The cognitive model of anger inherent in American English

Purpose of the study: The research is aimed at reconstructing a conceptual model of POLITICS as a social phenomenon that is activated by the word politics in the minds of American people. Methodology: As an appropriate methodology, “the semantics of lingual networks” (SLN)is used to analyze a 1000-context sample of the word politics from the Corpus of Contemporary American English (COCA). Specifically, a range of logical predicates (associated with POLITICS) is established and sorted by propositional schemas of basic frames. The latter is reproduced graphically in the network conceptual form and equated to the denotative meaning of POLITICS. Main findings: The conducted research made it possible to define 26 propositional schemas that are regarded as the conceptual model of POLITICS in American English. Novelty/originality: The research is the first attempt to study social phenomena via linguistic tools only – those of cognitive linguistics (the SLN methodology) and corpus linguistics (analysis of a COCA sample where these phenomena are represented) – rather than via techniques of politology, sociology, psychology and other social sciences themselves. Along with the conceptual model of POLITICS, the first-ever idea to convert it into the field cognitive model is offered as well (via operations of cognitive interpretation and prominence). As a result, the final model can be used to define what features of POLITICS are mentally the most relevant for the American community. The possibility of comparing several cognitive models of POLITICS is also stated. Applications of the study: The research results can be used for politological, sociological and psychological studies; to compile new curricula for philology undergraduates and postgraduates.

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Addressing African American English in Early Literacy Assessment and Instruction

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds15.2.54 ◽

2008 ◽

Vol 15 (2) ◽

pp. 54-61 ◽

Cited By ~ 6

Author(s):

Nicole Patton Terry

Keyword(s):

African American ◽

Early Literacy ◽

American English ◽

Critical Role ◽

Literacy Skills ◽

African American English ◽

Literacy Assessment ◽

Learning To Read ◽

Speech Language Pathologist ◽

Early Literacy Assessment

Abstract Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective for children in preschool and the primary grades. Nonetheless, consistent observations of an educationally significant relation between AAE use and various early literacy skills suggest that dialect variation should be considered in assessment and instruction practices involving children who are learning to read and write. The speech-language pathologist can play a critical role in instituting such practices in schools.

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Zero Marking of Past Tense in Child African American English

Perspectives on Language Learning and Education ◽

10.1044/lle21.4.173 ◽

2014 ◽

Vol 21 (4) ◽

pp. 173-181 ◽

Cited By ~ 3

Author(s):

Ryan Lee ◽

Janna B. Oetting

Keyword(s):

African American ◽

American English ◽

African American English ◽

Current Paper ◽

Past Tense ◽

Typically Developing ◽

Grammatical Function

Zero marking of the simple past is often listed as a common feature of child African American English (AAE). In the current paper, we review the literature and present new data to help clinicians better understand zero marking of the simple past in child AAE. Specifically, we provide information to support the following statements: (a) By six years of age, the simple past is infrequently zero marked by typically developing AAE-speaking children; (b) There are important differences between the simple past and participle morphemes that affect AAE-speaking children's marking options; and (c) In addition to a verb's grammatical function, its phonetic properties help determine whether an AAE-speaking child will produce a zero marked form.

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