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Análisis de metáforas en el lenguaje jurídico español

Author(s): Aniela Kucharska / Language(s): Spanish Publication Year: 0

Everyone knows that legal language is substantial part of ordinary language. However, when reading legal text we have the impression that we are entering a different language reality. That is because the categories in the legal language, their functions and organization describe the reality in a different way. To illustrate this phenomenon we decided to focus on the importance of the concept of metaphor. The main objective of this work is to present and analyze the different roles played by spatial metaphors in legal language. From methodological guidelines of cognitive linguistics and discourse analysis, we examine the selected metaphors in legal language.

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Imágenes conceptuales de la mente alterada: el caso de loco y tonto

Author(s): Magdalena Sędek / Language(s): Spanish Publication Year: 0

The aim of this paper is a cognitive analysis of the most important conceptual images of insanity and foolishness reflected in Spanish idiomatic expressions, which are based on image schemas. Furthermore, it is irrefutable that the head’s function is always the locus of the mind and the intellect; this allowed the identification of the first metaphorical-metonymical model: THE SPACIAL LOCATION, which is closely linked to the image schema of A CONTAINER (including its subordinate variants INSIDE–OUT, FULL–EMPTY, NEAR–FAR). The second model identified through the analysis is POSSESSION, an example of which is the schema of A (VALUABLE) OBJECT and A MACHINE. As a result, the state of being insane brings to mind, amongst others, metaphorical images of being outside of the container, its emptiness, damage or loss, whereas the quality of being foolish is primarily conceptualised as having an empty container and one’s short-sightedness.

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Integrating corpora with everyday language teaching

Author(s): Ana Frankenberg-Garcia / Language(s): English Publication Year: 0

Despite the growing number of books on how to use corpora in language teaching, little has been written about integrating corpus-based activities with the reality of the classroom. Practising teachers usually have a syllabus to follow and a set course book they must use, and there is often little room to stray away from that. So even if teachers have heard about corpora in teacher training programmes or elsewhere, there is no guarantee that they will actually use them in their teaching. The present paper focuses on how the direct use of corpora is relevant to and can be integrated into everyday language teaching, with many advantages for both teachers and learners.

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Temporal fluency variables in native and non-native English speech: Corpus findings and language-pedagogical implications

Author(s): Sandra Götz / Language(s): English Publication Year: 0

This paper summarizes some interim findings of a larger project on fluency and investigates some standard temporal fluency variables in learner language. The study compares data from the 86,000-word learner corpus LINDSEI-GE and the 118,000-word native speaker corpus LOCNEC with the aim of revealing those areas in which even advanced German learners of English deviate significantly from the native target norm, for example in significantly shorter mean lengths of runs. However, the results also indicate areas in which individual learners have already approximated to the target norm, for example in their use of filled pauses. The final part presents some language-pedagogical implications for improving learners’ temporal fluency that derive from these findings.

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El leísmo aparente y verbos con alternancia en su régimen pronominal

Author(s): Klára Hálková / Language(s): Spanish Publication Year: 0

This article analyzes different verb groups and constructions that show alternation in their pronominal system. Since the confusion about the use of clitic pronouns is not due to the loss of case distinction, we refer to this phenomenon as apparent leísmo. According to the prof. Fernández-Ordóñez’s division, we study, in a very detailed way, mental state verbs, persuade-type verbs, verbs of sensory perception, verbs that omit their direct object or whose valency has been reinterpreted, verbs with predicative complements and impersonal se followed by an unstressed pronoun. To finish off this article, we include an analysis of the verb animar, using the Corpus of the Royal Spanish Academy as the main tool.

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Использование речевых ситуаций в курсе русского языка

Author(s): Larisa Shevtsova / Language(s): Russian Publication Year: 0

One of the important questions in this article discusses one of the most important issues of modern linguistics - the role and place of speech exercises, which contribute to the development of connected speech of students. Particular attention is given to situational exercises for the development of connected speech, which are constructed using the activation of cognitive activity. Article includes the examples of speech exercises prepared for foreign students who have good knowledge of closely related languages (Ukrainian). These exercises can be used while teaching the course «Culture of Russian language» for students of philology specialty "Russian language and literature" in pedagogical high school.

