scholarly journals Obsceniczne, obraźliwe czy „śmieszne”? O odbiorze społecznym kilku typów nazw miejscowych pogranicza polsko-wschodniosłowiańskiego

2021 ◽  
Vol 28 (2) ◽  
pp. 259-270
Author(s):  
Mariusz Koper
Keyword(s):  
Speech Act ◽  
Linguistic Knowledge ◽  
Place Names ◽  
The Third ◽  
Final Group

This article examines local place names which may, due to their form or their use in a wider context of a speech act, be considered to be obscene, offensive or funny. The first group includes names that evoke troublesome associations, even though they are not, etymologically speaking, connected with the taboo sphere (e.g. Gacie, Hujsko, Podupce). The second group consists of place names whose obscene or humorous character is recognisable only by those with relevant linguistic knowledge and awareness (e.g. Przedrzymiechy, Pukarzów, Tarzymiechy). The third and final group contains names whose potentially ridiculous and humorous character is present only when accompanied by a broader text and context of an utterance (e.g. Nielisz, Niemce, Cyców).

Named Entity Recognition and transliteration in Bengali

2007 ◽  
Vol 30 (1) ◽  
pp. 95-114 ◽  
Author(s):  
Asif Ekbal ◽  
Sudip Kumar Naskar ◽  
Sivaji Bandyopadhyay
Keyword(s):  
Channel Model ◽  
Named Entity Recognition ◽  
Entity Recognition ◽  
Linguistic Knowledge ◽  
Linguistic Features ◽  
Named Entities ◽  
Named Entity ◽  
The Third ◽  
News Corpus ◽  
Model C

The paper reports about the development of a Named Entity Recognition (NER) system in Bengali using a tagged Bengali news corpus and the subsequent transliteration of the recognized Bengali Named Entities (NEs) into English. Three different models of the NER have been developed. A semi-supervised learning method has been adopted to develop the first two models, one without linguistic features (Model A) and the other with linguistic features (Model B). The third one (Model C) is based on statistical Hidden Markov Model. A modified joint-source channel model has been used along with a number of alternatives to generate the English transliterations of Bengali NEs and vice-versa. The transliteration models learn the mappings from the bilingual training sets optionally guided by linguistic knowledge in the form of conjuncts and diphthongs in Bengali and their representations in English. The NER system has demonstrated the highest average Recall, Precision and F-Score values of 89.62%, 78.67% and 83.79% respectively in Model C. Evaluation of the proposed transliteration models demonstrated that the modified joint source-channel model performs best in terms of evaluation metrics for person and location names for both Bengali to English (B2E) transliteration and English to Bengali transliteration (E2B). The use of the linguistic knowledge during training of the transliteration models improves performance.

Children's use of phonological information in ambiguity resolution: a view from Mandarin Chinese

2011 ◽  
Vol 39 (4) ◽  
pp. 687-730 ◽  
Author(s):  
PENG ZHOU ◽  
YI (ESTHER) SU ◽  
STEPHEN CRAIN ◽  
LIQUN GAO ◽  
LIKAN ZHAN
Keyword(s):  
Young Children ◽  
Eye Tracking ◽  
Mandarin Chinese ◽  
Ambiguity Resolution ◽  
Speech Acts ◽  
Speech Act ◽  
Child Language ◽  
Linguistic Knowledge ◽  
Phonological Information ◽  
Language Research

ABSTRACTHow do children develop the mapping between prosody and other levels of linguistic knowledge? This question has received considerable attention in child language research. In the present study two experiments were conducted to investigate four- to five-year-old Mandarin-speaking children's sensitivity to prosody in ambiguity resolution. Experiment 1 used eye-tracking to assess children's use of stress in resolving structural ambiguities. Experiment 2 took advantage of special properties of Mandarin to investigate whether children can use intonational cues to resolve ambiguities involving speech acts. The results of our experiments show that children's use of prosodic information in ambiguity resolution varies depending on the type of ambiguity involved. Children can use prosodic information more effectively to resolve speech act ambiguities than to resolve structural ambiguities. This finding suggests that the mapping between prosody and semantics/pragmatics in young children is better established than the mapping between prosody and syntax.

