Jul 2026· Al-Farooq Journal of Sciences· Vol 2, pp. 401-416· 4 citations· 7 references
Abstract
The expression of future time in English is one of the most complex areas of English grammar because it is realized through multiple grammatical constructions rather than a single morphological future tense. English employs a variety of forms, including will, be going to, the present continuous, the simple present, and future perfect constructions, each conveying distinct semantic, pragmatic, and discourse-related meanings. This diversity presents significant challenges for learners of English as a Foreign Language (EFL), who often struggle to distinguish among these forms and use them appropriately in authentic communication. This paper examines English futurity through the complementary perspectives of Cognitive Linguistics and Functional Linguistics and explores their implications for EFL teaching and learning. Drawing on contemporary linguistic literature, the paper reviews the conceptual foundations of future-time reference and explains how cognitive processes such as conceptualization, construal, mental representation, and conceptual metaphor shape the interpretation of future expressions. It also discusses how Functional Linguistics accounts for the communicative purposes served by different future constructions in discourse. Furthermore, the paper compares these two theoretical perspectives, highlighting their complementary contributions to understanding English futurity. It identifies major challenges encountered by EFL learners, including semantic ambiguity, contextual variation, first-language transfer, and the interaction between futurity and modality. Finally, the paper proposes pedagogical strategies integrating cognitive and functional principles and outlines future research directions. It concludes that combining Cognitive Linguistics and Functional Linguistics provides a comprehensive framework for improving grammar instruction and communicative competence in EFL contexts.
This introduction to cognitive grammar takes a cognitive linguistic approach to an important area of language study, linking grammatical structure to cognitive processes.With a focus on cognitive syntax, it provides students with the analytical tools needed to understand and apply core cognitive principles to real-world linguistic data, bridging the gap between theory and practice.
The author delves into the fundamental concepts of cognitive grammar, such as conceptual semantics and construal, and analyses various aspects of language structure, including simple and complex temporal and atemporal relations. He offers an in-depth exploration of how language structure is shaped by our cognitive processes, investigating how language reflects general aspects of cognition and is influenced by our mental and sociocultural experiences. As well as engaging with examples and exercises that reinforce key concepts and encourage critical thinking, this comprehensive guide: · explains the principles of cognitive grammar and how they are applied to understand language structure and meaning · familiarises students with key concepts in cognitive grammar · introduces the theories behind language cognition · elaborates on principles for effective analysis of grammatical structures · equips students with the tools to analyse language structures and understand the techniques used to interpret them.
Exploring Cognitive Grammar in Englishis an essential resource for mastering cognitive grammar, offering students a comprehensive and practical guide to understanding the cognitive underpinnings of language.
Objective: This article examines the relationship between cognition and grammar through the analysis of grammatical categories embedded in phraseological units. Focusing on a corpus of [specify language, e.g., Kazakh/Russian/English] phraseological expressions drawn from literary texts and lexicographic sources, the study investigates how categories such as aspect, modality, and evaluation are encoded within fixed multiword constructions.
Methods and Materials: The research adopts a cognitive-linguistic, descriptive approach that combines elements of prototype theory with contextual and syntagmatic analyses. Phraseological units were selected based on their stability, frequency of use, and the presence of identifiable grammatical markers. The analysis proceeds along three interrelated dimensions: (1) conceptual structure, which captures underlying cognitive schemas; (2) grammatical realization, which identifies the formal expression of categories within phraseological patterns; and (3) communicative function, which examines how these units operate in discourse.
Findings: The findings show that grammatical categories in phraseological units are not merely formal features but are shaped by conventionalized cognitive models that reflect collective patterns of conceptualization. In particular, the study demonstrates that phraseological constructions preserve prototypical meanings while allowing limited variation in syntagmatic structure, thereby functioning as stable carriers of culturally embedded knowledge. Differences in the realization of grammatical categories across examples indicate that phraseological grammar operates at the intersection of fixed form and flexible interpretation.
Conclusion: It can be concluded that the analysis of phraseological units provides empirical evidence for the cognitive grounding of grammatical categories, but also reveals the importance of discourse context and conventionalization in shaping their use.
