The ‘listen to characters thinking’ novel

2018 ◽  
Vol 16 (2) ◽  
pp. 399-430
Author(s):  
Esther Pascual ◽  
Emilia Królak
Keyword(s):  
Comparative Analysis ◽  
Verbal Communication ◽  
Heterogeneous Database ◽  
Direct Speech ◽  
Semantic Categories ◽  
Mental Worlds

Abstract This article explores direct speech involving fictive interaction, that is not functioning as an ordinary quote (e.g. “a look of ‘I told you so’”; Pascual, 2006, 2014). We specifically deal with its use as a literary strategy, in which different fictive speech constructions may serve to: (i) give access to characters’ mental worlds; (ii) show the relationships and non-verbal communication between characters; (iii) create new semantic categories; and (iv) produce such rhetorical effects as vividness or humor. Special emphasis is placed on a comparative analysis of the English fictive direct speech plus noun construction (e.g. “the ‘why bother?’ attitude”) with its translations into Polish and Spanish. We show that the construction proves a challenge to translators, since neither of these languages has an exact syntactic equivalent. This study is based on an extensive and heterogeneous database that includes 30 bestselling novels from different genres, published between 1935 and 2013.

scholarly journals Verbs in speech framing expressions: Comparing English and Spanish

2017 ◽  
Vol 54 (1) ◽  
pp. 45-84 ◽  
Author(s):  
ROSARIO CABALLERO ◽  
CARITA PARADIS
Keyword(s):  
Romance Languages ◽  
Physical Domain ◽  
Lexical Resources ◽  
Direct Speech ◽  
Data Set ◽  
Theoretical Contribution ◽  
Semantic Categories

In this study, we explore how direct speech is portrayed in English and Spanish Speech Framing Expressions (SFEs). The study has two aims. Firstly, we survey the use of verbs in SFEs and offer a comprehensive inventory of those verbs in English and Spanish as representatives of Germanic and Romance languages respectively in order to determine what verb meanings are used to cue direct speech, what lexical resources express these meanings, and how rich and varied these vocabularies are in the two languages. Secondly, the comparisons across the languages provide the basis for a theoretical contribution to the debate about general typological differences in the semantics and lexicalization patterns of verbs in Germanic and Romance languages to the area of verbs for speech and to meaning modelling in general. Five main semantic categories of verbs were identified: speech, activity, perception, cognition and emotion. We show that Spanish features a much more varied repertoire than English and makes more use of verbs related to the domains of thinking and reasoning, while the physical domain is the preferred one in the English data set. It emerges that even though the same types of lexical resources are available in both languages, the ways of describing direct speech vary greatly.

scholarly journals PECULIARITIES OF VERBAL COMMUNICATION IN AVARTS AND ARABS

2021 ◽  
pp. 142-148
Author(s):  
P. M. Alieva
Keyword(s):  
Comparative Analysis ◽  
Cultural Analysis ◽  
Verbal Communication ◽  
Similarities And Differences

The article is devoted to linguistic and cultural analysis of greetings, farewell expressions, other welcoming formulas in Arabic and Avar languages in order to reveal the ethnic component, distinguishing the Avars from the Arabs, and also similarities and differences in behavior and etiquette. The comparative analysis showed the existence of general and differential features in the conceptualization and the usus of speech behavior.

scholarly journals FUNCTIONAL STUDY OF NON-VERBAL MEANS IN ORAL AND WRITTEN SPEECH

2021 ◽  
Author(s):  
Olga V. Nozdrina ◽  
Keyword(s):  
Comparative Analysis ◽  
Verbal Communication ◽  
Functional Study ◽  
Written Speech

The article deals with non-verbal communication, non-verbal means and represents a comparative analysis of non-verbal means in oral and written speech.

