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 to critically assess and extend each procedural step based on the participants' insights gained through experience and literature research.

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

--This module introduces a research methodology that will be feasible to use across research purposes in areas of Linguistics, Cognitive Linguistics, Cognitive Science, etc. Adequate for this type of module, assessment will target a comprehensive application of the methodology in an original research study to be carried out by the student. While the study itself is the main challenge for this module, assessment will be operationalised in two steps, through two common dissemination forms for this type of research in relevant conferences: a poster presentation, and a research report in conference submission format where the main challenge is to keep to restricted space limits as required, where density and appropriate crisp scientific writing style (rather than eloquence in essay writing) is asked for, in line with current practice in this research field. -threshold -C: The assessments must involve a possible design for / report a research study within the scope of Cognitive Discourse Analysis. The assessments must show evidence of some background study of primary sources going beyond material discussed in lectures. The analyses reported must reflect understanding of the principles of Cognitive Discourse Analysis. -good -B: Data and review of literature must be collected, organized, and analysed with care and an appreciation must be shown of some of the problems involved with collecting data and reporting the state of the art. The assessments must show a better-than-average standard of knowledge and understanding of the principles of Cognitive Discourse Analysis. The assessments must show evidence of substantial knowledge of primary sources.Assertions must be supported by reference to a theory and/or empirical research.The assessments must show evidence of analytical and critical thinking. The assessments must have a coherent structure and line of argument; relationships between successive parts must be generally easy to follow. -excellent -A: Data and review of literature must be evaluated critically in a logical manner.The assessments must show originality of exposition and understanding; the author’s own thinking should be readily apparent. The assessments must show clear evidence of extensive reading of primary sources in cognitive science beyond linguistics. The assessments must reflect understanding of interdisciplinary research principles relevant for Cognitive Discourse Analysis.

Learning Outcomes

• Students will be able to evaluate analysis results critically in relation to other findings.

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

• Students will be able to identify linguistic analysis criteria relevant to an original research question, and apply these systematically through annotation procedures suitable for Cognitive Discourse Analysis.

• Students will be able to present methods and results in two different formats commonly used in research of this kind.

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

• Students will have a thorough understanding of how to collect data for the purposes of Cognitive Discourse Analysis.

• Students will understand the scope and limitations of Cognitive Discourse Analysis.