scholarly journals Metonymy and Croatian adverbial clauses

Jezikoslovlje ◽  
2021 ◽  
Vol 22 (2) ◽  
pp. 295-338
Author(s):  
Branimir Belaj
Keyword(s):  
Speech Acts ◽  
Conceptual Metaphor ◽  
Small Body ◽  
Cognitive Grammar ◽  
Semantic Categories ◽  
Complex Sentences ◽  
Linguistic Research ◽  
Cognitive Linguistic ◽  
Adverbial Clauses ◽  
Metaphor And Metonymy

In this article I examine some metonymic aspects of the semantics of Croatian connectives introducing adverbial clauses of cause, condition, purpose, and concession. The analysis leans on the theory of conceptual metaphor and metonymy and, to a lesser extent, on cognitive grammar. It is also informed by grammaticalization scholarship within typological functionalism. I explore metonymic mappings between the categories of time and cause, manner and cause, cause and condition, purpose, cause and concession, condition and concession, time and condition, and metonymic mappings operating at the level of speech acts. The goal is to contribute to the growing, though still arguably small, body of cognitive linguistic research into the relevance of metonymy for the semantics of complex sentences, specifically the role it plays in subordination, and to expand this analysis to subordinate constructions in Croatian. Some attention is given to grammaticalization studies, where metaphor and metonymy are seen as two types of pragmatic inferencing facilitating interactions between the mentioned semantic categories in complex sentences.

Syntax from and for discourse II: More on complex sentences as meso-constructions

2018 ◽  
Vol 6 (1) ◽  
pp. 115-142 ◽  
Author(s):  
Beate Hampe ◽  
Stefan Th. Gries
Keyword(s):  
Multinomial Regression ◽  
Complex Sentence ◽  
Spoken English ◽  
Complex Sentences ◽  
Corpus Linguistic ◽  
Linguistic Research ◽  
Adverbial Clauses ◽  
Syntactic Properties ◽  
Adverbial Clause ◽  
Temporal Adverbial

Abstract This paper presents a direct continuation of preceding corpus-linguistic research on complex sentence constructions with temporal adverbial clauses in a cognitive and usage-based framework (Diessel 2008; Hampe 2015). Working towards a more systematic construction-based account of complex sentences with before-, after-, until- and once-clauses in spontaneously spoken English, Hampe (2015) hypothesised that the morpho-syntactic realisations of configurations with initial adverbial clauses systematically diverge from those of configurations with final ones as a reflection of the specific functionality of each and that usage properties that are found across instantiations with a coherent functional load are retained in the schematisations creating constructions. This paper employs a multinomial regression in order to test to which extent each of eight closely related complex-sentence constructions with either initial or final before-, after-, until- and once-clauses can be predicted from the realisation of a few key morpho-syntactic properties of the respective adverbial and matrix clauses involved. The results support an analysis of complex-sentence constructions as meso-constructions that are not only specific about the subordinator and the positioning of the adverbial clause, but also retain “traces” of characteristic usage properties.

On constructional blocking of metonymies

2017 ◽  
Vol 15 (1) ◽  
pp. 183-223 ◽  
Author(s):  
Mario Brdar ◽  
Rita Brdar-Szabó
Keyword(s):  
Case Studies ◽  
Cognitive Processes ◽  
Conceptual Metaphor ◽  
Cognitive Linguistic ◽  
Cognitive Operations ◽  
Linguistic Inquiry ◽  
Linguistic Structures ◽  
Grammatical Structures ◽  
Metaphor And Metonymy

Abstract The interaction between metonymy and grammar is commonly understood, in keeping with the classical cognitive linguistic doctrine about cognitive operations motivating linguistic structures, as unilateral – conceptual metaphor and metonymy shaping the grammatical system. However, we argue in this article that one of the possible corollaries of the Equipollence Hypothesis (Mairal & Ruiz de Mendoza, 2009; Ruiz de Mendoza & Luzondo Oyón, 2012) covers a truly bilateral interaction between grammatical structures and cognitive processes. The Equipollence Hypothesis is shown to allow for grammatical phenomena facilitating or constraining, i.e. blocking, the application of conceptual metonymies and their expressions across domains of linguistic inquiry. Specifically, we show in four case studies that grammatical constructions may actually pre-empt lexical (and grammatical) metonymy.

