scholarly journals Functions of Symbolic Signs of Gestures and Facial Expressions in Fiction (Based on the Material Broken Sword Novel by T. Kasymbekov)

2020 ◽  
Vol 6 (4) ◽  
pp. 536-541
Author(s):  
G. Eltuzerova
Keyword(s):  
Facial Expressions ◽  
Literary Text ◽  
Transmission Of Information ◽  
Symbolic Gestures ◽  
Linguistic Aspect

The article is devoted to the actual problems of the modern Kyrgyz language. The main object of the research is the study of the semantics of symbolic gestures and the facial expressions of a literary text in the linguistic aspect. Semantics of symbolic gestures and facial expressions in the literary text in the transmission of information is analyzed on the basis of the example of an excerpt of the texts of the Broken Sword novel by T. Kasymbekov. The results of the study based on the interpretation of symbolic national facial expressions and gestures in the linguistic aspect.

Educational text in the aspect of intellectualization of the university teaching of the russian language

2019 ◽  
Author(s):  
Karina Amaiakovna Oganesian
Keyword(s):  
Literary Text ◽  
Educational Process ◽  
Russian Language ◽  
University Teaching ◽  
Motivational Level ◽  
Linguistic Aspect ◽  
The University ◽  
The Russian Language

The article discusses the issue of intellectualizing the process of learning a language through the prism of studying literary text, describes the multiplicity of approaches and directions in studying an artistic text in order to reveal its nature in the linguistic aspect, increase the motivational level and update the educational process.

Linguocultural transfer of metaphors in a literary text

2020 ◽  
pp. 60-67
Author(s):  
Vladimir N. Denisenko ◽  
◽  
Valeriya T. Vered
Keyword(s):  
Three Dimensional ◽  
Literary Text ◽  
Point Of View ◽  
Original Text ◽  
Three Dimensional Model ◽  
Semantic Equivalence ◽  
Partial Transfer ◽  
Metaphorical Expression ◽  
Artistic Images ◽  
Linguistic Aspect

This article aims to assess the degree of transfer of the original metaphorical image into a foreign language linguistic and cultural space and to identify the general patterns of translation of the author’s metaphor in a literary text. An attempt is made to determine the nature of the correlation between the transfer and the communicative-pragmatic effect of the conversion unit. The study uses a three-dimensional model of metaphor, which is a synthesis of the proper linguistic (language), mental (thought) and communicative aspects. The actual linguistic aspect means the logical and semantic structure of the metaphor. Understood as the general properties of an object and its reflection arising from the principle of similarity, the tenor, the vehicle and the ground are revealed. From the point of view of the mental aspect, the metaphor is considered as a universal cognitive mechanism for the nomination of the surrounding reality and the creation of artistic images. The communicative aspect includes the study of metaphor from the perspective of its functioning in speech — the pragmatic attitude of the speaker determined by the content and form of his statement is pointed out. The semantic equivalence of metaphors in the original text and in the translation text is established on the basis of the componential analysis. The results are classified according to two criteria: 1) the preservation of the principle of implicit metaphorical rethinking and 2) the identity of the meanings actualized during the renaming process, which allows to identify cases of the complete and the partial transfer of the metaphor and to describe the concomitant lexical and grammatical interlanguage transformations. The partial transfer is to be recognized as the most common phenomenon that takes place during the translation of the metaphorical expression. The impossibility of the complete transfer of the source metaphor is explained by both the features of the internal development of languages and the nature of the linguistic thinking of the two peoples. The absence of the metaphor in translation is considered as a factor that reduces the pragmatic equivalence of texts.

scholarly journals Национально-культурная самоидентификация в русскоязычной художественной литературе XXI века: лингвистический аспект (на материале романа Е. Водолазкина «Лавр»)

SlavVaria ◽  
2021 ◽  
Vol 1 (1) ◽  
Author(s):  
МАРИНА АЛЕКСАНДРОВНА ЛАППО
Keyword(s):  
Middle Ages ◽  
Literary Text ◽  
Russian Language ◽  
Linguistic Identity ◽  
Old Russian ◽  
Cultural Self ◽  
Linguistic Aspect ◽  
Linguistic Methods ◽  
The Middle Ages ◽  
Modern Russian

