1,720,958 research outputs found
Reproducible Multiword Expressions from a Theoretical and Empirical Perspective
No full textThe volume has been financed by the Philological Department of the University of Bialystok
Review of Visual and Multimodal Communication: Applying the Relevance Principle by Charles Forceville, Oxford: Oxford University 2020, pp. 320. ISBN: 978 0 190 84523 0
Get PDF[email protected] Awier is a Phd candidate at the University of Białystok. Her research combines cognitive linguistics and political communication.University of Białystok, PolandForceville, C. 2014. Relevance theory as model for analysing visual and multimodal communication. In: D. Machin (ed.), Visual Communication, 51–70. Berlin/New York: De Gruyter Mouton.Forceville. C. 2020. Visual and Multimodal Communication: Applying the Relevance Principle. Oxford: Oxford University Press.Sperber, D. & D., Wilson. 1995. Relevance: Communication and Cognition. Oxford: Blackwell.Yus, F. 2011. Cyberpragmatics: Internet-Mediated Communication in Context. Amsterdam/Philadelphia: John Benjamins.Yus, F. 2021. Book review: Visual and Multimodal Communication: Applying the Relevance Principle. Visual Communication 21(4): 1–4.40 (1/2023)13013
A cognitive and corpus-based study of the connotative potential of the adjectives czerwony ‘red’ and czarny ‘black’ in modern Polish political discourse
No full textThe paper discusses metaphorical and metonymic extensions of the adjectives czerwony ‘red’ and czarny ‘black’. The connotative potential of red and black colour collocations is analyzed and discussed. Red and black collocations were excerpted from the two largest corpora, i.e. NKJP and MoncoPL. All colour citations are analysed in the framework of discourse analysis and conceptual metaphor and metonymy. The analysis indicates that extralinguistic factors (i.e. social, political and historical events) motivate the emergence of red and black colour collocations in modern Polish discourse
Metafora multimodalna w nauczaniu języka obcego: integracja wiedzy teoretycznej z praktyczną
Get PDFMultimodal metaphor combines elements of various modes (i.e. visual, written or auditory) and constitutes an attractive means of communication. The aim of the paper is to show that knowledge of metaphors should be taught in foreign language (FL) lessons along with the mother tongue. A pilot study on the effectiveness of the adoption of knowledge on metaphors in practical classes was conducted among students of English philology at the University of Bialystok. The issue was conducted by means of a specially designed Google survey and evaluation sheets. The paper presents some ways of introducing linguistic knowledge of metaphors to advanced FL learners. Furthermore, some practical class activities concerningmetaphor are proposed. Integratingmetaphor and practical exercises on metaphor in FL lessons broadens students’ linguistic knowledge. Developing metaphoric competence also enhances second language learners’ communicative ability, with a special emphasis on their metaphoric competence. Moreover, metaphor-based activities incite students’ analytical and critical thinking. Exercises on metaphors facilitate learners using the newly acquired knowledge in practice. Finally, adopting this approach contributes to promoting students’ autonomy and self-education.Metafora multimodalna tworzy znaczenie poprzez integrację elementów różnych systemów semiotycznych (obrazu, tekstu, dźwięku) i stanowi jedną z najatrakcyjniejszych form przekazu. Celem artykułu jest pokazanie, że umiejętność posługiwania się przenośnią i jej odczytywania powinna być rozwijana na lekcjach języka obcego. Wśród studentów Uniwersytetu w Białymstoku przeprowadzono badanie pilotażowe dotyczące efektywności propozycji integracji wiedzy o metaforach z praktyczną nauką języka. W celu jej zbadania opracowano ankiety Google i formularze ewaluacyjne. Artykuł postuluje integrację teoretycznej wiedzy o metaforze multimodalnej z kształceniem w zakresie kompetencji językowych na zajęciach z języka obcego. Przedstawiono przykładowe praktyczne rozwiązania w tym zakresie, m.in. propozycje autorskich ćwiczeń, które mogą być wykorzystane w procesie nauczania języka angielskiego jako obcego na poziomie zaawansowanym. Integracja teoretycznej wiedzy z zakresu językoznawstwa z rozwijaniem kompetencji komunikacyjnych skłania uczniów do analitycznego i krytycznego myślenia oraz zwiększa autonomię uczniów i usprawnia ich samokształ[email protected] w Białymstoku. Szkoła Doktorska Nauk Humanistycznych. Wydział FilologicznyBelkhir S., Does MIP promote EFL learners’ cognitive ability to identify metaphors in written discourse?, [in:] Cognition and Language Learning, S. Belkhir (ed.), Newcastle
