"Tell me what it feels like": On the verbal interface of the phenomenal

Author(s): Sergei Kuzeev / Language(s): English / Issue: 3/2021

Despite the several decades of intense scrutiny, the problem of the "explanatory gap" remains one of the most widely debated topics in today’s philosophy of mind. This paper argues that, if re-iterated as the relative ineffability of phenomenal properties of sensory experiences (qualia), it can become an object of linguistic treatment to a sensible effect. The paper proceeds from discussing the general ineffability of sensory experiences to a brief overview of phenomenal mental states. The strong ineffability thesis is then relativized by positing that the mental contents in question can be communicated indirectly through phenomenal judgments, or "phenomemes", i.e. discursive units that involve reference to the speaker’s qualia. In the concluding section, the paper suggests that phenomemes constitute a narrative dimension of their own and highlights the potential of further research on the subject for the pragmatics of communication, cognitive stylistics, and other areas of the language-related scholarship.

#ForgiveUsForWeHaveSinned:

Conceptual integration theory and political Internet humour

Author(s): Nihada Delibegović Džanić,Sanja Berberović / Language(s): English / Issue: 2/2017

The aim of the paper is to uncover the extent to which different forms of political Internet humour can criticise current political affairs in a developing democracy such as Bosnia and Herzegovina. Specifically, applying a cognitive linguistic theory of meaning construction, namely conceptual integration theory, the paper analyses the construction of meaning of humorous Internet forms, such as memes, demotivational posters, hashtag posts, and memetic photographs, representing innovative ways of providing political commentaries on current political affairs. The meaning of political humour is constructed in conceptual blending as a basic cognitive mechanism. As it is claimed (Coulson & Pascual 2006, Coulson & Oakley 2006, Coulson 2006, Oakley & Coulson 2008) that blending can be used as a rhetorical tool influencing the audience to change the reality and even act upon it, the analysis of the construction of meaning of political humour as products of conceptual integration can reveal hidden ideologies in political discourse.

(Bardzo) wczesne nauczanie języków obcych. Kilka uwag na temat celów, możliwości i metodyki

Author(s): Joanna Rokita-Jaśkow / Language(s): Polish / Issue: 2/2018

The article presents the phenomenon of very early foreign language teaching (i.e. in the preschool years) from the linguistic and pedagogical perspective. It begins with dispelling the myth about the necessity of ‘an early start’ for ensuring future competence, pointing at the relevance of cognitive, affective and social factors influencing the outcomes. Then it presents the possible achievements and crosslinguistic influences in language acquisition of a very young child. Finally, it outlines the critical aspects of FL methodology that are necessary for progress in early FLL.

(Meta)refleksja nad motywacją słowotwórczą w tekście

Author(s): Iwona Kaproń-Charzyńska / Language(s): Polish / Issue: 1/2021

In the article the author reflects on the issue of motivation – a key issue for word formation understood as an element of human communicative activity and a branch of language science. She analyzes the role of language users’ word-formation competence and their (meta)linguistic awareness in the process of encoding/decoding information contained in the derivative, taking into account the polyphonic structure of the text. She shows how the speaker controls the process of understanding the text by the recipient, moving between the language level and the metalanguage level. In terms of word-formation methodology, the analytical procedures presented in the article serve to outline a possible new direction of word formation research.

110 ГОДИНИ ОТ РОЖДЕНИЕТО НА ЧЛ.-КОР. ПРОФ. ЛЮБОМИР АНДРЕЙЧИН

Author(s): Zhaneta Zlateva,Milen Tomov,Tatyana Aleksandrova / Language(s): Bulgarian / Issue: 3/2020

The paper deals with the main contributions to Bulgarian linguistics made by Prof. Lyubomir Andreychin. The authors highlight his innovative methods of research in Mo¬dern Standard Bulgarian and his understanding of the grammatical categories of the Bul¬garian verb system, in particular. They go on to outline his theoretical views on or¬tho¬graphy and the normativisation of Bulgarian spelling, emphasising his exceptional contribution to this area. Finally, the authors discuss Prof. Andreychin’s contributions to the study of the history of Modern Standard Bulgarian.