The Oxford Handbook of Shakespeare and Performance

2017 ◽  
Keyword(s):  
North America ◽  
Latin American ◽  
Cultural Hegemony ◽  
Sound Recording ◽  
The Third ◽  
Performance Criticism ◽  
The World ◽  
And Performance ◽  
Latin American Countries ◽  
Final Group

Shakespearean performance criticism has undergone a sea change in recent years, and strong tides of discovery are continuing to shift the contours of the discipline. The essays in this volume, written by scholars from around the world, reveal how these critical cross-currents are influencing the ways we now view Shakespeare in performance. Essays are divided into four groups. The first group interrogates how Shakespeare continues to achieve contemporaneity for Western audiences by exploring modes of performance, acting styles, and aesthetic choices that are regarded as experimental. The second group tackles the burgeoning field of reception: how and why audiences respond to performances, or actors to the conditions in which they perform; how immersive productions turn spectators into actors; how memory and cognition shape and reshape the performances we think we saw. The third group addresses the ways in which technology has altered our views of Shakespeare, both through the mediums of film and sound recording, and through digitalizing processes which have caused a profound reconsideration of what performance is and how it is accessed. The final group grapples with intercultural Shakespeare, considering not only matters of cultural hegemony and appropriation in a ‘global’ importation of non-Western productions to Europe and North America, but also how Shakespeare has been made ‘local’ in performances staged or filmed in African, Asian, and Latin American countries. Together, these groundbreaking essays attest to the richness and diversity of Shakespearean performance criticism as practised today, and point the way to critical continents not yet explored.

scholarly journals Speech Acts Used In The Film � The Curious Case Of Benjamin Button�

2013 ◽  
Vol 13 (1) ◽  
pp. 80-87
Author(s):  
Hendri Hendri
Keyword(s):  
Speech Acts ◽  
Speech Act ◽  
Role Play ◽  
The Third ◽  
The Status ◽  
Directive Speech Acts ◽  
Directive Speech ◽  
The Way

From the analysis, I found that the kinds of speech acts in dialogues of the film was dominated by directive speech acts, 340 times or 68%. The second speech act performed was commisive, 64 times or 13%. The third type of speech acts was expressive, 53 times or 11%. The last type of speech acts was representative, 42 times or 8%.. There was no declaration found in the dialogues of the film. Directive is attempt by the speaker to get the addresse to do something, it influnced by the status between the speaker and the hearer. Commisive commits the speaker to some future course of act. Representative commits the speaker to the truth of the expressed proposition, it also deals with the use of language to tell people how things are. Expressive is used to express our feeling and attitudes. In declarative, the person performing the act must have authority to do it, and must do it in appropriate circumstance and with appropriate actions. Students can learn from the film how people speak and how they perform an act by saying something and learn by using role-play. For learners, it is also an interesting thing watching film by observing the way people speak. At least it will give them inputs in terms of custom, behavior and also values hidden in the film.

scholarly journals INSULTS SPEAK LOUDER THAN WORDS: DONALD TRUMP’S TWEETS THROUGH THE LENS OF THE SPEECH ACT OF INSULTING

2019 ◽  
pp. 139-159
Author(s):  
Džemal Špago ◽  
Adi Maslo ◽  
Edina Špago-Ćumurija
Keyword(s):  
Political Discourse ◽  
Cognitive Linguistics ◽  
Speech Act ◽  
Common Type ◽  
Political Campaigns ◽  
Third Party ◽  
Daily Routine ◽  
Methodological Framework ◽  
Donald Trump ◽  
The Third

While insulting opponents is not something alien to politicians and political campaigns, Donald Trump has added a new dimension to it by making it almost a part of his daily routine. Moreover, his insults are often blatant and outright, rather than subtle and disguised, which sets a new tone to political discourse. The goal of this paper is to establish whether his insults are random rants meant to vent his anger and frustration with his critics and political adversaries, or rather a part of a calculated strategy aimed at political gain. The results of the quantitative and qualitative analysis of the corpus, which consists of 915 tweets published by Trump over a four-month period, and which was done within the methodological framework of the speech act theory and, in part, cognitive linguistics, show that Trump’s insults are not based on impulsivity and randomness. The results also suggest that, based on the way the illocutionary effect of insulting is achieved, his insults are realized in three distinct patterns: derogatory nicknaming, conventional and indirect insults. The recurring framing of political opponents by means of derogatory nickname-calling, by far the most common type of insults identified in this study, reveals a higher-level agenda on the addressor’s side. His intention is to methodically discredit the targets of his insults in the eyes of the third party, whose role and reaction in this type of political discourse become even more prominent than that of the insulted party.