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Носитель эмоционального отношения и способы его репрезентации в структуре предложения (на материале русского языка)

Author(s): Ekaterina Nikolaevna Kiseleva / Language(s): Russian Publication Year: 0

The article is concerned with the emotional attitude person representations in syntactic structures. The emotional attitude person is represented in different structures connected with the definite variety of the emotional attitude. The paper deals also with the correlation of the emotional and rational aspects in the emotional attitude structure.

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Образ Вологды в языковой картине мира студентов и школьников

Author(s): Irina Evgenievna Kolesova,Svetlana Alekseevna Ganicheva / Language(s): Russian Publication Year: 0

The report “The image of Vologda in a language picture of the world of students and pupils” is devoted to the consideration of stable associations with regional place names (for example, the place name "Vologda") that exist in the minds of native speakers. The authors analyze the results of a series of associative experiments conducted at the university and at school. Also in the report the issue of formation of associative fields and what place they occupy in a language picture of the world of students and pupils is considered.

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Язык и концептуальные формы русской ментальности

Author(s): Marina Vasilievna Pimenova / Language(s): Russian Publication Year: 0

The report focuses on the main conceptual forms Russian mentality, among which researchers have identified mentalization, ideation and identification. The main aim of this work is to present the specifics of these types of mentality, manifested in linguistic (mainly lexical and semantic) level. Changing forms of mentality is reflected, including, in the shift rod / key tropes (metonymy – metaphor – hyperons), types of oppositions (ekvivalentnye – gradualness – privative opposition), the forms of artistic perspective (return – direct perspective), text units (formula syntagm – word forms), kinds of letter/font (сharter – semi-uncial – cursive), rhetorical styles (high – low – average), etc. The author believes that the basis of the changes / development of linguistic categories and units of the lexical-semantic layer is the semantic syncretism as a manifestation of formal and substantive linguistic asymmetry, and its transformation at various linguistic levels in a particular period in the history of the language.

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"Тоска" у Ф. П. Достоевски

Author(s): Yuliana Chakarova / Language(s): Bulgarian Publication Year: 0

Building on Lakoff and Johnson’s Conceptual Metaphor Theory (CMT) and on the specificity of TOSKÁ in Fedor Dostoevsky’s discourse, in this paper I explore metaphorical models of the concept by outlining numerous experiential gestalts for it. As a basis for constructing conceptual metaphors such as TOSKÁ IS ENEMY, these gestalts provide insight into Dostoevsky’s (and his characters’) understanding of this emblematic Russian concept. A significant number of examples is provided to support each of the gestalts. In addition, the study outlines the microzones in the semantic macrofield of Dostoevsky’s TOSKÁ and their constituents in Bulgarian and English with focus on melancholy in one of the subzones. This semantic cognitive approach proves to be reliable in arguing the pertinence of using melancholy when translating toská into English (resp. меланхолия into Bulgarian) in some contexts. At the same time, the translator has to be aware of numerous other possibilities that exceed the boundaries of direct analogues in bilingual dictionaries and the terms used in academic studies of the phenomena.

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Autorski frazemi iz Grozdaninog kikota -kognitivnolingvistička perspektiva

Author(s): Azra Hodžić-Čavkić / Language(s): Bosnian Publication Year: 0

This paper discusses special form of idioms which are transformed idioms and sometimes they cannot be seen as idioms because their form is different. Hamza Humo transformed a number of idioms which exist in standard Bosnian language in order to astonish us as readers. In this paper we tried to see what is the connection of the non-transformed and transformed idioms from the perspective of cognitive linguistics and what has caused the transformation. The corpus is a poetic novel by Hamza Humo “Grozdanin kikot”. The approach of cognitive lingusitics enabled us to contrast the conceptualization of socially accepted and idioms of this author.