4. Искусство и проблема модели

Author(s): Yuri M. Lotman / Language(s): Russian / Issue: 1/1964

Все сказанное позволяет рассматривать произведение искусства как своеобразную модель, а художественное творчество - как одну из разновидностей процесса моделирования действительности.

60-72 Aylık Çocukların Konuşma Becerilerinin İncelenmesi

Author(s): Begümhan Yüksel / Language(s): Turkish,English / Issue: 1/2021

The aim of the study is to determine the speaking skill levels of children between the ages of 60-72 months. The research group of the study consists of 60 children between 60-72 months in the city center of Antalya. Data were collected using the "Speaking Skills Assessment Scale". For this, the children were watched a short cartoon movie, and then they were asked to describe what they had watched in their own words. The data of the research were obtained by analyzing the conversations acquired from these interviews. Speeches were evaluated in terms of pronunciation, fluency and language competency. According to the findings, it was determined that the speaking skills of the participant children were at a medium level in terms of pronunciation and fluency, and a lower level in terms of language competency. According to the other results obtained from the research pronunciation skill level fluency and fluency level also predict language competency. While girls are more successful than boys in terms of their pronunciation, there is no difference between them in terms of fluency and language proficiency. In addition, the six-month age difference is not a variable that makes a difference in terms of pronunciation, fluency and language consistency. Based on these results, it is recommended to conduct studies in other age groups and with different tools.

A beszélt nyelvi élettörténetek forgatókönyve

Author(s): Boglárka Laki / Language(s): Hungarian / Issue: 2/2018

One of the main research topics in cognitive linguistics is the relationship between language and mind, that is, mental processes. Cognitivists have pointed out that our knowledge is stored in knowledge patterns and schemes. This paper uses the script theory to point out that oral life stories are also organized on the basis of cognitive schemes. This means that they have their life story scripts. In life stories one can distinguish both dominant elements, which are the frame of almost all life stories, and optional items.

A BRIEF ANALYSIS OF THE POLITICAL DISOCURSE

Author(s): Bianca Oana Han / Language(s): English / Issue: 22/2017

This article aims to focus on the main characteristics of a political speech from the point of view of the manner in which it is built, delivered and perceived by the protagonists to the communicative instance. It is important to underline that the article lacks and denies any intention to analyse any political message or political aspects. It is a mere intent to discover and investigate the manner and reasons behind the choice of words, from a linguistic and stylistic perspective.

A broad view of cognitive linguistics

Author(s): Zoltán Kövecses / Language(s): English / Issue: 2-3/2005

Cognitive linguistics can offer an account not only of linguistic structure but also of a wide variety of social and cultural phenomena. The comprehensive account presented in this paper is crucially based and dependent on cognitive capacities that human understanders and producers of language possess quite independently of their ability to use language. By discussing the cognitive processes and the various linguistic, social and cultural issues they help us describe and explain, the author demonstrates that cognitive linguistics is far more than a theory of language; one can think of it as a theory of "meaning-making" in general in its innumerable linguistic, social and cultural facets.

A Case Study of Metacognition in a Foreign Language Reading Context

Author(s): Nesrin Öztürk / Language(s): English / Issue: 2/2019

This study aimed to examine a) L2 readers’ perceptions of reading, metacognition, and motives for practicing metacognition in a foreign language learning context and b) the effects of a metacognition training program on these variables. For this purpose, a quasi-experimental case study was designed, and written questionnaires were developed. Findings confirmed that metacognitive individuals pertain reading to comprehension or goal attainment and they know physiological, cognitive, and affective factors might impact their performances. Some L2 readers might hold an understanding of meta-reading; skills and dynamics that facilitate and interfere with performance might transfer across languages. Following the training, participants’ self-awareness increased and their strategic L2 reading changed. Their motivation and interest to read in a foreign language was also impacted, positively. Lastly, although metacognitive readers were aware of that strategic reading may be cognitively demanding; such readers would still continue practicing metacognition for efficiency with time, effectiveness with comprehension and EFL learning, and pleasure of awareness and self-confidence.

