scholarly journals RETENTION OF THE TOUCH SYNESTHETIC METAPHORS IN ENGLISH-UKRAINIAN TRANSLATIONS OF FICTION

2021 ◽  
pp. 64-73
Author(s):  
Zhulavska O.O.
Keyword(s):  
Mental Models ◽  
Cognitive Linguistics ◽  
Statistical Data ◽  
American English ◽  
Semantic Features ◽  
Cognitive Operation ◽  
Research Material ◽  
English Speaking ◽  
Hot Surface ◽  
Language Corpus

Purpose. The purpose of the article is to establish and analyse the cases of synesthesia metaphors retention in English-Ukrainian translations, in which “less embodied” hearing, smell and taste sensations are mapped on “more embodied” touch sensations.Methods.Synesthesia is understood as a kind of conceptual metaphor within cognitive linguistics. Research methods applied in the article are based on the achievements of cognitive linguistics and the methodology introduced and developed by L. Kovalenko and A. Martyniuk (Kovalenko, Martynyuk, 2018), which allows us to study mental models underlying metaphorical descriptions and establish the type of cognitive operation employed by the translator. We define the cognitive operation of retention following Shuttleworth’s classification (Shuttleworth, 2017) as “translation that is essentially unchanged”. The degree of conventionality and rootedness of metaphorical models in English-speaking and Ukrainian-speaking linguistic cultures is determined within the theory of probability and statistical data obtained from the Corpus of Contemporary American English (COCA) and the General Regional Annotated Corpus of Ukrainian (ГРАК). The research material for the article encounters 100 English synesthetic metaphoric descriptions, extracted from Celeste Ng’s bestseller novels “Everything I Never Told You” (Ng, 2014) and “Little Fires Everywhere” (Ng, 2017) and retained in their Ukrainian translations (Інг, 2016; 2018).Results. The study resultsare presented by the detailed analysis of synesthetic metaphorical models’ retention examples, such as HEARING / SMELL / TASTE IS TOUCHING SOFT / SHARP / HOT SURFACE. In our article, the study of synesthetic metaphoric descriptions relative frequencies showed the semantic features, which are common and divergent in their meanings for the representatives of English and Ukrainian linguacultures.Conclusions. The conducted analysis showed that synesthetic metaphoric models are retained when the difficulties faced by the translator are minimal or absent. In this case, the translator resorts to translation with a direct dictionary equivalent. Synesthetic metaphoric models with similar conventionality degrees are retained.Key words: cognitive operation, language corpus, metaphoric model, synesthetic metaphoric description, conventionality degree. Мета статті полягає у встановленні та описі випадків відтворення синестезійних метафор в англо-українських перекладах, у яких «менш втілені» слухові, нюхові та смакові відчуття проєктуються на «більш втілені» дотикові відчуття.Методи. З позицій когнітивної лінгвістики синестезію розуміємо як поширений у мові різновид концептуальної метафори. Методологічне підґрунтя дослідження становить доробок когнітивної лінгвістики та методика Л. Коваленко та А. Мартинюк (Kovalenko, Martynyuk, 2018), що уможливлює вивчення когнітивних моделей, які лежать у підґрунті метафоричних дескрипцій, і встановлення типу когнітивної операції, що застосована перекладачем. Згідно з класифікацією М. Шуттлеворфа когнітивна операція відтворення (Shuttleworth, 2017) – це «переклад, що майже не змінений». Ступінь конвенційності і вкоріненості метафоричних моделей у представників англомовної та україномовної лінгвокультур визначаємо із застосуванням теорії вірогідності та статистичних даних, отриманих із Корпусу сучасної американської англійської мови (COCA) і Генерального регіонального анотованого корпусу української мови (ГРАК). Матеріалом дослі-дження є 100 англомовних синестезійних метафор, вилучених з англомовних текстів романів-бестселерів Celeste Ng “Everything I Never Told You” (Ng, 2014) і “Little Fires Everywhere” (Ng, 2017) та відтворених в українських перекладах цих творів («Несказане» (Інг, 2016) та «Усюди жевріють пожежі» (Інг, 2018)).Результати дослідження представлені детальним аналізом прикладів відтворення синестезійних метафоричних моделей СЛУХОВІ / НЮХОВІ / СМАКОВІ ВІДЧУТТЯ Є ВІДЧУТТЯ ДОТИКУ ДО М’ЯКОЇ / ГОСТРОЇ / ГАРЯЧОЇ ПОВЕРХНІ. Проведений аналіз відносних частот вживання синестезійних метафоричних дескрипцій показав спільні та відмінні семантичні ознаки у значеннях дескрипцій, що вкорінені у свідомості представників англомовної та україномовної лінгво-культур.Висновки. Проведений аналіз показав, що синестезійні метафоричні моделі відтворюються за умови, що труднощі, з якими стикається перекладач, є мінімальними або взагалі відсутні. Водночас перекладач вдається до перекладу за допомогою прямого словникового відповідника. Відтворюються такі моделі синестезійних метафор, у яких ступінь конвенційності в англійській та українській мовах однаковий.Ключові слова: когнітивна операція, корпус мови, метафорична модель, синестезійнаметафорична дескрипція, ступінь конвенційності.

