scholarly journals ANALYSIS OF MALE BOXER'S NICKNAMES

2018 ◽  
Vol 6 (1) ◽  
pp. 001
Author(s):  
Darija Omrčen ◽  
Hrvoje Pečarić
Keyword(s):  
English Language ◽  
Content Area ◽  
Semantic Structure ◽  
Sports Teams ◽  
Semantic Categories

Nicknaming of individual athletes and sports teams is a multifaceted phenomenon the analysis of which reveals numerous reasons for choosing a particular name or nickname. The practice of nicknaming has become so embedded in the concept of sport that it requires exceptional attention by those who create these labels. The goal of this research was to analyse the semantic structure of boxers’ nicknames, i.e. the possible principles of their formation. To realize the research aims 378 male boxers’ nicknames, predominantly in the English language, were collected. The nicknames were allocated to semantic categories according to the content area or areas they referred to. Counts and percentages were calculated for the nicknames in each subsample created with regard to the number of semantic categories used to create a boxer’s nickname and for the group of nicknames allocated to the miscellaneous group. Counts were calculated for all groups within each subsample.

scholarly journals Semantics, contrastive linguistics and parallel corpora

2014 ◽  
pp. 85-100
Author(s):  
Violetta Koseska
Keyword(s):  
Lexical Semantics ◽  
Semantic Annotation ◽  
Semantic Structure ◽  
Automatic Annotation ◽  
Parallel Corpora ◽  
Parallel Corpus ◽  
Linguistic Form ◽  
Semantic Categories ◽  
Contrastive Linguistics

Semantics, contrastive linguistics and parallel corporaIn view of the ambiguity of the term “semantics”, the author shows the differences between the traditional lexical semantics and the contemporary semantics in the light of various semantic schools. She examines semantics differently in connection with contrastive studies where the description must necessary go from the meaning towards the linguistic form, whereas in traditional contrastive studies the description proceeded from the form towards the meaning. This requirement regarding theoretical contrastive studies necessitates construction of a semantic interlanguage, rather than only singling out universal semantic categories expressed with various language means. Such studies can be strongly supported by parallel corpora. However, in order to make them useful for linguists in manual and computer translations, as well as in the development of dictionaries, including online ones, we need not only formal, often automatic, annotation of texts, but also semantic annotation - which is unfortunately manual. In the article we focus on semantic annotation concerning time, aspect and quantification of names and predicates in the whole semantic structure of the sentence on the example of the “Polish-Bulgarian-Russian parallel corpus”.

scholarly journals Classification of interpersonal interaction verbs with semantics of mental influence

2021 ◽  
Vol 2 (25) ◽  
pp. 180-186
Author(s):  
Svetlana A. Blinova ◽  
Keyword(s):  
English Language ◽  
Psychological Theory ◽  
Interpersonal Interaction ◽  
Semantic Structure ◽  
Semantic Classification ◽  
Language And Culture ◽  
The Impact ◽  
Dictionary Definitions

The purpose of this article is to describe the verbs of interpersonal interaction with the semantics of mental influence in the English language and to consider the criteria for semantic classification, on the basis of which the selected verbs can be grouped. There is a large number of works devoted to the study of lexico-semantic, pragmatic, morphological and other features of individual subgroups of interpersonal interaction verbs (in particular, compulsion verbs, verbs of speech influence, etc.), however, no attempt has yet been made to identify, study and classify a group of interpersonal interaction verbs with the semantics of mental influence. The material of the study is dictionary definitions from the Longman Dictionary of Contemporary English and Longman Dictionary of English Language and Culture, as well as examples from the National British Corpus. The study describes in detail the procedure for selecting verbs of interpersonal interaction with the semantics of mental influence, identifies the features that are integral for this group of verbs, as well as the criteria for semantic classification, on the basis of which the selected verbs were divided into subgroups. Verbs of mental influence have a complex semantic structure. The signs «interpersonal interaction» and «impact on the object» are integral for the studied group of verbs. The sign of intentionality is not integral, but it is included in the semantic structure of most verbs of this group. In addition, the semantic structure of verbs of mental effects shows thatthe classification of verbs in this group may be an indication of the impact on a particular area of the psyche which indicates the correlation of the meanings of mental influence verbs with the findings of modern psychological theory

scholarly journals Helping Preservice Content-Area Teachers Relate to English Language Learners: An Investigation of Attitudes and Beliefs