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Rozhovor nad komunikačními funkcemi výpovědi

Author(s): Stanislav Štěpáník / Language(s): Czech Publication Year: 0

Představme si následující situaci: Večer, obývací pokoj, On leží na gauči, dívá se na fotbal. Do dveří vstoupí Ona. Následuje tato konverzace: Ona: Oni dneska dávají fotbal? On: Ano. S jakým záměrem pronáší Ona svoji výpověď? Se záměrem otázky, tedy v souladu s výpovědní formou, a tudíž On reaguje očekávaným způsobem, anebo komunikační funkce Její výpovědi je výzva nebo prosba (Mohl bys to přepnout?), nebo dokonce výtka (Už zase se díváš na fotbal.)? Pro další vývoj večera je adekvátní porozumění zcela klíčové… (převzato z Štěpáník & Šmejkalová, 2017) Moderní didaktika českého jazyka již od 80. let 20. století rozvíjí komunikační pojetí předmětu (Čechová, 1985, 1998; Šebesta, 2005; Šmejkalová, 2010 ad.). Proto nejenže hledáme komunikační přesahy v tradičním učivu mluvnice, tj. v tematických celcích, do nichž jsou transformovány jednotlivé disciplíny jazykového plánu, ale do výuky jsou zařazována témata z jazykových rovin, jež doposud stály ve školním vzdělávání spíše na okraji zájmu, anebo se ve výuce dokonce neobjevovaly vůbec.

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NYELVI MAGATARTÁS ÉS ETIKA

Author(s): Jenő Lőrincz / Language(s): Hungarian Publication Year: 0

Our quality of life is reflected in the way we use language. The imperative function of language and the rhetorical situation urges us to decide and act. It is a moral norm that the spoken text separates True and False. At the same time, in language behaviour, one can observe ethical values and assessments, such as the aspects of the Good, the Right, and Justice. Our proverbs and sayings demand that speeches and speakers consider these aspects. Dealing with this field of study is crucial from the point of view of language education, cultural behaviour, and mental health care.

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Cognitive-ontological approach to metaphor

Author(s): Zhanna Maslova,Denis Minakhin / Language(s): English Publication Year: 0

The cognitive approach considers metaphor but there are no researches explaining the genesis of metaphor as mental phenomenon. Cognitive-ontological approach to the study of formation of metaphor makes it possible. Three ontological systems (human consciousness, world, language) are considered; initially these were not separated. In process of partial division between them some “nuclear” ideas have appeared (interference, authenticity, semblant). They were basic for some cognitive mechanisms. Metaphor developed from mythological metaphor and mythological image. Mythological metaphor was different from modern metaphor. It was the fi rst stage in metaphor developing. It is considered as a piece of mythological image represented in language and it had no function of free comparison of different objects. Mythological metaphor transformed when mythological image ruined.

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Speaking skills practice at ESP instruction at the University of Economics in Bratislava

Author(s): Zuzana Ondrejová / Language(s): English Publication Year: 0

The article describes communicative competences that undergraduates − future economists − should possess, and presents methods used in speaking skills practice at ESP seminars at the University of Economics in Bratislava. The target group are undergraduates at B2 and C1 levels of language competence. The autor sums up the situations in which an undergraduate may fi nd himself/herself in an academic and professional setting as well, defi nes factors that may affect an undergraduate’s ability to get involved successfully in verbal communication, and gives examples of exercises/tasks which simulate various situations and are applied successfully at ESP seminars. Opinions and attitudes expressed by the author are based on her vast teaching experience and direct observations made at ESP seminars conducted by the author. She has grounds for supposing that the intensity and scope of interpersonal communication among the younger generation is becoming narrow. Poor communication in Slovak as their mother tongue corelates with poor verbal communication in the target English language.

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Sentence structures of Czech and English legal texts

Author(s): Alice Rubášová / Language(s): English Publication Year: 0

Compared to scientifi c texts, legal texts are more diffi cult to follow for two reasons: the complexity of legal systems and the purpose of the communication. They are intended to be clear and unambiguous so as to allow precise interpretation. This intention results in complex grammatical and syntactic structures. Common features of legal texts with the focus on style, terminology and syntax were studied by Hiltunen (1990), Bhatia (1993) and Trosborg (1997). Based on Bhatia´s move-structure approach, the paper is to present a comparison of English and Czech syntactic structures in English and Czech legal texts.