A Cognitive And Cross-Cultural Study On Body Part Terms In English And Turkish Colour Idioms

Author(s): Gökçen Hastürkoğlu / Language(s): Turkish,English / Issue: 2/2018

This study aims to reveal and compare the embodied cognition of English and Turkish speakers through their use of body part terms in basic colour term idioms. More specifically, it addresses the distribution of the body part terms in Turkish and English basic colour term idioms and conceptual metonymies underlying these idioms, and it interprets the findings in terms of socio-cultural and socio-cognitive structures in the minds and linguistic practices of people of Turkish and English cultures. In order to achieve this aim, the idioms with Berlin and Kay’s basic colour terms and body part terms are selected from the specialized dictionaries on idioms. After the collection of data, the cognitive analysis is conducted within the framework of Conceptual Metaphor Theory. The result demonstrates that although there are some conceptual metaphors and metonymies which tend to be universal as they are grounded in bodily experience, English and Turkish speakers’ conceptualizations through the basic colour terms and body parts vary tremendously because of different socio-cultural and socio-cognitive backgrounds of these speech communities.

A COGNITIVE APPROACH TO THE COMPILATION OF TEST MATERIALS FOR THE EVALUATION OF TRANSLATOR’S SKILLS

Author(s): Elena Berg,Mark Kit / Language(s): English / Issue: 16/2016

This paper discusses the importance of a cognitive approach to the evaluation of translator’s skills. The authors set forth their recommendations for the compilation of test materials for the evaluation of translators’ cognitive ability.

A COGNITIVE LINGUISTICS APPROACH TO INTERNET MEMES ON SELECTED POLISH INTERNET SITES

Author(s): Julia Ostanina-Olszewska,Aleksandra Majdzińska-Koczorowicz / Language(s): English / Issue: 19/2019

The present study aims to analyze selected internet memes as examples of social communication from the perspective of Cognitive Linguistics, and to examine more closely the relation between their visual and verbal aspects. Internet memes contain a wide range of constructions (necessary for rebuilding the semantic framework and extracting selected content), which are fragmentary but at the same time sufficient to induce a whole framework of meanings by using their salient features. The multimodal context is considered within the frameworks of conceptual metaphor theory (Lakoff & Johnson, 1980), construal (Langacker, 1987, 2008), frame semantics (Fillmore, 1988), conceptual blending theory (Fauconnier & Turner, 2002) and Discourse Viewpoint Space (Dancygier & Vandelanotte, 2016). The paper will present an analysis of the structure of internet memes, which are rich concepts that spread rapidly and widely, and also invite recipients to actively participate in the construction of the message, thus becoming contributors.

A Cognitive-Linguistic Investigation of English Phrasal Verbs Related to Plants

Author(s): Ivan Milošević,Tijana Vesić Pavlović / Language(s): English / Issue: 2/2017

The focus of the paper is on the semantics of English phrasal verbs whose constituent verb is related to the concept of PLANTS. The investigated set of verbs includes twenty-two phrasal verbs featuring the particles OUT, OFF, UP, THROUGH, IN and AWAY. The analysis is conducted in the framework of cognitive semantics, which states that the meaning of phrasal verbs can be analysed in view of their constituent particles and the interplay between the verb meaning and the particle senses. It is concluded that the general meaning of the examined phrasal verbs is a result of different spatial configurations underlying the conceptual-semantic structure of the constituent particles, while their specific meanings are motivated by different conceptual metonymies stemming from the constituent verb. Numerous abstract meanings are additionally derived via various submetaphors of the basic metaphor COMPLEX ABSTRACT SYSTEMS ARE PLANTS embedded in the conceptual framework of the constituent verbs.

A Conceptual Linguistic Approach to the Cultural and Educational Crises Generated by COVID-19

Author(s): Gabriela Andrioai / Language(s): English / Issue: 26/2021

The COVID-19 pandemic taught us that, while bad things can happen, it is important to remain positive and see the glass half full rather than half empty. Thus, with the help of the technological innovation, we have learnt to stay connected online and accept that we have to adapt and deal with the challenges faced because of the pandemic. The online environment has become ‘our everything’, our vital space, one without which work, communication, teaching, survival itself would not have been possible. Consequently, from the negative image projected by COVID-19 that started with social distancing we embraced a more positive perspective brought by the pandemic itself, due to the economic redirection and the changes made by whole societies fighting with or against the tide, from one extreme to another. Having all these in mind, the aim of this article is to prove that, even in such harsh times, online classroom management can still be effective in the digital era (just) as it is face- to-face. Our research intends to investigate Romanian students’ metaphorical representations of the online learning during the pandemic of COVID-19. The main focus has been to analyse the way students perceive the process of education online together with the type of interaction ‘behind the desk’, and to reveal the advantages brought by online teaching, as well as the disadvantages brought by the impossibility of creating a ‘face-to-face’ connection.