scholarly journals Nafarroako toponimia agusia aztergai: -oi(t)z, -o(t)z, -(i)(t)z duten herri izenen inguruan

2020 ◽  
pp. 7-38
Author(s):  
Patxi Salaberri Zaratiegi ◽  
Iker Salaberri Izko
Keyword(s):  
Place Names ◽  
The Third

RESUMEN Analizamos aquí algunos nombres de pueblo de Navarra y establecemos que, cuando pueden ser incluidos en una serie toponímica, la explicación etimológica que se da es más fiable. Los hemos clasificado en dos grupos: primero los acabados en -oi(t)z, -o(t)z, y después los que terminan en -i(t)z. Estudiamos la relación que la toponimia tiene con la patronimia, dado que ambos sistemas proceden del genitivo de la tercera Declinación del latín (-nis). En las conclusiones afirmamos que los topónimos investigados son deantroponímicos, unos más antiguos que otros, y que el sufijo es -(i)(t)z. Proponemos utilizar los más claros como «topónimos ancla», con el objeto de aclarar otros más oscuros, y los relacionamos con la romanización, ya que muchos de los antropónimos que están en la base proceden del mundo del latín, si bien la evolución de dichos topónimos es eusquérica. Esto es importante, pues demuestra que se desarrollaron en un ambiente vascohablante. LABURPENA Nafarroako herri-izen multzo bat aztertzen dugu hemen, eta sail batean sartuta daudenean azalpena fidagarriagoa dela esaten. Izenak bi taldetan antolatu ditugu: -oi(t)z, -o(t)z daukatenak lehenik, eta -i(t)z dutenak ondoren. Toponimiak patronimiarekin dauzkan estekak ere ikusten dira, biek jatorri latineko hirugarren deklinabideko genitiboan (-nis) dutelako. Ondorioetan, ikertu toponimoak deantroponimikoak direla erraten dugu, batzuk zaharragoak direla besteak baino, eta atzizkia berez -(i)(t)z dela. Argienak «aingura toponimo»tzat ibiltzea proposatzen dugu, ilunagoak azaltzeko, eta erromanizazioarekin lotzen ditugu: haien oinarriko antroponimo asko latin mundukoak dira, baina toponimoen bilakaera euskararen barnekoa. Honek leku-izenak euskaldunek garatu zituztela frogatzen du. ABSTRACT Here we analyze a number of Navarrese village names and contend that their etymological explanation is more reliable whenever they can be integrated into a toponymic set. The names have been classified in two groups: those which end in -oi(t)z, -o(t)z first, and those which bear the ending -i(t)z second. The links between toponymy and patronymy are also explored, given the fact that both systems originate in the Latin genitive marker of the third declension (-nis). We conclude that the analyzed toponyms are deanthroponymic, that some are older than others, and that the suffix is -(i)(t)z. We propose to use the most transparent of these as «anchor toponyms» so as to elucidate the obscure ones, and we relate them with Romanization: many of the underlying anthroponyms emanate from the Latin world, albeit the toponyms’ evolution adheres to Basque. This observation is relevant, since it proves that the place names developed in a Basque-speaking environment.

scholarly journals Impoliteness of Directive Speech Acts in Online Indonesian Language Learning

2021 ◽  
Vol 3 (2) ◽  
pp. 97-107
Author(s):  
Laili Etika Rahmawati ◽  
Nurul Hidayat ◽  
Andra Kurniawan
Keyword(s):  
Language Learning ◽  
Speech Acts ◽  
Speech Act ◽  
Learning Material ◽  
The Third ◽  
Analysis Technique ◽  
Study Results ◽  
Directive Speech Acts ◽  
Data Collection Technique ◽  
Directive Speech

