Overview

The module will start by considering what kinds of thoughts, concepts, and cognitive processes can be accessed through language, and then discuss each step of a research process that involves verbalisation of thought: from identifying a suitable research question via data collection and transcription to analysis, interpretation, and triangulation with other kinds of data. The main emphasis will lie on the systematic analysis of linguistic choices, aiming to identify indicators for specific cognitive phenomena that are of interest for the research purpose at hand: such as attention and perspective, granularity, certainty etc., to be covered in the second half of this module.

While lectures will provide the theoretical and conceptual foundations needed for doing CODA, the tutorials will be used for discussion and exercises as appropriate for each step of the analysis procedure.

The following topics will be covered:
1. Introduction: Background and scope 2. Language as a representation of thought (across disciplines) 3. Analysis Resources 1: Cognitive Linguistics 4. Analysis Resources 2: Discourse Analysis and Functional Grammar 5. CODA Procedures 1: Research questions, experimental design, data elicitation and preparation 6. CODA Procedures 2: Practical steps of data analysis, qualitative insights and quantitative patterns 7. Identifying Cognitive Orientation: Attention and Perspective 8. Identifying Cognitive Depth: Granularity and Certainty 9. Identifying Cognitive Constructiveness: Inference and Transformation 10. Using Language to Convey Thoughts: Communication and Cognitive Strategies 11. Beyond CODA: Triangulation and practical purposes

Assessment Strategy

-threshold -D: The assessments need to be relevant to the task. The assessments must show a basic knowledge and understanding of the relevant key areas and principles of Cognitive Discourse Analysis. The student must show evidence of being able to apply the principles to the analysis of language and linguistic examples and/or data. The assessments must show evidence of some background study.

-good -B: The assessments must be focussed and structured. The assessments must show a better-than-average standard of knowledge and understanding of the relevant aspects of Cognitive Discourse Analysis. The linguistic analyses given in the assessments must be adequate to the task area, systematic, and well motivated. The assessments must show evidence of background study including primary sources.

-excellent -A: The assessments must be highly focused and well-structured. The assessments must show knowledge and understanding in interdisciplinary subject areas beyond core linguistics, relevant to Cognitive Discourse Analysis. The assessments must show original interpretation, new links between topics and/or a new approach to a problem. The assessments must show evidence of extensive background study using primary sources.

Learning Outcomes

• Students will be able to formulate suitable research questions in this domain.

• Students will be able to identify linguistic analysis criteria and apply these through annotation procedures suitable for Cognitive Discourse Analysis.

• Students will be able to present results in a form adequate for this type of research.

• Students will be able to transcribe and prepare linguistic data for analysis purposes using basic software tools such as F4 and Excel.

• Students will know what kinds of issues can be addressed using Cognitive Discourse Analysis.

• Students will understand how to collect data for the purposes of Cognitive Discourse Analysis.

• Students will understand the ways in which analysis results can be related to other findings.