scholarly journals Linguistic and Cultural Study of the Implicit Negation in Spanish

2021 ◽  
pp. 41-51
Author(s):  
Svetlana A. Zykova
Keyword(s):  
Foreign Language ◽  
Rhetorical Question ◽  
Communicative Behavior ◽  
Communicative Functions ◽  
Foreign Culture ◽  
Communicative Process ◽  
Grammar Rules ◽  
Points Of View ◽  
Language Universal ◽  
Linguistic Phenomenon

The article considers the category of negation in Spanish as one of the most important components of its culture. Being a language universal and a fundamental category of any culture, negation realizes a great variety of communicative functions. Their study leads to a better understanding of the communicative behavior of the foreign culture representatives. The article presents different points of view on the nature of negation, by analyzing and summarizing different approaches made by different scientists all over the world to the study of this linguistic phenomenon, thus highlighting two main aspects of investigation of negation: formal (syntactical) and conceptual (communicative). When functional capacity of the category in forming negative meanings within real communicative process is studied, the importance should be given to the cognitive and pragmatic features, irrespective of the set grammar rules of negation. In this connection, the article analyzes those forms of negation which are not expressed grammatically. The author has selected and analyzed a number of speech patterns, conveying negative meanings in the process of communication and the following groups were singled out among them: affirmative exclamation, rhetorical question, ironic response. The author stresses that in spite of being manifested at all levels of the language, the implicit negation does not have any fixed marker of expression and it’s always difficult to differentiate it in the context. However, its profound study will help to understand better the communicative behavior of the foreign-language speaking participants in the dialogical interaction. The article examines the comparative aspects of the negation study at the confluence of Russian and Spanish speaking cultures, spotting the differences in the linguistic world pictures.

scholarly journals Metamorphosis as Origin–Koji Yamamura’s Short Animation Franz Kafka’s A Country Doctor

Arts ◽  
2019 ◽  
Vol 8 (2) ◽  
pp. 54
Author(s):  
Kawashima
Keyword(s):  
Foreign Language ◽  
Short Story ◽  
Performance Art ◽  
Cultural Integration ◽  
Roman Poet ◽  
Foreign Culture ◽  
Modern Author ◽  
In The Beginning ◽  
Traditional Performance ◽  
Live Action

In the beginning was metamorphosis. This paradoxical thought, which the ancient Roman poet Ovidius and modern author Franz Kafka represented in their literary works, is visualized in Koji Yamamura’s short animation Franz Kafka’s A Country Doctor. Diverse metamorphoses that do and do not appear in the Kafka original are so elaborately and dynamically depicted in this animation that no live-action film could possibly represent them. In addition, the film itself can be seen as a metamorphosis, as it is an animation converted from a short story. Such a dominance of metamorphosis is also true for the transculturality and transnationalism of Yamamura’s animation. In a sense, the film results from a cultural integration of foreign language and image. However, this integration is also part of the swirl of metamorphosis. The traditional performance art Kyogen, which the director uses to voice the main characters in the animation, could not integrate foreign culture without its own diversification. Yamamura’s animation demonstrates that transculturality is another name for fundamental metamorphosis in which diversification and integration occur simultaneously.

THE CONCEPT AS THE OBJECT OF STUDY OF LINGUISTICS

2020 ◽  
Vol 72 (2) ◽  
pp. 236-242
Author(s):  
K. Galiyeva ◽  
◽  
S. Isakova ◽  
Keyword(s):  
Cognitive Linguistics ◽  
Point Of View ◽  
Subject Areas ◽  
The Subject ◽  
Basic Concepts ◽  
Points Of View ◽  
Definition Of ◽  
Object Of Study ◽  
Linguistic Phenomenon ◽  
Scientific Fields

The article is devoted to the definition of concept in modern linguistics. Various points of view and definitions of the basic concepts are considered: "concept", "conceptual sphere", "content". The aim of the article is to describe and explain such a complex unit as a concept from the point of view of linguistics. The object of research is studied in its various manifestations, the combination of verbal and nonverbal means of information expression in the conceptual sphere is revealed. the relevance of this topic is due to the need for a detailed consideration of the concept of concept based on the works of prominent scientists and linguists. Researchers treat the concept as a cognitive, psycholinguistic, linguocultural, cultural and linguistic phenomenon. The concept is an umbrella term because it "covers" the subject areas of several scientific fields: primarily cognitive psychology and cognitive linguistics.