This study aims to describe the impoliteness of directive speech acts in online Indonesian language learning. The data collection technique in this study used the observation, note, and record technique. The object of this research was the analysis of directive speech act impoliteness. The data analysis technique used in this study was a data triangulation model. The study results indicate an impoliteness of directive speech acts on Indonesian language learning conducted by the teacher. The teacher unintentionally performed impoliteness on the directive speech acts. The first data found that the teacher asked all the students to pay attention impolitely. The second data showed that the teacher as a speaker prohibits students from taking attendance. The third data showed that the teacher used the impolite directive speech acts when saying the utter "unnecessary" and "you pay less attention" to the students who forgot to attend the class. The data (3a) above includes the impoliteness of the directive speech act of the requesting because it does not contain politeness elements that can smooth speech. Data (4a) The teacher asks students who are not members to leave the WhatsApp group, but the teacher does not use soft sentences. Data (5a) stated that the teacher instructs the students to cut the paper using a cutter and make lines on it . Next, the data (5b) stated the teacher asks students to look at the learning material using impoliteness directive speech acts. Data (5c) stated that the teacher instructs students not to forget to fill the attendance. Data (6a) stated the teacher asks students to join the google classroom but does not use polite sentences. The data includes the directive speech act of the requesting marked with the word beg. Data (7a) Teachers require students to have sufficient quotas when participating in learning Indonesian online. Keywords: impoliteness, directive speech acts, Online learning

Metaphor

2018 ◽  
Author(s):  
A.P. Martinich
Keyword(s):  
Speech Act ◽  
Standard View ◽  
The Third ◽  
Figure Of Speech ◽  
Nonliteral Language ◽  
Figurative Speech ◽  
Semantic Interaction

A standard dictionary definition describes a metaphor as ‘a figure of speech in which a word or phrase literally denoting one kind of object is used in place of another to suggest a likeness between them’. Although the theoretical adequacy of this definition may be questioned, it conveys the standard view that there is a difference between literal and nonliteral language; that figurative speech is nonliteral language and that a metaphor is an instance of figurative speech. The three most influential treatments of metaphor are the comparison, interaction and speech act theories. According to the first, every metaphor involves a comparison; a specific version of this view is that every metaphor is an abbreviated simile. According to the second, every metaphor involves a semantic interaction between some object or concept that is literally denoted by some word, and some concept metaphorically predicated on that word. According to the third, it is not words or sentences that are metaphorical but their use in specific situations; thus, to understand how metaphors function, one must understand how people communicate with language.

scholarly journals Metatheory of linguistics in its time and social environment

Movoznavstvo ◽  
2021 ◽  
Vol 318 (3) ◽  
pp. 3-24
Author(s):  
K. M. Tyshchenko ◽  
Keyword(s):  
Social Environment ◽  
Dimensional Space ◽  
Historical Review ◽  
Linguistic Knowledge ◽  
Two Dimensional ◽  
Research Knowledge ◽  
The Real ◽  
The Third

The article opens the problem with its historical review (A. Losev, Viach. Ivanov, F. Rossi-Landi, B. Porshnev) and highlights the author’s two-dimensional metatheory of 1989, the reasons for its emergence coming mainly from the needs of didactics, its public defence in 1992 and its analytical criticism in professional, educational and media spheres. The real two-dimensional space, measured semiologically and epistemologically, was modelled in the exposition of the Linguistic Educational Museum at Taras Shevchenko University of Kyiv in 1992. The first systemic textbook « The Basics of Linguistics» of 2007 was also based on the same metatheory (incorporating ideas of T. Milewski, J. Horecký, J. Dubois and Ch. Hockett). The article then focuses on the circumstances that opened the third and fourth dimensions of the linguistic metatheoretical space. Their synthesis is described as a 4-dimensional space of the Linguistic Metatheory Мεγας. The four axes of this space correspond to the two previously discussed in the metatheory-1989 (Мς semiology, Мε epistemology), and two others new-seized (Мγ gnoseology, Мα aspectology). The following meta-theoretical features are located on the named axes: Мς — SDITW (ethnolanguages/ Sprachen, dialects, idiolects, texts, words); Мε — FBNHR (facts, branches, unities, theories1/ doctrines, regularities); Мγ — OEUYA (problems, methods, arguments, hypothesis/ theories2, aprobation); Мα — QLPGV (accumulation, langue, parole, genesis, evolution). Thus, a huge metatheoretical space is obtained, ready for the unambiguous placement of any fragment of linguistic knowledge in it. Every input study topic of linguistics obtains 4–5 marks, the research knowledge has more of them. This system can be also offered as an alternative to the arbitrarly chosen basis in improving semantic classifications such as UDC.

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