upon Tyne 2020, pp. 43–62.Beréndi M., Csábi S., Kövecses Z., Using conceptual metaphors and metonymies in vocabulary teaching, [in:] Cognitive linguistic approaches to teaching vocabulary and phraseology, F. Boers, S. Lindstromberg (eds.), Berlin–New York 2008, pp. 65–100.Bounegru L., Forceville C., Metaphors in editorial cartoons representing the global financial crisis, “Journal of Visual Communication” 2011, no. 10(2), pp. 209–229.Cameron L., Low G.D., Figurative variation in episodes of educational talk and text, “European Journal of English” 2004, no. 8(3), pp. 355–373.Cienki A., Image schemas and gesture, [in:] From Perception to Meaning: Image Schemas in Cognitive Linguistics, B. Hempe (ed.), Berlin 2005, pp. 421–442.Corbett J., An intercultural approach to English language teaching, Clevedon 2003.Forceville C., Multimodal metaphor in ten Dutch TV commercials, “Public Journal of Semiotics” 2007, no. 1, pp. 19–51.Forceville C., Non-verbal and multimodal metaphor in a cognitivist framework: Agendas for research, [in:] Multimodal metaphor, C. Forceville, E. Urios-Aparisi (eds.),
Berlin–New York 2009, pp. 19–42.Forceville C., Visual and multimodal metaphor in film: charting the field, [in:] Embodied Metaphors in Film, Television, and Video Games: Cognitive Approaches, K. Fahlenbrach (ed.), London 2016, pp. 17–32.Górska E. Dynamiczne podejście do metafor, “Prace Filologiczne” 2014, no. 64(2), pp. 109–122.Johnson M., The Body in the Mind: The Bodily Basis of Meaning, Imagination and Reason, Chicago 1987.Kress G.,Multimodality: Challenges to thinking about language, “TESOL Quarterly” 2000, no. 34, pp. 337–340.Lakoff G., Johnson M., Metaphors We Live By, Chicago 1980.Littlemore J., Metaphoric Competence, Second Language Learning, and Communicative Language Ability, “Applied Linguistics” 2006, no. 27(2), pp. 268–294.Low G.D., On teaching metaphor, “Applied Linguistics” 1988, no. 9(2), pp. 125–147.Mayer R.E., Learning and instruction, Upper Saddle River 2003.Ostanina-Olszewska J., Modern technology in language learning and teaching. “Linguodidactica” 2018, vol. XXII, pp. 153–164.Royce T., Multimodality in the TESOL classroom: Exploring visual-verbal synergy, “TESOL Quarterly” 2002, no. 36(2), pp. 191–205.Siek-Piskozub T., The compatibility of positive psychology and the ludic strategy in foreign language education, “Glottodidactica” 2016, vol. 43, no. 1, pp. 97–106.Szerszunowicz J., Lacunarity, lexicography and beyond: integration of the introduction of a linguo-cultural concept and development of L2 learners’ dictionary skills,
“Lexicography” 2015, vol. 2, no. 1, pp. 101–118.Szerszunowicz, J., On phraseological units performing a ludic function from a didactic perspective, [in:] Zbornik radova s Medunarodne znanstvene konferencije Slavofrazodržane od 19. do 21. Travnja 2018. Slavofraz 2018. Frazeologija, učenje i poučavanje, S. Jukić, M. Željka, K. Visinko, I. Vodopija-Krstanović, S. Zubčić (eds.), Rijeka 2019, pp. 305–319.Weninger C., Kiss T., Culture in English as a foreign language (EFL) textbooks: A semiotic approach, “TESOL Quarterly” 2013, no. 47(4), pp. 694–716.Newspaper headline, [online], http://edition.cnn.com/2019/11/30/perspectives/clima te-change-imf/index.html, [retrieved: 10.03.2020].Australia’s deadly wildfires of 2020, [online], http://edition.cnn.com/2020/01/01/australia/australia-fires-explainer-intl-hnk-scli/index.html, [retrieved: 10.03.2020].Climate change cartoon, [online], http://www.cartoonmovement.com/collection/16, [retrieved: 10.03.2020].Podcast on Climate Change, [online], http://www.bbc.co.uk/programmes/p00546l7, [retrieved: 10.03.2020].Short movie, Climate change: Earth’s giant game of Tetris-Joss Fong, [online], http://ed.ted.com/lessons/climate-change-earth-s-giant-game-of-tetris-joss-fong, [retrieved: 10.03.2020].2572
Donald Trump’s political campaign rhetoric. A cognitive study
Get PDFPoliticians recruit conceptual metaphors, as these means enable them to talk about abstract political problems in terms of more tangible and commonplace entities. This study aims to explore linguistic aspects of Trump’s presidential campaign and is conducted in light of premises derived from Critical Discourse Analysis and Critical Metaphor Theory. The selected speeches were analyzed using a corpus research tool, i.e. Metaphor Identification Process was implemented. Donald Trump’s campaign speeches were retrieved from internet sources. The period from January 24th, 2015 to October 20th, 2016 was chosen for compiling the primary corpus of 20 speeches. The qualitative analysis indicates that the President used metaphorical expressions frequently. The author of the article enumerates some grand metaphorical themes underlying Donald Trump’s campaign speeches.Martyna Awier is a PhD student at the University of Białystok, Poland. Her academic interests are in the areas of cognitive linguistics and discourse studies. Her current research focuses on conceptual metaphors and Critical Discourse Analysis.University of BiałystokBarczewska, S. 2017. Conceptualizing Evolution Education. A Corpus-Based Analysis of US Press Discourse. Newcastle upon Tyne: Cambridge Scholars Publishing.Beard, A. 2000. The Language of Politics. London: Routledge.Bloch, M. (ed.). 