Language and the Dynamics of Cognitive Development Starting Point and Vision

Abstract

Several recent linguistic theories have been established that have focused their attention on language from a specific point of view. The starting point from historical comparative studies to a cognitive perspective on language was a cognitive intellectual entity. This fundamental shift was reflected through a watershed in a move that changed the linguistic perspective of language from a systematic descriptive approach to cognitive approach. So, what are the starting points for a cognitive language lesson? How do visions manifest themselves in the direction of this cognitive orientation of language?

In response to this problem, our research paper, in which we relied on the analytical descriptive approach to explore the most important stations through which the language lesson was transformed from one orientation to another, was developed through an institutional dynamic that led contemporary studies to start with linguistic studies towards distant horizons, including so-called cognitive linguistics. It has made a qualitative shift in the field of linguistic research and cognitive sciences; it has seen a dynamic in recent years, which has contributed to the removal of language from the narrow circle and involvedness, to the research of language violin and its relationship to mind and thought.