What Time Does in Language: a Cross-Linguistic Cognitive Study of Source Related Variation in Verbal Time Metaphors in American English, Finnish and Hungarian

2021 ◽  
Vol 66 (2) ◽  
pp. 215-238
Author(s):  
Zsuzsa Máthé
Keyword(s):  
Quantitative Methods ◽  
Cognitive Linguistics ◽  
American English ◽  
Primary Objective ◽  
Conceptual Metaphors ◽  
Source Domain ◽  
Metaphorical Language ◽  
Related Variation ◽  
Metaphor Theory ◽  
Cognitive Study

"What Time Does in Language: a Cross-Linguistic Cognitive Study of Source Related Variation in Verbal Time Metaphors in American English, Finnish and Hungarian. Such a universal yet abstract concept as time shows variation in metaphorical language. This research focuses on metaphorical language within the framework of the cognitive metaphor theory, investigating time through a contrastive cross-linguistic approach in three satellite-framed languages. By combining qualitative and quantitative methods, this study attempts to identify what time does in language in a metaphorical context, with a focus on verbs in causative constructions (e.g. time heals) as well as manner of motion verbs (e.g. time rushes), through an empirical corpus-based study complemented by the lexical approach. The two main conceptual metaphors that are investigated in this study are TIME IS A CHANGER and TIME IS A MOVING ENTITY. While these two conceptual metaphors are expected to be frequent in all three languages, differences such as negative/positive asymmetry or preference of a type of motion over another are expected to be found. The primary objective is to explore such differences and see how they manifest and why. The hypothesis is that variations among the three languages related to the source domain (CHANGER and MOVING ENTITY), are more likely to be internal and not external. The purpose is to investigate these variations and to determine what cognitive underpinnings they can be traced back to, with a focus on image schemas. The study reveals that source internal variation does prevail over source external variation. The results show that cross-linguistic differences of such a relevant concept as time do exist but more often through unique characteristics of the same source domain rather than new, distinctive domains. Keywords: cognitive linguistics, corpus linguistics, conceptual metaphor theory, metaphorical entailments, source domain "

scholarly journals Corpus-based analysis of the collocational profiles of the terms denoting the mentally challenged

2017 ◽  
Vol 81 (2) ◽  
Author(s):  
Liana Markelova
Keyword(s):  
Public Perception ◽  
American English ◽  
Public Attitude ◽  
Cross Cultural ◽  
Web Pages ◽  
Gradual Change ◽  
Web Based ◽  
English Speaking ◽  
The Difference ◽  
Semantic Prosody

The present study aims to trace the evolution of public attitude towards the mentally challenged by means of the corpus-based analysis. The raw data comes from the two of the BYU corpora: Global Web-Based English (GloWbE) and Corpus of Historical American English (COHA). The former is comprised of 1.8 million web pages from 20 English-speaking countries (Davies/Fuchs 2015: 1) and provides an opportunity to research at a cross-cultural level, whereas the latter, containing 400 million words from more than 100,000 texts ranging from the 1810s to the 2000s (Davies 2012: 121), allows to carry on a diachronic research on the issue. To identify the difference in attitudes the collocational profiles of the terms denoting the mentally challenged were created. Having analysed them in terms of their semantic prosody one might conclude that there are certain semantic shifts that occurred due to the modern usage preferences and gradual change in public perception of everything strange, unusual and unique.