F. Orazbayeva, Z. Utegulova, B. Balzia et al.· International Journal of Bod...· 0 citations
This study investigates how computational linguistics terminology performs communicative and pragmatic functions in English and Uzbek scientific discourse. It adopts an exploratory qualitative comparative design and analyzes 21 English-Uzbek term entries representing core concepts in natural language processing, machine translation, corpus linguistics, and contemporary language-model research. The terms are classified according to their principal transfer strategy—international borrowing, calque or hybrid formation, and descriptive or competing translation—and are then interpreted in relation to precision, economy, audience accessibility, conceptual transparency, and compatibility with international research. The analysis shows that the contrast between the two languages is not adequately described as a simple opposition between concise English terms and explanatory Uzbek terms. Instead, Uzbek terminology operates through a layered system in which internationalisms such as token, parser, and transformer coexist with transparent formations such as tabiiy tilni qayta ishlash and so‘z turkumlarini belgilash. First-mention glossing, parallel use of English forms, and hybrid constructions function as pragmatic resources for managing differences in specialist knowledge. The paper argues that future standardization should be evidence-based, concept-oriented, and sensitive to actual disciplinary usage. It also proposes practical principles for building a stable Uzbek terminology resource for computational linguistics.
This paper explores the function and influence of L1 transfer in second language acquisition, with a specific focus on English learning within the Chinese context. Language transfer acts as a dual force in the learning process; while inter-lingual commonalities rooted in universal grammar can facilitate positive transfer and boost learner confidence, the structural and conceptual differences between languages often trigger negative transfer, leading to language errors and learning difficulties. Focusing on English writing instruction, this study demonstrates that the tracks of L1 negative transfer are highly conspicuous across vocabulary, grammar, and cultural thinking dimensions. Specifically, students frequently misapply word forms due to differences in plural concepts, omit necessary subjects because of the distinct subject-predicate relations in Chinese, and produce rigid “Chinglish” expressions by directly applying native thinking habits to English sentence building. To address these issues, the paper suggests that teachers should provide targeted guidance—such as analyzing typical mistakes, contrasting sentence patterns, and cultivating target-language thinking—to effectively minimize the negative interference of the mother tongue and progressively improve students’ comprehensive writing literacy.
Xiaoqi He· Journal of Contemporary Educ...· 0 citations
This article examines the linguistic description of compound sentences in modern English linguistics from syntactic, functional, and communicative perspectives. The study analyzes theoretical approaches proposed by prominent linguists such as N. Chomsky, G. Leech, J. Svartvik, R. Quirk, M.A.K. Halliday, R. Huddleston, and G.K. Pullum regarding the structure and formation of compound sentences. Special attention is given to coordination as a syntactic mechanism connecting independent clauses and to the derivational processes underlying the formation of compound constructions. The article explores the semantic, pragmatic, and communicative functions of compound sentences, emphasizing their role in expressing complex thoughts and maintaining coherence in discourse. Comparative observations between English and Uzbek compound sentence structures are also presented, highlighting similarities and differences in coordination, punctuation, and stylistic realization. The findings demonstrate that compound sentences represent an essential component of syntactic organization, allowing speakers to convey interconnected ideas effectively while preserving the independence of individual clauses. The study contributes to a deeper understanding of the theoretical foundations of compound sentence formation and their significance in contemporary linguistic research.
This study investigates the English conversations of second-language learners in Kampung Inggris, Pare, Kediri. It aims to identify learners’ unique English utterances, describe their semantic meanings (literal meanings) and pragmatic interpretations (intended meanings), and examine their structural characteristics. A qualitative research design was employed, using participant observation and semi-structured interviews to collect data.
The findings revealed that learners frequently produced unique English utterances in the form of phrases and sentences during daily interactions. These utterances differed from those commonly used by native speakers and often deviated from Standard English grammar. The identified grammatical features included errors in pronoun agreement, verb grouping, question formation, comparative degree, adjective order, word choice, addition of unnecessary forms of *to be*, and omission of auxiliary verbs. Although many utterances successfully conveyed communicative intentions, some created ambiguity in interaction.
The study concludes that these unique utterances resulted from learners’ tendency to simplify English through word-for-word translation from their first language without fully considering contextual appropriateness in the target language. This tendency was influenced by both interlingual interference and intralingual factors, reflecting the learners’ ongoing interlanguage development in the process of second-language acquisition.
Ubaidillah Ubay· PedagoScript : Journal of Te...· 0 citations