1975. Political Language and Oratory in Traditional Society. London/New York/San Francisco: Academic Press.Cameron, L. 2010. The discourse dynamics framework for metaphor. In: L. Cameron & R. Maslen (eds.), Metaphor Analysis. Research Practice in Applied Linguistics, Social Sciences and the Humanities, 77-98. London, Oakville: Equinox.Cap, P. 2008. Towards the proximization model of the analysis of legitimization in political discourse. Journal of Pragmatics 40: 17-41.Charteris-Black, J. 2004. Corpus Approach to Critical Metaphor Analysis. Basingstoke: Palgrave MacMillan.Charteris-Black, J. 2005. Corpus Politicians and Rhetoric. The Persuasive Power of Metaphor. Basingstoke: Palgrave MacMillan.Chilton, P. & Lakoff, G. 1989. Foreign policy by metaphors. Center for Research in Language 3/5: 2-19.Cienki, A. 2005. Metaphor in the ‘Strict Father’ and ‘Nurturant Parent’ cognitive models: Theoretical issues raised in an empirical study. Cognitive Linguistics 16: 279-312.Deignan, A. 2005. Metaphor and Corpus Linguistics. Amsterdam: John Benjamins.Fabiszak, M. 2010. Vilification of the enemy: Different enemies, the same linguistic strategies. In: D. Stanulewicz, T. Wolański & J. Redzimska (eds.), Lingua Terra Cognita II: A Festschrift for Professor Roman Kalisz, 73-97. Gdańsk: Wydawnictwo Uniwersytetu Gdańskiego.Fabiszak, M. & Konat, B. 2013. Zastosowanie korpusów językowych w językoznawstwie kognitywnym. In: P. Stalmaszczyk (ed.), Metodologie językoznawstwa. Ewolucja języka. Ewolucja teorii językoznawczych, 131-142. Łódź: Wydawnictwo Uniwersytetu Łódzkiego.Gibbs, R. W. 2017. Metaphor Wars. Conceptual Metaphors in Human Life. New York: Cambridge University Press.Górska, E. 2008. Four arguments for patterns of metaphorical thought. Acta Philologica 35: 15-31.Górska, E. 2014. Dynamiczne podejście do metafory. Prace Filologiczne LXIV/2: 109-122.Grey, W. 2000. Metaphor and meaning. Minerva 4: 1-8.Lakoff, G. 2002. Moral Politics. How Liberals and Conservatives Think. Chicago: University of Chicago Press.Lakoff, G. 2004. Don’t Think of an Elephant!: Know Your Values and Frame the Debate – The Essential Guide for Progressives. White River Junction. Vermont: Chelsea Green Publishing Company.Lakoff, G. 2006. Thinking Points: Communicating Our American Values and Vision. New York: Farrar, Straus and Giroux.Lakoff, G. 2008. The neural theory of metaphor. In: R. Gibbs (ed.), The Cambridge Handbook of Metaphor, 17-38. Cambridge/New York: Cambridge University Press.Lakoff, G. 2016a. How to help Trump. http://georgelakoff.com/2016/12/15/how-to-helptrump/ (2 May 2019).Lakoff, G. 2016b. Understanding Trump’s use of language. http://georgelakoff.com/2016/08/19/understanding-trumps-use-of-language/ (2 May 2019).Lakoff, G. 2017. The president is the nation: The central metaphor Trump lives By. http://georgelakoff.com/2017/08/01/the-president-is-the-nation-the-central-metaphor-trump-lives-by/ (2 May 2019).Lakoff, G. & Johnson, M. 1980. Metaphors We Live By. Chicago: University of Chicago Press.Pragglejaz Group. 2007. MIP: A method for identifying metaphorically used words in discourse. Metaphor and Symbol 22/1: 1-39.Turner, M. 1994. Reading Minds: The Study of English in the Age of Cognitive Science. Princeton, NJ: Princeton University Press.Van Dijk, T. A. 1997. What is political discourse analysis? Belgian Journal of Linguistics 11: 11-52.Wodak, R. 2009. Language and politics. In: J. Culpeper, F. Katamba, P. Kerswill, R. Wodak & T. McEnery (eds.), English Language: Description, Variation and Context. A definitive new textbook in English language, 577-592. Houndmills: Palgrave Macmillan.27 (4/2019)42
Book Review. The L1 as a consciousness-raising tool in learning L2 grammar, by Aleksandra Wach, 2019
Get PDFObra ressenyada: Wach, Aleksandra. The L1 as a consciousness-raising tool in learning L2 grammar. Poznań, WydawnictwoNaukowe UAM, 2019. 574 pp. ISBN 978-83-232-3401-2
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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