Communication modes

2007 ◽  
Vol 6 (1) ◽  
pp. 75-90 ◽  
Author(s):  
Claudia Zbenovich
Keyword(s):  
Comparative Analysis ◽  
Soviet Union ◽  
20Th Century ◽  
Political Discourse ◽  
Verbal Communication ◽  
Verbal Interaction ◽  
Russian Culture ◽  
The Soviet Union ◽  
Communication Modes

The article discusses linguistic forms and pragmatic features of the verbal interaction that occurred in interviews with Russian politicians in the last decade of the 20th century. The genre of political interview emerged in Russia after the fall of the Soviet Union; it was exposed to different trends in verbal communication, gradually shaping its own discourse norms and structure. The study investigates the ways of expression by communicants their intentions and offers a comparative analysis of the ‘talk’ and ‘attack’ interview styles. These two counter types of political discourse dramatically illustrate the inherent features of the Russian culture of communication as a whole.

Direct speech compounds: Evoking socio-cultural scenarios through fictive interaction

2013 ◽  
Vol 24 (2) ◽  
pp. 345-366 ◽  
Author(s):  
Esther Pascual ◽  
Emilia Królak ◽  
Theo A. J. M. Janssen
Keyword(s):  
Reference Point ◽  
Head Noun ◽  
Cultural Model ◽  
Everyday Experience ◽  
Direct Speech ◽  
Semantic Categories ◽  
Nominal Compounds ◽  
Internal Syntax ◽  
Conversational Turns

AbstractThis paper examines English nominal compounds whose modifier could serve as a self-sufficient discourse unit (e.g. “Hi honey, I'm home happiness,” “‘not happy, money back’ guarantee”). The scant literature on the construction treats such modifiers as embedded sentences, clauses, or phrases. Drawing on a collection of over 7,000 different examples from written as well as oral English of various dialects and registers, we suggest that regardless of their internal syntax, they always constitute (pieces of) fictive conversational turns. They are structured by the conversation frame as they are based on our everyday experience with situated communication. Hence, they constitute instances of fictive interaction (Pascual 2002). The direct speech element metonymically sets up a significant and easily knowable or recognizable scenario, which serves as a reference point for subcategorizing the denotative potential of the head noun. Making use of encyclopedic and episodic knowledge, direct speech compounds serve to name subjective semantic categories. They are catchy and involving, as they construct a sense of immediacy through (re)enactment. We claim their use to be motivated by the cultural model that relates saying, believing and the truth (Sweetser 1993 [1987]) as well as the understanding of talk-in-interaction as the most concrete indication of the utterer's mental, emotional and behavioral world (cf. Cicourel 1973).

Parent Education in Studies With Nonverbal and Minimally Verbal Participants With Autism Spectrum Disorder: A Systematic Review

2020 ◽  
Vol 29 (2) ◽  
pp. 890-902
Author(s):  
Lynn Kern Koegel ◽  
Katherine M. Bryan ◽  
Pumpki Lei Su ◽  
Mohini Vaidya ◽  
Stephen Camarata
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Parent Education ◽  
Autism Spectrum ◽  
Verbal Communication ◽  
Fidelity Of Implementation ◽  
Spectrum Disorder ◽  
Education Programs ◽  
Minimally Verbal ◽  
Parent Education Programs

Purpose The purpose of this systematic review was to identify parent education procedures implemented in intervention studies focused on expressive verbal communication for nonverbal (NV) or minimally verbal (MV) children with autism spectrum disorder (ASD). Parent education has been shown to be an essential component in the habilitation of individuals with ASD. Parents of individuals with ASD who are NV or MV may particularly benefit from parent education in order to provide opportunities for communication and to support their children across the life span. Method ProQuest databases were searched between the years of 1960 and 2018 to identify articles that targeted verbal communication in MV and NV individuals with ASD. A total of 1,231 were evaluated to assess whether parent education was implemented. We found 36 studies that included a parent education component. These were reviewed with regard to (a) the number of participants and participants' ages, (b) the parent education program provided, (c) the format of the parent education, (d) the duration of the parent education, (e) the measurement of parent education, and (f) the parent fidelity of implementation scores. Results The results of this analysis showed that very few studies have included a parent education component, descriptions of the parent education programs are unclear in most studies, and few studies have scored the parents' implementation of the intervention. Conclusions Currently, there is great variability in parent education programs in regard to participant age, hours provided, fidelity of implementation, format of parent education, and type of treatment used. Suggestions are made to provide both a more comprehensive description and consistent measurement of parent education programs.

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