Towards a cognitive approach of human language

Abstract

This article aims to invite the reader to reflect on the importance of carrying out studies that focus on human language in its inseparable relationship with cognition. In order to do so, different perspectives for language studies are presented, prioritizing an embodied and situated, contextualized, dialogic conception of cognition. The study defends the thesis that regardless of the scientific and philosophical roots to which researchers, teachers and students are affiliated, it is necessary to consider the multifaceted, multidimensional and, therefore, complex nature of this object of investigation. Among the theoretical references that support and justify the discussion developed in the article are Lakoff and Johnson (1999) stand out; Sinha (1999); Donald (1999); Morin (1999, 2004); Geeraerts (2006) and Tomasello (2003, 2008). Lastly, in order to illustrate the potentiality of a cognitive approach for linguistic studies, the article proposes a redefinition of the intertextuality phenomenon.