Nonstandardized Englishes in Mainstream Literacy Practice

2017 ◽  
Author(s):  
Patriann Smith
Keyword(s):  
Literacy Instruction ◽  
English Language ◽  
American English ◽  
English Speakers ◽  
Literacy Practice ◽  
Standard American English ◽  
Mainstream Classrooms ◽  
Cultural Boundaries ◽  
English Speaking ◽  
The Many

The term Englishes refers to the many different varieties of the English, and represents both standardized and nonstandardized forms. Nonstandardized Englishes is used to refer to Englishes that do not adhere to what has been determined to be Standard English within a given context, such that they are referred to as dialects, Creoles, or New Englishes (e.g., African American English). Standardized Englishes is used to refer to the counterparts of the nonstandardized Englishes that have been typically adopted for use in literacy classrooms (e.g., Standard American English). The field of literacy has addressed nonstandardized Englishes by either focusing on the nonstandardized varieties in isolation from standardized Englishes or by advancing literacy instruction in mainstream classrooms that emphasizes dialect-English speakers’ mastery of standardized Englishes. This approach reflects standard monolingual English ideology and traditional notions of the English language. Operating based on standard monolingual English perspectives implicitly reinforces the view that standardized Englishes and their users are privileged and that speakers of nonstandardized Englishes and their users are inferior. In addition, adhering to traditional notions of English based on their geographical and nation-based use, as opposed to their function based on school, offline, or online contexts regardless of geography, reinforces the concept of the English language as a system and fails to emphasize its communicative and contextual purposes as demanded by our postmodern era of globalization, transnationalism, and internationalization. A translingual approach to Englishes can serve as an alternative to current ways of thinking about literacy instruction because it addresses the needs of both standardized and nonstandardized English-speaking populations. Literacy instruction reframed based on this approach is critical for students’ successful interaction across linguistic and cultural boundaries in the context of the 21st century.

Prosodic differences between declaratives and interrogatives in infant-directed speech

2016 ◽  
Vol 44 (4) ◽  
pp. 968-994 ◽  
Author(s):  
SUSAN GEFFEN ◽  
TOBEN H. MINTZ
Keyword(s):  
Word Order ◽  
American English ◽  
Standard American English ◽  
Prosodic Cues ◽  
Syntax Acquisition ◽  
Syntactic Information ◽  
English Speaking ◽  
Syntactic Properties ◽  
Maternal Speech

AbstractIn many languages, declaratives and interrogatives differ in word order properties, and in syntactic organization more broadly. Thus, in order to learn the distinct syntactic properties of the two sentence types, learners must first be able to distinguish them using non-syntactic information. Prosodic information is often assumed to be a useful basis for this type of discrimination, although no systematic studies of the prosodic cues available to infants have been reported. Analysis of maternal speech in three Standard American English-speaking mother–infant dyads found that polar interrogatives differed from declaratives on the patterning of pitch and duration on the final two syllables, butwh-questions did not. Thus, while prosody is unlikely to aid discrimination of declaratives fromwh-questions, infant-directed speech provides prosodic information that infants could use to distinguish declaratives and polar interrogatives. We discuss how learners could leverage this information to identify all question forms, in the context of syntax acquisition.