scholarly journals “Pedagogical” Agression in Russian Everyday Communication

2019 ◽  
Vol 23 (4) ◽  
pp. 975-993
Author(s):  
Natalia Georgievna Bragina ◽  
Igor Alekseevich Sharonov
Keyword(s):  
Discourse Analysis ◽  
Short Review ◽  
Communicative Interaction ◽  
Politeness Theory ◽  
Rhetorical Question ◽  
Communicative Behavior ◽  
Communicative Strategies ◽  
Everyday Communication ◽  
National Corpus

The article is devoted to speakers’ responses to inappropriate communicative behavior in Russian everyday communication. The analytic part of the article presents a short review of both classical and modern works on (im)politeness theories, which show that communicative strategies in response to the wrong communicative behavior in a particular context have not been investigated and described sufficiently in modern Politeness theories, investigating face-aggravating communication. The aim of this work is to describe a strategy that we define as “pedagogical aggression”, which manifests itself in a variation of impolite answers whose purpose is to “punish” the interlocutor for a communicative error. This strategy is in contrast to what we call “empathy” strategy since - instead of trying to neutralize the interlocutor’s error - “pedagogical aggression” emphasizes it by “teaching” the addressee to be more considerate in adhering to norms. The material for the research was collected in the Russian National Corpus and analysed by drawing on discourse analysis, pragmatics and (im)politeness theories. The study showed that “pedagogical aggression” is realized in three face-aggravating communicative tactics: (1) a pseudo-question (rhetorical question or a question to the assumptions of an interlocutor), 2) mocking citations from interlocutor’s speech, 3) rhymed pseudo-answers. The last tactic was given special attention in the study. We grouped the pseudo-answers in four types corresponding to typical discourse situation. This tactic is based on an unspoken rule, according to which it is permissible to point out in a playful way a communicative error made by the interlocutor. In response to an inappropriate question with this or that interrogative pronoun (where, who, why, etc.), the speaker can allow himself or herself to “punish” the interlocutor with a pseudo-answer, so that he or she will be more careful, more attentive and will not repeat such mistakes. The considered tactic of rhymed pseudo-response is rooted in language with the help of formulaic phrases. The research contributes to (im)politeness theory and the study of communicative interaction.

scholarly journals The Romanian language in Habsburg Bukovina from the institutionalized bilingualism perspective

Diacronia ◽  
2020 ◽  
Author(s):  
Ana-Maria Prisacaru
Keyword(s):  
German Language ◽  
Power Relationships ◽  
The North ◽  
Communicative Functions ◽  
The Reformation ◽  
Foreign Occupation ◽  
Sovereign Authority ◽  
State Organization ◽  
Administrative Structures ◽  
Linguistic Phenomenon

From the perspective of the power relationships manifested in a territory under foreign occupation, institutionalized bilingualism involves the differentiation between the languages coming into contact and their hierarchization according to the communicative functions they are to fulfill within the new state organization governed by a sovereign authority. A linguistic phenomenon that proves to be unbalanced as far as the interfering languages are concerned, this type of bilingualism imposed the German language in Habsburg Bukovina as the only language used in the “administrative structures of the country”, officially declared as such in Northern Moldavia in 1784. The fact that the communication functions of the Romanian language were almost exclusively limited to the colloquial register is the result of an intense policy of linguistic “leveling” (Ausgleichspolitik), implemented by the Court of Vienna in all its imperial provinces in order to reduce national specificity by means of imposing the use of the German language. The cohesion and uniformity of all Habsburg territories was only possible through the reformation, according to the Josephine principles, of the institutions responsible with the preservation of the national identity of the subjugated nations. In Bukovina, the juridical-administrative, church and school sectors were targeted, being affected by the Germanization process especially after the North of Moldavia was incorporated into the Kingdom of Galicia and Lodomeria.

scholarly journals Glottodydaktyka i językoznawstwo – razem czy osobno?