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ЯЗЫКОВАЯ ЛИЧНОСТЬ В. О. КЛЮЧЕВСКОГО КАК ИСТОЧНИК ИСТОРИЧЕСКИХ РЕАЛИЙ В ПРОЦЕССЕ ОБУЧЕНИЯ РУССКОМУ ЯЗЫКУ

Author(s): Ľubomír Guzi / Language(s): Russian Publication Year: 0

The concept of a linguistic identity has been widely known for several decades. The study of a certain linguistic identity and identification is also important in a foreign audience in the process of teaching and studying Russian language. This is especially evident in the process of the acquisition of new knowledge from a certain sphere of human thinking and cognition. The phenomenon of that kind is unambiguously a history and historical narration, which introduces a foreigner to the historical dimensions of the country of the studied language. Therefore, in the learning process (higher education in the first place) it is very important to refer to the sources of such narrative. In this article we deal with the authoritative source of such historical narrative and historical realities (facts) of the Russian language - V. O Klyuchevsky. On analysing his renowned masterpieces, letters and notes, we strive to analyse his linguistic identity and to extract for the needs of the university audience the conceptual structures of the author, the historical realities and facts put forward by him, the images and symbols that will help the student understand the picture of the Russian language and the historical heritage of the people.

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Second Language Learning Process in Terms of Neurolinguistics

Author(s): Zeynep Zeliha Sonkaya / Language(s): English Publication Year: 0

As it is well known, language is central in our lives and this is the case not only of our native tongue, but also of other languages have been needed to communicate within the international community. Therefore, learning second language (L2) has become more important in recent years.

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ПРЕЛИНГВИСТИЧКА ФАЗА РАЗВОЈА ГОВОРА

Author(s): Ružica Savić / Language(s): Serbian Publication Year: 0

The dominant form of communication and understanding between people is achieved through speech. Speech development in children is a very complex process that can only be achieved in an environment where people communicate. While listening to the speech of adults, the child learns to speak, passing through different stages of speech development. The influence of biological and social factors is very important for the acquisition of speech. That is, the functioning and maturity of the areas responsible for speech development of the central nervous system, on the one hand, and social factors, on the other hand, the most important of which is the family, i.e. in the first place, the mother and the communication between mother and baby from the first day of life. Speech develops gradually from the earliest age. In this period, the movement of the speech organs matures, phonemic development, cognitive development, and maturation in the field of preverbal communication. The prelinguistic phase of speech development is a period of preparation for the development of speech in children and the acquisition of the language system of the mother tongue. The prelinguistic phase of development is divided into several subphases that all children with typical development go through. The aim of this paper is to present the pre-linguistic phase of children's speech development, and which factors are important during this transition of speech development.

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Alphabétisation en langue étrangère: art de la lenteur, de la lente heure

Author(s): Rosine SCHAUTZ / Language(s): French Publication Year: 0

This essay outlines the “prospect” of a teaching practice, conducted in Geneva. It will outline a method addressed to illiterate non-French-speaking adults, recently arrived in Switzerland. As survivors of history and geography tragedies, they are quite shattered, cognitively and psychologically. Slowness in a literacy class is the cardinal point to take into account. Nothing goes fast, everything must be taken up again and again, rephrased, communication situations must be endlessly replayed. Slowness here is synonymous with patience, perseverance. And this is fully accepted. Why? Because these students have worked in jobs that require a certain amount of time: farmers, pearlers, weavers, fishermen, cooks, mothers with many pregnancies... Where does this audience come from? From almost all parts of the world, Asia, Africa, Europe, Latin America. This slowness is illustrated here with concrete cases, and to enter further into the specificity of literacy in foreign countries, a documentary film, Nationalité: écrire, shot in the classroom, is visible on www.alpha-ville.ch.

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