BE, DO, and Modal Auxiliaries of 3-Year-Old African American English Speakers

2014 ◽  
Vol 57 (4) ◽  
pp. 1383-1393 ◽  
Author(s):  
Brandi L. Newkirk-Turner ◽  
Janna B. Oetting ◽  
Ida J. Stockman
Keyword(s):  
African American ◽  
American English ◽  
African American English ◽  
English Speakers ◽  
Surface Form ◽  
Specific Effects ◽  
Modal Auxiliaries ◽  
Different Types ◽  
English Speaking ◽  
American English Speakers

PurposeThis study examined African American English–speaking children's use of BE, DO, and modal auxiliaries.MethodThe data were based on language samples obtained from 48 three-year-olds. Analyses examined rates of marking by auxiliary type, auxiliary surface form, succeeding element, and syntactic construction and by a number of child variables.ResultsThe children produced 3 different types of marking (mainstream overt, nonmainstream overt, zero) for auxiliaries, and the distribution of these markings varied by auxiliary type. The children's nonmainstream dialect densities were related to their marking of BE and DO but not modals. Marking of BE was influenced by its surface form and the succeeding verbal element, and marking of BE and DO was influenced by syntactic construction.ConclusionsResults extend previous studies by showing dialect-specific effects for children's use of auxiliaries and by showing these effects to vary by auxiliary type and children's nonmainstream dialect densities. Some aspects of the children's auxiliary systems (i.e., pattern of marking across auxiliaries and effects of syntactic construction) were also consistent with what has been documented for children who speak other dialects of English. These findings show dialect-specific and dialect-universal aspects of African American English to be present early in children's acquisition of auxiliaries.

Translation, Cultural Adaptation, and Content Validation of the Alcohol, Alcoholism, and Alcoholic Attitudes Scale–American English Version

2018 ◽  
Vol 26 (2) ◽  
pp. 204-216
Author(s):  
Divane Vargas ◽  
Madeline A. Naegle
Keyword(s):  
Cultural Adaptation ◽  
Content Validity ◽  
American English ◽  
English Speakers ◽  
English Version ◽  
Conceptual Semantic ◽  
English Speaking ◽  
Empirical Tests ◽  
Almost All ◽  
Translation And Cultural Adaptation

Background:Publications on translation are almost all about the translation and cultural adaptation of tools developed by English speakers for use in non-English speaking cultures and languages. The reverse process, where translation goes from a native language to English, is rare.Purpose:Translate to English, culturally adapt, and content validate the Attitudes Scale on Alcohol, Alcoholism, and Alcoholic Persons (EAFAA).Methods:A methodological study with analysis including the conceptual, semantic, and item equivalencies. Results: Satisfactory content validity coefficients (FVI = 0.97; CVI = 0.93) were obtained.Conclusions:The EAFAA was adequately translated into American English, and the content validity was confirmed by empirical tests yielding satisfactory validity coefficients. These results provide direction for further studies to examine the factor structure and the psychometric qualities of the EAFAA-English Version.

Syntactic and semantic coordination in finite complement-clause constructions: a diary-based case study

2015 ◽  
Vol 43 (1) ◽  
pp. 22-42 ◽  
Author(s):  
BAHAR KÖYMEN ◽  
ELENA LIEVEN ◽  
SILKE BRANDT
Keyword(s):  
American English ◽  
Lexical Knowledge ◽  
Subordinate Clauses ◽  
Audio Recordings ◽  
Complement Clause ◽  
English Speaking ◽  
Simple Sentences

AbstractThis study investigates the coordination of matrix and subordinate clauses within finite complement-clause constructions. The data come from diary and audio recordings which include the utterances produced by an American English-speaking child, L, between the ages 1;08 and 3;05. We extracted all the finite complement-clause constructions that L produced and compared the grammatical acceptability of these utterances with that of the simple sentences of the same length produced within the same two weeks and with that of the simple sentences containing the same verb produced within the same month. The results show that L is more likely to make syntactic errors in finite complement-clause constructions than she does in her simple sentences of the same length or with the same verb. This suggests that the errors are more likely to arise from the syntactic and semantic coordination of the two clauses rather than limitations in performance or lexical knowledge.

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