1,720,977 research outputs found
Replication Data for: Syntax from and for discourse II: More on complex sentences as meso-constructions
No full textDataset abstract: The corpus files employed are a subset of 812 files containing spoken language from the British National Corpus (World edition, Oct. 2000) capturing British English in the late 20th century. For a description of the corpus, see http://www.natcorp.ox.ac.uk/archive/worldURG/index.xml. A total of 740 files were chosen because their meta data marked them as belonging to one of the following genres: broadcast discussion; classroom; consultation; conversation; demonstration; interview; interview or oral history; meeting; parliament; public debate; tutorial; spoken unclassified. To these, we added 72 files with the genre descriptions: courtroom; speech unscripted; sports live. From these files with spoken British English, all occurrences of adverbial clauses exhibiting one of the four subordinating conjunctions ‘before’, ‘after’, ‘once’, and ‘until’ were extracted. For the final analysis, 8 samples of equal size (together comprising 560 tokens) were created from this output by narrowing down the corpus output to sentence configurations with adverbial clauses with these conjunctions in either initial or final position, by retaining only complex sentence configurations showing both the adverbial clause and a matrix, and by finally selecting only 1 token per file following a randomizer. The size of each of the subsets (70 tokens) was dictated by the frequency of the most infrequent configuration (initial until-clauses). Article abstract: This paper presents a direct continuation of preceding corpus-linguistic research on complex sentence constructions with temporal adverbial clauses in a cognitive and usage-based framework (Diessel 2008; Hampe 2015). Working towards a more systematic construction-based account of complex sentences with before-, after-, until- and once-clauses in spontaneously spoken English, Hampe (2015) hypothesised that the morpho-syntactic realisations of configurations with initial adverbial clauses systematically diverge from those of configurations with final ones as a reflection of the specific functionality of each and that usage properties that are found across instantiations with a coherent functional load are retained in the schematisations creating constructions. This paper employs a multinomial regression in order to test to which extent each of eight closely related complex-sentence constructions with either initial or final before-, after-, until- and once-clauses can be predicted from the realisation of a few key morpho-syntactic properties of the respective adverbial and matrix clauses involved. The results support an analysis of complex-sentence constructions as meso-constructions that are not only specific about the subordinator and the positioning of the adverbial clause, but also retain “traces” of characteristic usage properties
Primary metaphors are both cultural and embodied
Full text linkCognitive linguists have argued that metaphors are anchored in our embodied experiences. Cultural, linguistic and gestural representations are often seen as reflections of underlying conceptual mappings. On the basis of three different metaphors, more is up, similarity is proximity, and social distance is spatial distance (a.k.a. intimacy is closeness), we argue for a more active role of external representations in individual cognition. Rather than being mere “reflections” of the respective conceptual associations, external representations actively enhance and support these. Since two of the metaphors we discuss associate the same source domain (spatial distance) with different target domains (similarity and social closeness), we also discuss in how far primary metaphors are (by necessity) interrelated, and whether these metaphors can be treated as distinct conceptual entities at all
On the role of embodied cognition in the understanding and use of metonymy
Full text linkThe majority of the chapters in this book focus on the symbiotic relationship between embodied cognition and metaphor. In contrast, this chapter focuses on the relationship between embodied cognition and metonymy. It argues that metonymy is also embodied, but in a different way, and that the social, environmental, dynamic and developmental aspects of embodied cognition can be expected to play an important role in shaping metonymic meaning. It is suggested that the relative transparency of the role played by embodied cognition in metonymy creation is influenced by the presence of movement and emotion, with increases in the amount of movement and emotion leading to increases in the transparency of embodied cognition. Following Deignan, Littlemore and Semino (2013), it is also suggested that the transparency of the role played by embodied cognition is affected by features of the genre (communicative purpose, staging and discourse community membership) and the register (field, tenor and mode)
The cancer card : Metaphor, intimacy and humor in online interactions about the experience of cancer
No full textEmploying a dynamic system approach, this chapter investigates the use of one particular metaphor—the ‘cancer card’—on an online forum dedicated to cancer. Far from being a common Card Game metaphor with a stable source-target mapping, the metaphor is collaboratively developed (i.e. used, re-used, adapted) to express the idea that patients can use their illness to their advantage in a variety of situations, while also reflecting a broader tendency to employ humor as a strategy for coping with adversity. An analysis of all 106 instances of ‘(cancer) card(s)’ on one of the threads of the forum shows that, though related to English expressions like ‘play the […] card’ and to conventional conceptual metaphors like life is a game, its use is specific to the interactions among the members of this online community. Our analysis of the ‘cancer card’ as a group-specific metaphoreme (Cameron & Deignan 2006) emphasizes that multiple interacting factors must be considered to account for such rich and complex phenomena as the use of metaphors in online interactions