HEAD AS A CONTAINER IN ENGLISH AND SERBIAN – A COGNITIVE LINGUISTIC PERSPECTIVE

2012 ◽  
Vol 2 (2) ◽  
pp. 65
Author(s):  
Nadežda R. Silaški ◽  
Biljana B. Radić Bojanić
Keyword(s):  
Conceptual Metaphor ◽  
Theoretical Framework ◽  
Conceptual Level ◽  
Linguistic Differences ◽  
Cognitive Linguistic ◽  
Idiomatic Expressions ◽  
The Mind ◽  
Metaphor And Metonymy

Within the theoretical framework of Conceptual Metaphor and Metonymy Theory in this paper we aim to establish the ways the container image schemais used in the conceptualisation of head/glava in English and Serbian to see whether theseconceptualisations are shared in the two languages or, alternatively, whether they manifestany cross-conceptual and cross-linguistic differences. The corpus of our analysis has beencompiled from various monolingual and bilingual English and Serbian dictionaries as wellas dictionaries of idioms and idiomatic expressions in both languages. The main hypothesisof the paper is the following: since the mind is embodied and human concepts are cruciallyshaped by our bodies and brains, we expect to find little difference in the conceptualisationof head/glava as a container between English and Serbian. However, since the mind isalso enculturated, i.e. culturally constructed and is filtered through specific languages, wehypothesise that the differences will mainly manifest not at the conceptual level, but in thelinguistic instantiations in the two languages.

scholarly journals Teaching English Idioms to Chinese EFL Learners: A Cognitive Linguistic Perspective

2019 ◽  
Vol 12 (5) ◽  
pp. 145
Author(s):  
Yi Guo
Keyword(s):  
Empirical Study ◽  
Conceptual Metaphor ◽  
College Level ◽  
Significant Progress ◽  
Teaching English ◽  
Efl Learners ◽  
Cognitive Linguistic ◽  
Different Types ◽  
Made In ◽  
Metaphor And Metonymy

Learning idioms has always been difficult for L2 learners of English. Drawing on a cognitive linguistic perspective of idiom learning, this paper reports on an empirical study that investigated the effects of incorporating the knowledge of conceptual metaphor and metonymy in L2 classroom instruction of English idioms. The study confirmed the efficacy of applying the conceptual metaphor- and metonymy-based ways of teaching to Chinese college-level EFL learners. It further revealed the different degrees of teaching effect towards different types of metaphoric idioms. While no significant progress was made in learning orientationally and ontologically metaphoric idioms, students benefited more from the conceptual metaphor-based method in learning structurally metaphoric idioms. These findings serve to enrich L2 idiom pedagogy and provide EFL learners with strategies other than “rote memorization” in the process of idiom learning.

Taking cognisance of cognitive linguistic research on humour

2018 ◽  
Vol 16 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Marta Dynel
Keyword(s):  
Cognitive Processes ◽  
Cognitive Linguistics ◽  
State Of The Art ◽  
Conceptual Metaphor ◽  
The Other ◽  
Conceptual Blending ◽  
The Past ◽  
Linguistic Research ◽  
Cognitive Linguistic ◽  
The One

Abstract This article is meant to give a state-of-the-art picture of cognitive linguistic studies on humour. Cognitive linguistics has had an immense impact on the development of humour research and, importantly, humour theory over the past few decades. On the one hand, linguists, philosophers and psychologists working in the field of humour research have put forward proposals to explain the cognitive processes underlying specifically humour production and reception (e.g. the incongruity-resolution framework and its refinements). On the other hand, humour research has drawn on theories and concepts advanced in contemporary cognitive linguistics taken as a whole (e.g. mental spaces, conceptual blending, salience or conceptual metaphor). The different notions and approaches originating in these strands of research are in various ways interwoven in order to give new insights into the cognitive workings of humour.

scholarly journals Metaphorical conceptualization of success in American success books, aphorisms and quotes

2016 ◽  
Vol 58 (1) ◽  
pp. 39-54
Author(s):  
Jolanta Łącka-Badura
Keyword(s):  
Conceptual Metaphor ◽  
Lexical Entry ◽  
Conceptual Metaphor Theory ◽  
Linguistic Research ◽  
Cognitive Linguistic ◽  
Metaphor Theory ◽  
Metaphorical Expression

AbstractThe paper seeks to investigate how SUCCESS is conceptualized metaphorically in popular American success books, aphorisms and quotes. The study is based on an analysis of a corpus comprising over 600 utterances in which the lexical entry SUCCESS is regarded as constituting part of a metaphorical expression. The utterances have been extracted from the initial corpus of 10 success guide books, as well as 150 success aphorisms and quotes by famous Americans. The study investigates two aspects of this conceptualization. In the first instance, it examines which metaphorical source domains, as understood within the framework of Conceptual Metaphor Theory, prove to be most productive in the corpus. Secondly, in line with the frequently expressed views that the significance of conceptual metaphor as an explanatory construct is sometimes overstated in cognitive linguistic research, the paper attempts to analyze examples of linguistic metaphors which appear to be motivated in ways that are, at least in part, independent of well-established conceptual mappings, with particular emphasis on the resemblance-based and image metaphors associated with the predicate nominative forms ‘X is a Y’.

