A Cognitive-Linguistic Analysis of Advanced Azerbaijani Learners’ Written Output

Abstract

The field of linguistics witnessed a profound transformation over the years, moving away from traditional methods, that isolated grammar and vocabulary for teaching, towards a modern approach that prioritises communication, meaning, and usage. In recent years, Cognitive Linguistics has emerged as a prominent addition to the linguistic landscape. Its impact on our everyday lives is pervasive, but we don’t realise it. We initially perceive the world through visual and verbal cues from others, and our minds subsequently construct concepts, influencing our behaviour accordingly. In this research, we aimed to analyse the differences between the written classroom and competition essays of advanced Azerbaijani learners and explore the role of cognitive linguistics in teaching English as a foreign (EFL) or second language (ESL) in Azerbaijan. This thesis conducts a comprehensive lingu8istic analysis of the written output produced by advanced Azerbaijani learners, employing an approach that integrates cognitive schemas, pragmatics, mental models, metaphors, and language use. A pack of quantitative and qualitative methods is used to investigate cognitive schemas, pragmatic considerations, mental models, metaphorical expressions, and language usage in the essays. In the in-class essays, the following results were observed: n= 33, cognitive schemas= 24, metaphors=20, pragmatics= 32, mental models= 31. The numbers are the scores for each category. The findings denote how advanced learners of Azerbaijani construct cognitive schemas and use them in their written expressions. This research talks about the role of pragmatics and mental models in shaping the language production process. This work contributes to the wider understanding of language acquisition, cognitive processes, and language pedagogy. It offers valuable guidance for educators and curriculum developers. We believe that our research has an important role in advancing theoretical development and making practical insights for the field of cognitive-linguistic analysis.