A CONTRASTIVE ANALYSIS OF ENGLISH ANGER-FURY AND TURKISH KIZGINLIK-ÖFKE

Author(s): Hatice Karaaslan / Language(s): English / Issue: 36/2017

Emotion concepts across different cultures and languages have been studied extensively. New research on emotion concepts can efficiently capture the “experience-near” and “universal” aspects of cultures and languages for the construction of a language-independent semantic metalanguage, namely the Natural Semantic Metalanguage (NSM) (Goddard, 1998). Wierzbicka (1999) claims that lexical discriminations in the area of emotions (as well as in other semantic fields) provide important clues to the speakers’ conceptualizations, and thus, a considerable amount of lexical data collection and of serious semantic analysis is needed before any universals in the area of emotion concepts can be proposed. Based on the classification of the cognitive scenarios for emotion terms in Wierzbicka (1999), the current study investigated one area of the emotion lexicon in English and Turkish, that is, a set of terms within the domain of “I don’t want things like this to happen”. It explored how these concepts relate to each other in terms of their cognitive scenarios intra-linguistically and whether their cognitive scenarios match within the domain of “I don’t want things like this to happen”. The study revealed the core meanings of target concepts show a high amount of correspondence, excluding cases of immediacy and intensity.

A Corpus Study of Metaphors in the Abstracts of Biomedical Articles

Author(s): Adrian Năznean / Language(s): English / Issue: 18/2015

Just as everyday language uses metaphors to introduce new notions by referring to analogies and similarities, so does the language of medicine. The purpose of this study was to identify and explain the use and meanings of metaphors in a corpus of abstracts of 31 articles in the field of orthopaedics. The tokens were categorized according to their meaning under distinct headings. The study identified forty-three tokens, the meaning of some of which being subjected to analysis and explanations.

A Critical Review on the Equivocal Definition of Comprehensible Input and the Misleading Use of the Term “Acquisition”

Author(s): Hilal Peker,Onur Özkaynak / Language(s): English / Issue: 1/2020

Stephen Krashen has been one of the prominent figures in the field of second language acquisition. His Input Hypothesis and Monitor Model can be considered as his most noteworthy work. Specifically, his principal proposition that emphasizes the importance of comprehensible input for language acquisition sheds light on linguistic competence. Krashen claimed that languages could be easily acquired as long as the acquirer is provided with natural bits of language. Despite the high acclaim they have received, Krashen’s ideas have also been harshly criticized by certain linguists as his claims failed to clarify certain issues related to the second language acquisition. In this respect, the authors of this paper critically review his Input Hypothesis and Monitor Model focusing on the insufficiency of the input for language acquisition, absence of an operational definition of comprehensible input, and misleading use of the term acquisition. In addition, the authors also adopt a satirical language to pinpoint the aforementioned insufficiencies and misleading components, while supporting their claims with recent empirical studies that were rarely conducted in the field.

A Cross-Cultural Study On White Colour Idioms In Turkish And English: Conceptual Metaphor Theory In Focus

Author(s): Gökçen Hastürkoğlu / Language(s): Turkish,English / Issue: 1/2017

This study aims at investigating how similar and different the embodied cognition of Turkish and English speakers is by providing a systematic description of Turkish and English white colour idiomatic expressions and by analyzing them within the framework of Conceptual Metaphor Theory through which the cognitive motivations behind the idiomatic expressions can be demonstrated. In order to do so, a large-scale corpus study based on specialized dictionaries on idioms in Turkish and English was carried out and a table was presented for each language illustrating the idiomatic expression, its meaning, its translation for the Turkish part, and the underlying conceptual metaphor or metonymy. After this cognitive analysis, it was revealed that despite some similarities in the cognitive mappings of the idioms in Turkish and English, the connotations of white colour idioms in two genetically unrelated languages vary because of cultural, historical, religious, or customary matters.