Neofilolog ◽  
1970 ◽  
pp. 59-66
Author(s):  
Dorota Śliwa
Keyword(s):  
Foreign Language ◽  
Conceptual Structure ◽  
Thomas Aquinas ◽  
Communicative Functions

The article concerns the relation between linguistics and glottodidactics. In the first part, we present a synthesis of problems found when these two disciplines confront each other. The reply to the question about the identity of linguistics is the concept of a sign as a cluster of relations (cognitive, pragmatic, communicative, etc.) developed by Krąpiec in the sense proposed by Aristotle and St. Thomas Aquinas. Key also is the concept of a subjective and predicative structure as a tool to describe the conceptual structure. The cluster of relations mentioned before undergoes syntactic transformations in the text. This proposition considers both cognitive and communicative functions of a language and takes a positive stance on the experiences of foreign language didactics.

scholarly journals INTEGRATIVE ACTIVITIES AS A GUARANTEE OF THE DEVELOPMENT OF COGNITIVE-COMMUNICATIVE FOREIGN ACTIVITIES OF PRESCHOOLERS

2020 ◽  
Vol 66 (2) ◽  
pp. 332-336
Author(s):  
A.B. Yermakhan ◽  
◽  
M.K. Karmyssova ◽  
Keyword(s):  
Foreign Language ◽  
Cognitive Functions ◽  
Preschool Education ◽  
Preschool Age ◽  
Educational Activity ◽  
Foreign Culture ◽  
Secondary Formation ◽  
The World ◽  
Personal Formation

The article considers integrative activities as a guarantee of the development of cognitivecommunicative foreign-language activities of preschoolers. The integration of the content of preschool education, as you know, is one of the pedagogical conditions for “improving the development of the emotional and intellectual sphere of the child’s personality. The child’s educational activity in mastering a foreign language requires new achievements in the development of cognitive functions: speech, attention,imagination and thinking; creates new conditions for the personal formation of the child, through co-study of a foreign language and a foreign culture, and by reconceptualization of a different picture of the world of secondary formation cognitive and linguistic consciousness. Of particular importance in solving the problem of the humanization of preschool education are the tasks and functions of a preschool institution, based on the attitude to preschool age as a unique period of a person’s life, since it is during this period that ideas about the world are formed, and the child’s personality develops intensively.

scholarly journals الإبداعات المغربية باللغات الأجنبية بين سلطة اللغة وسلطة الهوية: قراءة تراتبية

2015 ◽  
Vol 20 (80) ◽  
pp. 142-111
Author(s):  
فؤاد بوعلي
Keyword(s):  
Cultural Identity ◽  
Foreign Language ◽  
Literary Text ◽  
Post Colonial ◽  
Colonial Studies ◽  
Cultural Alienation ◽  
History Of ◽  
Points Of View ◽  
Creative Writings ◽  
The Relationship

أثارت الكتابة الإبداعية باللغات الأجنبية العديد من المواقف المتعارضة في الحقلين: الأكاديمي، والثقافي. فقد عرف تاريخ المغرب الحديث سجالاً قوياً بخصوص هوية الكتابات الإبداعية باللغات الأجنبية، بين مَن يرى فيها استلاباً ثقافياً، ومَن يرفض ربط الجنسية الأدبية بالانتماء اللغوي، بل وربطها بالمتخيّل الجماعي أكثر من أيّ شيء آخر، ثمّ بالمنتوج الأدبي بوصفه تجسيداً لهذا المتخيّل. فالتعبير عن الذات بلغة أجنبية يطرح للنقاش مفاهيم، مثل: الهوية الثقافية، والسلطة، والخصوصية، والعلاقة بالآخر. وباستخدام القراءة التراتبية التي ظهرت في الدراسات بعد الكولونيالية أمكننا إثبات التلازم بين استعمال اللغة الفرنسية في الإبداع ومسار الفرنكفونية بوصفها إيديولوجيا استعماريةً تفرض لغتها على الشعوب والفضاءات الذيلية. The debate over literary writing in a foreign language has instigated a lot of dichotomous points of view in Moroccan academic and cultural circles. History of modern Morocco has witnessed strong ongoing debates about the identity of creative writings in foreign language. There are those who would consider such writings as cultural alienation. Contrary to that, there are those who refuse to link literary text to language belonging, and link it instead to the collective imaginary and to the literary product as a manifestation of this imaginary. In fact, expressing the self by using a foreign language puts into question notions such as cultural identity, authority, nation-building, and otherness. By applying the theory of hierarchical reading which appeared in the post colonial studies, we have established the relationship between using French in creative writings and La Francophonie as a colonial ideology imposed on people and annexed spaces.