2007 ◽  
Vol 24 (2) ◽  
pp. 42 ◽  
Author(s):  
Eleni Pappamihiel
Keyword(s):  
English Language Learners ◽  
Service Learning ◽  
Language Learners ◽  
English Language ◽  
Immigrant Students ◽  
The United States ◽  
Content Area ◽  
Attitudes And Beliefs ◽  
Content Area Teachers ◽  
Safe Learning Environment

In the United States and Canada, as in many other countries, it has become common for teachers not specifically trained in English as a second language (ESL) to have immigrant and minority language students in their classrooms. These students, who are generally learning English along with the culture of their new countries, present many challenges for their teachers, who are often not appropriately trained to meet their needs. Often teachers of mathematics, science, and other content-area courses feel less than prepared for these students and lack the skills needed to accommodate instruction to their unique needs. In addition, these same teachers often harbor attitudes and beliefs about immigrant students that are not conducive to the development of a safe learning environment and are difficult to alter. This article describes how a community-based service-learning project (CBSL) was used to begin to investigate the attitudes and beliefs of preservice content-area teachers toward English language learners (ELLs). In this study many participants exhibited some level of change in their attitudes about working with ELLs.

scholarly journals Structural and Semantic Peculiarities of Verbal Derivatives of Onomasiological Categories

2020 ◽  
pp. 175-185
Author(s):  
Olga Migorian ◽  
Tetiana Pavlovych
Keyword(s):  
English Language ◽  
Word Formation ◽  
English Language Development ◽  
Semantic Relations ◽  
Semantic Structure ◽  
Main Task ◽  
Structural Units ◽  
Lexical Unit ◽  
Lexical Study ◽  
Derivatives Of

During the last century, the development of word-forming issues has been investigated so intensely that today it is possible to state the existance of a number of approaches and its versatile study both in synchrony and diachrony. Some linguists have studied the issues of word formation within etymology, while others have considered the problems of word formation in the context of grammar, focusing on structural analysis. Representatives of the lexical study described predominantly semantic relations between different structural units. Confirmation of the theory of interaction of different linguistic levels was the study of structural and semantic relations in oppositional pairs of "forming lexical unit – derivative". The main task of historical and onomasiological research, which is the basis of our research is to reveal the nature of the semantic structure of the concept; to trace the basic tendencies of the historical development of the prefixal way of word formation in English, the change of its semantic boundaries and the basic structures from epoch to epoch. The linguistic form of content is a word in general and a derivative in particular. The article presents an attempt to investigate the dynamics of efficiency of structural and semantic patterns of verbal prefixal derivatives within onomasiological categories during four periods of the English language development.

scholarly journals A Correlation Analysis of English Language Proficiency and Content-Area Cognitive Skills: A Gulf Region Perspective

2007 ◽  
Vol 4 (1) ◽  
pp. 17-31
Author(s):  
Kate O’Neill ◽  
Peter Theuri
Keyword(s):  
Correlation Analysis ◽  
Language Proficiency ◽  
Cognitive Skills ◽  
English Language ◽  
English Language Proficiency ◽  
Financial Accounting ◽  
Content Area ◽  
Gulf Region ◽  
Specific Content ◽  
Academic History

Literature is replete with studies indicating the need to develop students’ language skills; however, little research has emphasized the importance of language proficiency in enhancing learning or performance in specific content-area courses. This study investigates whether a student’s English language proficiency can be associated with her performance in specific cognitive skills (knowledge, comprehension, application, and analysis) in an introductory accounting course. Data is summarized from students’ performance on their first financial accounting examination as well as from students’ academic history records as maintained by the university. A correlation analysis of the cognitive skills score with student language proficiency is used to identify initial relationships; and multiple regression analysis is subsequently used to identify interrelations between combined multiple dependent variables and the language proficiency variables. While the results show no association between TOEFL and overall performance, the mean of the English composition courses do show a significant association with knowledge and comprehension cognitive skills scores on the first financial accounting course. No associations are attached to the application and analysis cognitive skills. The results are meaningful to faculty in balancing language proficiency with quality instruction in content-area courses.

scholarly journals NOMINATIVE FIELD OF THE CONCEPT MARRIAGE AND ANALYSIS OF THE SYNONYMOUS RANGE OF ITS KEY UNIT

2021 ◽  
Vol 1 (193) ◽  
pp. 218-224
Author(s):  
Nadiya Ivanenko ◽  
Keyword(s):  
Cognitive Linguistics ◽  
English Language ◽  
Complex Structure ◽  
Field Structure ◽  
Semantic Structure ◽  
Semantic Field ◽  
Lexical Semantic ◽  
The World ◽  
Basic Characteristics ◽  
Dictionary Definitions

