACT .................................................................................................................. viii CHAPTERS 1. INTRODUCTION ....................................................................................................... 1 1.1 The Cognitive Grammar Framework ............................................................. 3 1.2 Principles of Construction Grammar ............................................................ 3 2. LITERATURE REVIEW ........................................................................................... 6 2.1 Course of Events, Hypothetical and Pragmatic Conditionals ........................ 6 2.2 Content, Epistemic and Speech-act Conditionals ....................................... 12 2.3 Predictive and Non-predictive Conditionals ................................................ 14 2.4 A Comparison between the Two Typologies .............................................. 16 2.5 Mental Spaces in Conditional Constructions ............................................... 17 2.6 The Contribution of Declerck and Reed (2001) .......................................... 22 2.7 The Contribution of Tsangalidis (2012) ....................................................... 25 3. AIMS ........................................................................................................................... 28 4. METHODOLOGY .................................................................................................... 29 5. DISCUSSION OF CONDITIONAL CONSTRUCTIONS .................................. 33 5.1 Predictive Conditionals ................................................................................ 33 5.2 Counterfactual Conditionals ....................................................................... 39 5.3 Speech-act Conditionals ............................................................................... 43 ii 5.4 Epistemic Conditionals ............................................................................... 45 5.5 Metalinguistic Conditionals ......................................................................... 48 5.6 Meta-metaphorical Conditionals ................................................................. 49 5.7 Hypothetical Conditionals without if .......................................................... 51 5.7.1 Provided, Providing, On condition that .......................................... 52 5.7.2 Suppose, Supposing, Assuming ..................................................... 54 6. PEDAGOGICAL IMPLICATIONS ....................................................................... 55 6.1 Conditionals in English Grammars and EFL Textbooks ............................. 55 6.2 Teaching Conditionals in the Framework of Cognitive Linguistics ............ 60 6.2.1 Tasks and Activities for Teaching Conditionals to Young Learners ............................................................................................................................. 62 6.2.2 Tasks and Activities for Teaching Conditionals to Advanced EFL Learners ............................................................................................................... 67 7. DISCUSSION ............................................................................................................ 69 8. CONCLUSION .......................................................................................................... 72 REFERENCES ................................................................................................................ 73 ELECTRONIC SOURCES ............................................................................................. 80 iii LIST OF FIGURES Figure 1: Blending configuration of the conditional construction (53) Paul won’t win if he doesn’t train much. 34 Figure 2: Mental Space Configuration of the construction (55) If you drink excessive quantities of tea or coffee, you subject your system to a permanent state of tension and nervous arousal, which is the perfect breeding ground for a panic attack. 37 Figure 3: Blending configuration of the sentence (56) If I go out, she gets nasty. 38 Figure 4: Mental Space configuration of the example (57) If my career finished tomorrow, I would have to find something else. 40 Figure 5: Mental Space configuration of the example (60) If I were you, I wouldn’t go spreading accusations like that around. 41 Figure 6: Mental Space configuration of the example (61) If I hadn’t been standing at the entrance, Iʼd never have seen you. 43 Figure 7: Mental Space configuration of the example (63) If you ask me, heʼs in love. 44 Figure 8: Mental Space configuration of the example (67) If she still lives in her apartment, (then) sheʼs got some money. 47 Figure 9: Blending configuration of sentence (68) For she has never appeared in a movie or been a star herself; her claim to fame, if thatʼs the right word for it, is to be the best-known estate agent in the movie business. 49 Figure 10: Blending configuration of the sentence (69) If Cantona is the King of Manchester, then Zlatan is the God. 50 Figure 11: Blending configuration of the sentence (73) A woman had sold her home and handed over to her son the ₤4000 proceeds, on condition that she could live with him in the house he bought with the money. 53 iv LIST OF TABLES Table 1. A concise representation of English Conditionals in EFL textbooks and English grammars. 57 Table 2. Mixed Conditionals 59 v ABBREVIATIONS EFL= English as a Foreign Language CL= Cognitive Linguistics CG= Cognitive Grammar CIT= Conceptual Integration Theory L2= Second Language CECs= Course of Events Conditionals HCs= Hypothetical Conditionals PCs= Pragmatic Conditionals BNC= British National Corpus COCA= Corpus of Contemporary American English CLT= Communicative Language Teaching TBLT= Task-Based Language Teaching TPR= Total Physical Response vi ACKNOWLEDGEMENTS First and foremost, I would like to express my deep gratitude to my main supervisor, Professor Angeliki Athanasiadou for her incessant support and guidance during my postgraduate studies. Her insightful comments along with her invaluable advice have guided me throughout the whole process of writing my MA Dissertation. I feel really indebted to her for constantly believing in me and supporting me in pursuing my academic goals. I am also deeply grateful to the second supervisor of my MA Thesis, Assistant Professor Thomai Alexiou for her invaluable help and advice throughout the study. I also owe many thanks to her for instilling in me a passion for teaching English to young learners. Special thanks are due to Professor Anastasios Tsangalidis who has significantly contributed to the progression of my MA Thesis and enhanced my understanding of various linguistic issues. I would also like to express my warmest thanks to my parents, Giorgos and Panagiota , as well as to my brother Ioannis-Michail for their unconditional support and continuous encouragement during my postgraduate studies. vii ABSTRACT The aim of the present dissertation is twofold. Initially, it is intended to investigate the cognitive principles underlying the various types of conditional constructions in English, and determine how conditional constructions are viewed and conceptualized within the Cognitive Linguistics framework. The second objective of the study is to propose a new pedagogical approach to teaching English conditionals based on the principles of Cognitive Grammar. The main argument motivating the present study is that conditional constructions are polysemous and convey a variety of different meanings (predictive, counterfactual, epistemic, speech-act conditionals and others). For the purposes of the study, we employ the framework of Mental Spaces Theory (Fauconnier, 1985, 1994) and Conceptual Integration Theory (or Blending Theory) (Fauconnier and Turner 1996, 1998, 2002). More specifically, it is claimed that in construing a conditional construction, speakers are engaged in a mental space building process. Conditional constructions set up alternative mental spaces, namely pairs of mental spaces that cannot temporally and spatially overlap. The meanings of the two alternative spaces are integrated into a separate space known as the blend (or blended space). It is through this blending process that meaning elaborations of conditional constructions are motivated. I eventually provide teaching suggestions which will be incorporated in the teaching of English conditionals and facilitate their learning and acquisition. viii CHAPTER 1 INTRODUCTION Grammar constitutes a crucial aspect of English as a foreign language (EFL) learning. Teachers of English as a second or foreign language constantly attempt to find and implement
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