Modale Konstruktionen mit den Verben vermögen, wissen, verstehen, bekommen: eine konstruktionsgrammatische Untersuchung
Full text linkDie vorliegende Dissertation widmet sich ausführlich der Untersuchung der modalen nahe synonymischen Konstruktionen mit den Verben vermögen, wissen, verstehen und bekommen in der gegenwärtigen deutschen Sprache. Diese Arbeit wird vom Standpunkt der Kognitiven Konstruktionsgrammatik aus durchgeführt. Da diese Studie von einem gebrauchsbasierten Sprachmodell ausgeht, wurden die modalen Konstruktionen mittels erschöpfend erhobener Daten aus einem umfangreichen und ausbalancierten Korpus, dem Kernkorpus des 20. Jahrhunderts des Digitalen Wörterbuches der Deutschen Sprache, ermittelt. Es finden hauptsächlich quantitative Analysetechniken wie Kollostruktions-, Cluster und Netzwerkanalyse Anwendung. Diese Methoden werden in der vorliegenden Dissertation zum ersten Mal kombiniert, um die Verwendung der modalen Konstruktionen in der Sprache wiederzugeben. Alle vier Konstruktionen stellen eine Verbindung des jeweiligen Modalitätsverbs mit einem schematischen Slot für ein infinites verbales Komplement dar und drücken einemodale Bedeutung‚ Möglichkeit / Fähigkeit‘ aus. Diese Studie geht von der Prämisse aus, die in bisherigen Arbeiten in der gebrauchsbasierten Konstruktionsgrammatik verfolgt wird, nämlich, dass die gesamte Semantik der modalen Konstruktionen mit den Bedeutungen der im infiniten Slot auftretenden Vollverben harmonisiert. Die infiniten Verblexeme spielen dementsprechend bei der Beschreibung der Semantik der jeweiligen modalen Konstruktion eine zentrale Rolle. Diese Arbeit konzentriert sich daher vorrangig auf die genaue Erforschung dieser lexikalischen Verben, vor allem auf die Identifizierung der mit der jeweiligen Konstruktion stark assoziierten infiniten Verbkomplemente, ihrer semantischen verbalen Klassen sowie der zwischen ihnen bestehenden semantischen Beziehungen. Außerdem werden semantische Unterschiede zwischen diesen modalen Konstruktionen und deren relativer Grammatikalisierungsgrad erforscht
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Die FALKE-E Studie: Erklären im Englischunterricht: Eine empirische Studie zu Vokabelerklärungen aus Sicht von Lehrkräften, Lernenden, Lehramtsstudierenden und Dozierenden
Full text linkWelche Bedeutung hat Erklären im gegenwärtigen Englischunterricht? Was genau versteht man unter Erklären im Unterricht und was ist ‚gutes‘ Erklären? Welche Merkmale sind für die Qualität von (Vokabel-)Erklärungen relevant? Wie beurteilen Schüler_innen, Studierende, Lehrkräfte und Dozierende die Bedeutsamkeit dieser Merkmale? Die vorliegende Studie geht diesen Fragen in Theorie und Empirie nach. Dazu werden Merkmale unterrichtlichen Erklärens analysiert, fachspezifisch konzeptualisiert und mit Hilfe eines videobasierten Online-Fragebogens empirisch überprüft. Die FALKE-E(nglisch) Studie nutzt dabei quantitative und qualitative Auswertungsverfahren. Die Ergebnisse zeigen deutliche Unterschiede zwischen den Beurteilenden. Erklärende können sich mitunter kaum in die Rolle der Adressat_innen zurückversetzen (expert blind spot). Für die Kriterien Adressatenorientierung, Strukturiertheit, Sprech- und Körperausdruck und englischdidaktische Aspekte kann mittels einer quantitativen Regressionsanalyse ein Zusammenhang mit der Bewertung einer Erklärung nachgewiesen werden. Basierend auf der qualitativen Analyse werden zwölf Hauptkriterien mit 113 Sub- und Subsubkategorien für gutes Erklären identifiziert. Die FALKE-E Studie leistet mit ihren Erkenntnissen zu Kriterien guten Erklärens einen Beitrag zur englischdidaktische Grund¬lagenforschung und eröffnet mit ihrem Mixed-Methods-Design aus Perspektiven- und Methodentriangulation forschungs¬methodologisch ein neues Feld. Besondere Bedeutung kommt ihr zudem als Teil des elf Fächer umfassenden transdisziplinären Projekts FALKE zu.What significance does explaining have in the current EFL classroom? What is meant by explaining in the classroom, and what constitutes 'good' explaining? Which features are relevant for the quality of (vocabulary) explanations? How do students, learners, teachers, and lecturers assess the importance of these features? The present study explores these questions in theory and empirically. To achieve this, features of instructional explaining are analyzed, conceptually contextualized, and empirically examined using a video-based online questionnaire. The FALKE-E(nglish) study employs both quantitative and qualitative analysis methods. The results reveal significant differences among evaluators. Explainers may sometimes struggle to empathize with the role of the recipients (expert blind spot). For the criteria of recipient orientation, structure, verbal and non-verbal expression, and English didactic aspects, a correlation with the evaluation of an explanation can be found through quantitative regression analysis. Based on qualitative analysis, twelve main criteria with 113 sub- and sub-subcategories for good explaining are identified. The FALKE-E study contributes to the foundational research in English didactics with its insights into the criteria for good explaining. Its mixed-methods design, incorporating perspective and method triangulation, opens up a new field in research methodology. Additionally, it holds particular significance as part of the eleven-discipline transdisciplinary project FALKE
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