

Grammar


Tenses


Present

Present Simple

Present Continuous

Present Perfect

Present Perfect Continuous


Past

Past Simple

Past Continuous

Past Perfect

Past Perfect Continuous


Future

Future Simple

Future Continuous

Future Perfect

Future Perfect Continuous


Parts Of Speech


Nouns

Countable and uncountable nouns

Verbal nouns

Singular and Plural nouns

Proper nouns

Nouns gender

Nouns definition

Concrete nouns

Abstract nouns

Common nouns

Collective nouns

Definition Of Nouns

Animate and Inanimate nouns

Nouns


Verbs

Stative and dynamic verbs

Finite and nonfinite verbs

To be verbs

Transitive and intransitive verbs

Auxiliary verbs

Modal verbs

Regular and irregular verbs

Action verbs

Verbs


Adverbs

Relative adverbs

Interrogative adverbs

Adverbs of time

Adverbs of place

Adverbs of reason

Adverbs of quantity

Adverbs of manner

Adverbs of frequency

Adverbs of affirmation

Adverbs


Adjectives

Quantitative adjective

Proper adjective

Possessive adjective

Numeral adjective

Interrogative adjective

Distributive adjective

Descriptive adjective

Demonstrative adjective


Pronouns

Subject pronoun

Relative pronoun

Reflexive pronoun

Reciprocal pronoun

Possessive pronoun

Personal pronoun

Interrogative pronoun

Indefinite pronoun

Emphatic pronoun

Distributive pronoun

Demonstrative pronoun

Pronouns


Pre Position


Preposition by function

Time preposition

Reason preposition

Possession preposition

Place preposition

Phrases preposition

Origin preposition

Measure preposition

Direction preposition

Contrast preposition

Agent preposition


Preposition by construction

Simple preposition

Phrase preposition

Double preposition

Compound preposition

prepositions


Conjunctions

Subordinating conjunction

Correlative conjunction

Coordinating conjunction

Conjunctive adverbs

conjunctions


Interjections

Express calling interjection

Phrases

Sentences


Grammar Rules

Passive and Active

Preference

Requests and offers

wishes

Be used to

Some and any

Could have done

Describing people

Giving advices

Possession

Comparative and superlative

Giving Reason

Making Suggestions

Apologizing

Forming questions

Since and for

Directions

Obligation

Adverbials

invitation

Articles

Imaginary condition

Zero conditional

First conditional

Second conditional

Third conditional

Reported speech

Demonstratives

Determiners


Linguistics

Phonetics

Phonology

Linguistics fields

Syntax

Morphology

Semantics

pragmatics

History

Writing

Grammar

Phonetics and Phonology

Semiotics


Reading Comprehension

Elementary

Intermediate

Advanced


Teaching Methods

Teaching Strategies

Assessment
An illustration of mental space construction
المؤلف:
Vyvyan Evans and Melanie Green
المصدر:
Cognitive Linguistics an Introduction
الجزء والصفحة:
C11-P382
2026-01-20
24
An illustration of mental space construction
In this section, we analyse a short text so that we can apply some of the aspects of mental space construction that have been introduced so far. Although this text is very simple, it nevertheless involves meaning construction processes of considerable complexity.
As we have seen, mental space construction always proceeds by the establishment of a base that represents the starting point for any particular stage in the discourse. We can think of ‘stages’ in discourse as topics of conversation. Elements are introduced into the base by indefinite descriptions or are identified as pre-exisiting by definite descriptions or by non-linguistic factors such as contextual salience. Salience can arise in a number of ways, for example if the speaker is referring to something that is visible or familiar to both speaker and hearer (Pass me the scissors) or something they have been discussing previously (I found the book). The first sentence in (10) provides a definite description, Fido. This is in presuppositional mode, which signals that the element Fido is present in the discourse context. Observe that we can make this assumption regardless of whether we have access to the previous discourse context. If (10) is part of a spoken story, for example, we probably already know who or what Fido is. But if (10) begins a written story, we ‘construct’ this background context. This element is therefore set up in the base space as part of the background. Moreover, Fido is a name, and background knowledge tells us that it is a name typically associated with a male dog. We can therefore deduce that the expression refers to a dog. There is also an indefinite description in this sentence: a tortoise. The indefinite description introduces a new element to the discourse, and this is set up in the base space. The verb see intro duces a relation between the two elements based on a SEE frame which involves at least two participant roles: SEER and SEEN. This frame is projected to the base space by means of schema induction, and the SEER role is mapped onto Fido (element a1) while the SEEN role is mapped onto a tortoise (element b1 ). This is illustrated in Figure 11.10.
The second sentence employs the anaphors he and it. Because we already know from background knowledge that the name Fido refers to a male animal, he identifies a1 in the base space and it refers to the animal whose sex has not been identified: element b1. The verb chase prompts for further structure to be added to the base space: the projection of the CHASE frame via schema induction. Like the SEE frame, CHASE also has two participant roles: CHASER and CHASED. These are mapped onto a1 and b1, respectively. This is illustrated by Figure 11.11.
The third sentence contains the space builder, he thinks that. This sets up a new BELIEF space which is established relative to the base. He prompts for a2, a counterpart of a1 (Fido), while the tortoise introduces an element in the presuppositional mode because this element has already been introduced into the dis course by the indefinite expression a tortoise. This prompts for a counterpart in the base: the tortoise introduces element b2, counterpart of b1 (a tortoise). In both cases, the pragmatic function that links the counterparts is the identity relation. The Access Principle entails that connectors are established between the counterparts and the Optimisation Principle ensures that information in the base space is automatically transferred to the new belief space. This means that the properties and relations holding for the counterparts of a1 and b1– namely a2 and b2– are set up in the belief space. This includes the participant roles that follow from the SEE and CHASE frames. In addition, the property SLOW is associated with b2 (the tortoise) in Fido’s BELIEF space. This is represented by Figure 11.12.
In the fourth sentence, new information is added which states that the tortoise is fast. Because this information relates to reality, it is added to the base space rather than to Fido’s BELIEF space. The use of but, which introduces a counter-expectational interpretation, overtly signals that the Optimisation Principle does not apply to this information, which means that the information that the tortoise is fast is limited to the base space. This is because information in the BELIEF space, namely that the tortoise is slow, contradicts information in the base. In this way, the Optimisation Principle prevents contradictory information (that the tortoise is fast) from spreading to the BELIEF space: Fido cannot simultaneously think that the tortoise is slow and that the tortoise is fast. This is illustrated in Figure 11.13.
The final sentence includes the space builder maybe. This sets up a POS SIBILITY space. In this space, the counterpart of the tortoise (b1) is a cat (b3).
The expression really signals that this POSSIBILITY space is set up from the perspective of the base space rather than from the perspective ofFido’s BELIEF space, because the base space is the reality space (see Figure 11.14).
As this relatively simple example demonstrates, even a short piece of discourse involves active participation on the part of the hearer/reader in terms of the construction of a number of different mental spaces in which linked but potentially contradictory information can be held. This model goes some way towards explaining the complex cognitive operations that go on ‘in the back ground’ during meaning construction, and shows how language prompts for knowledge within the conceptual system. In the next section, we look at how Mental Spaces Theory can account for two other aspects of linguistic meaning: counterfactual if . . . then . . . constructions and the tense-aspect-modality (TAM) system.
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