scholarly journals Planning and Performance: The Effect of Form Focused Guided Planning on Learner Performance

2014 ◽  
Vol 18 (1-2) ◽  
pp. 92-104
Author(s):  
Suman Laudari
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Small Scale ◽  
Task Planning ◽  
Learner Performance ◽  
Linguistic Code ◽  
Grammar Rules ◽  
And Performance ◽  
Language Context

Task-based language teaching (TBLT) has been a dominant approach in the field of ELT for some time now. However, it has complexities regarding its use in a foreign language context. It is said that focusing only on interaction may not be enough in guiding learners to use language correctly, so learners need exposure to grammar rules, and teachers presume that TBLT does not allow it. But, learners’ attention could be directed to the grammar forms during task planning to facilitate noticing of linguistic code. To this end, this small-scale study collects discourse data from an adult EFL learner to evaluate whether guiding learners’ attention to grammar during pre-task planning is of any help. The study concludes that guiding learners’ attention facilitates in producing more accurate and complex discourse than leaving learners on their own during the task planning. DOI: http://dx.doi.org/10.3126/nelta.v18i1-2.10333 Journal of NELTA, Vol 18 No. 1-2, December 2013; 92-104

scholarly journals ESTONIAN ITEMS IN THE INTERNET DISCOURSE OF THE RUSSIAN SPEAKING POPULATION OF ESTONIA

2019 ◽  
Vol 13 (2) ◽  
pp. 331-342
Author(s):  
Alessandra Dezi
Keyword(s):  
Foreign Language ◽  
Spoken Language ◽  
Pragmatic Language ◽  
The Internet ◽  
Russian Speakers ◽  
Functional Aspects ◽  
Figurative Speech ◽  
Points Of View ◽  
Estonian Language ◽  
Lexical Content

The Estonian influence on the discourse of the Russian speaking population of Estonia has drawn the attention of many researchers. The insertion of elements of Estonian in the discourse of Russian speakers is analysed and systematised from different points of view. Research has been conducted on formal aspects of code switching and on more pragmatic language aspects on the basics of different material (e.g. spoken language, jargons and dialects, advertisements, journalistic texts). However, the influence of the Estonian language in the discourse of Russian speaking groups of Estonia has not been fully studied, especially with internet sources, which can give an idea of the currently relevant processes of spoken language. This paper is part of a larger research project in which we plan to compare the functions of foreign language items in the internet discourse of the Russian speaking population of Italy and Estonia. In this paper, however, the main focus is on the lexical content of Estonian insertions in the internet discourse of the Russian speaking population of Estonia and on two of its main functions. Namely, the identifying reference function and the figurative speech function. Data was collected from different forums and Facebook groups. The analysis of the collected material shows that the insertion of Estonian items occurs very frequently when the communicants discuss bureaucratic-administrative spheres, space, and time. Those Estonian insertions are very often used in order to clearly identify the object of their conversation. Longer insertions are often used within the figurative speech function, which conveys the characteristics of the speech, of the speaker and the evaluative characteristics. The study of the influence of the Estonian language on the internet discourse of the Russian speaking population of Estonia in the future will allow a deeper understanding of formal and functional aspects of the Estonian language, such as the morphological and syntactic features of the language and the semantic and pragmatic meaning of certain Estonian words and particles. Furthermore, this research will contribute to the study of the problems connected with language contacts.

scholarly journals Collocaties leren in een vreemde taal

1970 ◽  
Vol 66 ◽  
pp. 177-192
Author(s):  
Elke Peters
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Formulaic Sequences ◽  
Foreign Language Learners ◽  
Communicative Functions ◽  
Research Findings ◽  
Language Output

Foreign-language (FL) learners are faced with the challenge of acquiring a large vocabulary.Research has shown that the acquisition of formulaic sequences (FS) and collocationsis one of the biggest lexical challenges for foreign language learners. Researchersand teachers alike acknowledge the importance of learning FS in the FL classroombecause FS serve a number of communicative functions; they are ubiquitous in language;they allow more fluency in language output and their use makes FL learners come acrossas more proficient (Barfield and Gyllstad 2009; Boers et al. 2006; Schmitt 2008: 340).This paper reports on three studies that explore the effect of different pedagogic interventionson the acquisition of formulaic sequences and collocations. The pedagogic implicationsof the research findings are discussed in detail.

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