A Cognitive Model for Neologism Based on Conceptual Integration Theory and Its Application in English Teaching

Based on conceptual integration theory, this paper explores a cognitive model for neologism and its application in English teaching. Conceptual integration theory, through the dynamic interaction of four mental spaces (Input Space I, Input Space II, Generic Space, and Blended Space), reveals the cognitive mechanism underlying the formation of neologisms. First, the paper introduces the theoretical construction, cognitive processes, and classification system of the conceptual integration network. It then analyzes the application of simple, mirror, single-scope, and double-scope networks in neologism formation using specific examples. On this basis, the paper further discusses the practical value of the cognitive model for neologism in English teaching, including improving vocabulary comprehension, enhancing memory retention, fostering creative thinking, promoting cross-cultural communication, and cultivating critical thinking skills. The cognitive model for neologism based on conceptual integration theory not only helps students better master vocabulary knowledge but also enhances their cognitive abilities and language application skills, offering new perspectives and methods for English teaching.