Conceptual Primitives in the Geometry of Meaning towards a Cognitive Structure

Abstract

The problem of linguistic acquisition raises issues that are essentially related to our definition of what language is, and in relation to teaching methods and the extent to which they invoke supposed cognitive and conceptual faculties. Language in this context is either a static code isolated from the context of performance, or we are within the framework of a dynamic space that requires a geometric conception of meaning. It emerges essentially from our perception of space in its various dimensions - where meaning becomes part of this general perception. In this context, we are interested in emphasizing the necessity of awareness of the characteristics of the linguistic system in a general philosophical context, and also in a specific pedagogical and educational context, and from here we will address in this paper to present this perception. Cognitive understanding of language and its outcomes, and this will constitute an introduction to talking about a model of the language system in complete connection with the physical sensory and motor capabilities, as well as with the human experience and its various environmental extensions. This theoretical framework is the doctrine of cognitive linguistics in presenting an advanced conception of language - which considers it to be one of the components of perception and cognition- and that its understanding cannot be achieved except by a complete and comprehensive understanding of these elements.

Keywords: Cognitive linguistics, Conceptual primitives, Cognition, acquisition.