The research focuses on the study of the actualization of the concept MARRIAGE in the context of the linguocognitive and linguocultural paradigm. The article analyzes the means of modeling the concept MARRIAGE in the British language picture of the world, its content, structure and cognitive interpretation. The concept-cognitive MARRIAGE is considered in the direction of anthropocentrism with consideration of modern achievements of cognitive linguistics, and also the place of this concept in construction of the British national picture of the world is defined. In the English language tradition, this social phenomenon is expressed through the lexical-semantic field of the concept MARRIAGE. The composition of other basic concepts of linguistic consciousness largely depends on the concept MARRIAGE. The article presents the results of etymological analysis. It plays a big role in determining the typology of culture and the need for this analysis helps to establish the source of origin of the conceptualizer. The analysis of dictionary definitions made it possible to investigate all the meanings of lexical units of the outlined nominative field. This allowed us to understand the nature and types of semantic structure of words that belong to different semantic groups and semasiological subclasses, as well as to look at the epidemiological relations of the key. In order to describe the complex structure of the organization of a multi-valued keyword, the notion of lexical-semantic variant is used. Basic characteristics of the concept MARRIAGE are possible to be found in the dictionary definitions and the complex structure of the concept is defined as a field structure, that is: denotative central content with semantic nucleus, peripherality and connotative surrounding.

Using the discourse domain hypothesis of interlanguage to teach scientific concepts: Report on a case study in secondary education

2017 ◽  
Vol 55 (4) ◽  
pp. 413-454
Author(s):  
Fernando Naiditch ◽  
Larry Selinker
Keyword(s):  
English Language Learners ◽  
English Language ◽  
Content Area ◽  
Scientific Concept ◽  
Scientific Concepts ◽  
Content Area Teachers ◽  
Linguistic Support ◽  
Rhetorical Function ◽  
Support Teacher ◽  
Domain Transfer

Abstract This paper reports work-to-date on a particular practical context, applying one approach to interlanguage, the discourse domains approach, merged with the rhetorical-grammatical approach, involving both language and content. The context is an MA course for teacher residents placed in urban schools, and their English language learners (ELLs) in math and science classes, providing content area teachers the linguistic support they need to teach the language of their content, and thus the content itself. We were interested in how exactly learners’ interlanguage creation interacts with their understanding of scientific concepts. We primarily look at the rhetorical function “definition,” with discourse level semantic choices, and attendant grammar, with ELL data gathered by the teacher residents. Correct definitions in expected grammatical form point to an understanding of the scientific concept within the discourse domain, providing evidence that the science or mathematics content has been understood by the student. In our data analysis, we concentrated on the semantics and grammar of this rhetorical function, but other functions kept intruding, especially “classification”. Cross-language transfer appears not to be a factor, but cross-domain transfer is. Finally, we discuss how the marriage of this view of interlanguage with safe rule rhetorical/grammatical functions can better support teacher preparation, especially given how challenging teaching ELLs is for content area teachers.

scholarly journals A Lexicographic Description of the Concept “Anger”

2020 ◽  
Vol 7 (1) ◽  
pp. 121-127
Author(s):  
Y.V. Yarovikova
Keyword(s):  
English Language ◽  
Semantic Structure ◽  
Linguistic Expression ◽  
Cognitive Characteristics ◽  
Wide Range ◽  
Inner World ◽  
The Subject ◽  
Germanic Languages ◽  
Further Development

The paper seeks to outline the content of the concept “anger” as it is represented both in print and online lexicographic resources. The study is based upon the data gained directly from mono- and bilingual thesauruses, dictionaries of etymology, phraseology and idioms. The subject of the study is the semantic structure of the lexeme “anger” that names the corresponding concept in the English language. Etymological, definitional and contextual analyses revealed the lexeme’s diachronic transformations that underlie its semantics in Modern English. The data obtained in the analyses also contributed to identifying a wide range of usual cognitive characteristics that constitute the notional component of the concept. The choice of this issue is determined primarily by linguists’ continuing interest in representing a person’s interior by language means. The findings of the study make a contribution to the further development of issues relating to the linguistic expression of the human inner world in Modern Germanic languages from linguocognitive and anthropological perspectives.

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