Metaphor, Cognition, Culture

2018 ◽  
Author(s):  
Zoltán Kövecses
Keyword(s):  
Conceptual Metaphor ◽  
The Other ◽  
Conceptual Metaphor Theory ◽  
Conceptual Metaphors ◽  
Culture And Cognition ◽  
Metaphor Theory ◽  
The One ◽  
Cultural Reality ◽  
Metaphor And Metonymy

The chapter reports on work concerned with the issue of how conceptual metaphor theory (CMT) functions as a link between culture and cognition. Three large areas are investigated to this effect. First, work on the interaction between conceptual metaphors, on the one hand, and folk and expert theories of emotion, on the other, is surveyed. Second, the issue of metaphorical universality and variation is addressed, together with that of the function of embodiment in metaphor. Third, a contextualist view of conceptual metaphors is proposed. The discussion of these issues leads to a new and integrated understanding of the role of metaphor and metonymy in creating cultural reality and that of metaphorical variation across and within cultures, as well as individuals.

scholarly journals Beauty And The Beast From A Cognitive Linguistic Perspective: Animal Metaphors For Women In Serbian And Romanian

2014 ◽  
Vol 13 (1) ◽  
pp. 163-178 ◽  
Author(s):  
ANNAMARIA KILYENI ◽  
NADEŽDA SILAŠKI
Keyword(s):  
Conceptual Metaphor ◽  
Physical Appearance ◽  
Linguistic Analysis ◽  
Character Traits ◽  
Conceptual Metaphor Theory ◽  
Beauty And The Beast ◽  
Cognitive Linguistic ◽  
Metaphor Theory

Abstract Under the theoretical wing of Conceptual Metaphor Theory, we present a contrastive cognitive and linguistic analysis of the women are animals metaphor as used in Romanian and Serbian. Our main aim is to establish whether the names of the same animals are used in the two languages to conceptualise women and their various characteristics (particularly physical appearance and character traits), or alternatively, whether the two languages exhibit any linguistic or conceptual differences in this regard.

scholarly journals The understanding of complex syntax in children with Down syndrome

2019 ◽  
Vol 3 ◽  
pp. 140 ◽  
Author(s):  
Pauline Frizelle ◽  
Paul A. Thompson ◽  
Mihaela Duta ◽  
Dorothy V. M. Bishop
Keyword(s):  
Down Syndrome ◽  
Cognitive Ability ◽  
Relative Clauses ◽  
Significant Proportion ◽  
Control Groups ◽  
Complex Sentences ◽  
Complex Syntax ◽  
Complement Clauses ◽  
Adverbial Clauses ◽  
Digit Recall

Background: Down syndrome (DS) is associated with poor language skills that seem disproportionate to general nonverbal ability, but the nature and causes of this deficit are unclear. We assessed how individuals with DS understand complex linguistic constructions, and considered how cognitive ability and memory and impact the ability of those with DS to process these sentence types. Methods: There were three groups participating in the study: children with DS (n = 33) and two control groups composed of children with cognitive impairment of unknown aetiology (CI) (n = 32) and children with typical development (n = 33). The three groups did not differ on raw scores on a test of non-verbal cognitive ability. Using a newly devised animation task, we examined how well individuals with DS (n = 33) could understand relative clauses, complement clauses and adverbial clauses compared to children with CI and typically developing controls. Participants also completed the Test for the Reception of Grammar-2, three measures of memory (forward and backward digit recall, visuo-spatial memory) and a hearing screen. Results: Results indicated that (1) with the exception of intransitive subject relative clauses, children with DS performed at floor on all other complex sentences, (2) they performed at a significantly lower level than both control groups, and (3) DS status accounted for a significant proportion of the variance over and above memory skills. Conclusions: Our findings suggest that children with DS have a disproportionate difficulty understanding complex sentences compared to two control groups matched on mental age. Furthermore, their understanding of syntax is not completely explained by poor cognitive or memory skills, rather it appears to be a specific deficit that may distinguish children with DS from other neurodevelopmental disorders.

scholarly journals Metaphors Instrumental in Achieving the Pragmatic Effect in Animal Rights Advertisements

2020 ◽  
Vol 18 (4) ◽  
pp. 441-451
Author(s):  
Ilze Oļehnoviča ◽  
Jeļena Tretjakova ◽  
Solveiga Liepa
Keyword(s):  
Animal Rights ◽  
Conceptual Metaphor ◽  
Visual Representation ◽  
Visual Metaphor ◽  
Rights Protection ◽  
Visual Metaphors ◽  
Linguistic Research ◽  
Source Field ◽  
Research Programmes ◽  
Metaphor Use

Metaphor can manifest itself in a variety of form including the visual one, which can be an extremely expressive means of communication. That is why visual metaphors are widely used by marketers and advertisers thus becoming a topical object of linguistic research programmes. The study of visual metaphor is tightly related to the study of conceptual metaphor as the target message delivered by a picture is derived from a certain source field that is employed for metaphorical representation. Another type of metaphor commonly used in visual representation is a multimodal metaphor. The present research dwells upon the study of metaphor use in animal rights protection advertisements. The hypothesis of the study is that visual metaphors present strong content that can activate emotions and contribute to the marketers’ desire to influence the audience.

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