National-cultural self-identification in Russian-language fiction of the XXI century: a linguistic aspect (on the material of E. Vodolazkin’s novel “Laurus”). The paper aims to analyze the linguistic methods of constructing ethnocultural identity in the space of E. Vodolazkin’s novel “Laurus”. The author describes the linguistic identity of the heroes and the narrator, based on the combination of elements of the Old Russian language and various stylistic layers of the modern Russian language, and the significant opposition of the Middle Ages / Ancient Russia. It is proved that the interpretation of national and cultural self-identification in a literary text can become a tool for identifying its semantic dominant.

scholarly journals The Folklore Life of a Literary Text: Narration of The Tale of Tsar Saltan in Traditional Discourse

Slovene ◽  
2017 ◽  
Vol 6 (1) ◽  
pp. 518-539
Author(s):  
Anastasia I. Ryko
Keyword(s):  
20Th Century ◽  
Structural Characteristics ◽  
Literary Text ◽  
Structural Aspect ◽  
Oral Speech ◽  
The Fantastic ◽  
Female Version ◽  
Linguistic Aspect

The article focuses on the retelling of Pushkin’s The Tale of Tsar Saltan by an 80-year-old local woman, recorded at the end of the 20th century in the Novgorod region (northwest Russia). The text is analyzed both in terms of its structural aspect (the correspondence of prose narration, poetic quotations from Pushkin’s text, and the narrator’s comments) and in terms of its linguistic aspect (the correspondence of dialect and literary variants of grammatical forms). In comparison with Pushkin’s original, in the retelling the author’s perspective has been changed from the fantastic to reality; consequently, the text has been transformed by the adaptation of elements alien to the familiar reality or by their replacement with familiar, but different, elements. Thus, the narrator included in the retelling several stories from her own life and the lives of her relatives (acquaintances), interiorizing the plot and filling it with personal and familiar realities, including transformations on the lexical level. The retelling retains features of a traditional folklore text. The plot becomes simplified; only the basic “event-related” points are kept, and detailed descriptions are excluded. The viewpoint of the narrator has also been changed from the external in The Tale of Tsar Saltan to internal in the retelling. In addition, some structural characteristics of the retelling, in comparison to Pushkin’s original, are typical of oral speech. The narrator produced two versions of the retelling, the “male” and the “female” version, told, respectively, to linguists of different genders. The versions are different at the level of the plot: the “male” version describes the liberation of the Swan Princess, and in the “female” one, the narrator focuses on the revenge of Guidon that is directed toward his aunts. Thus, in the retelling, two folk plots, combined in Pushkin’s original, are separated again and exist as two versions of the same text.

scholarly journals HASHTAGS AS A SPECIAL TYPE OF THE INTERNET DISCOURSE

2019 ◽  
Author(s):  
Nataliia Shkvorchenko ◽  
Juliia Koltsova
Keyword(s):  
Geographic Location ◽  
Personal Characteristics ◽  
Private Life ◽  
The Internet ◽  
Internet Communication ◽  
Wide Range ◽  
Transmission Of Information ◽  
The Subject ◽  
Linguistic Aspect ◽  
E Mail

Internet communication and Internet discourse is the subject of study of many disciplines: sociology, psychology, management, rhetoric, journalism and some others. But the linguistic aspect of Being a universal means of mass and individual communication, Internet discourse enabled the instantaneous transmission of information regardless of distance and geographic location. A huge virtual area of the Internet offers the user a wide range of platforms: media, blogs, information sites, cinema, literature, wikis projects, shops and auctions, advertising, payment and search engines, e-mail, chats, forums, messengers, social networks, radio, television, information portals, etc. Internet communication is characterized by the following features: 1) polyphony; 2) Hypertext and interactive features of the Network; 3) anonymity and distantness. Internet discourse, like any other type of discourse, is characterized by a number of structural and lexical-grammatical features. A hashtag is a label for content. It helps others who are interested in a certain topic, quickly find content on that same topic. People use hashtags in their Instagram and Twitter posts but there is not enough knowledge about their real meaning and what they are used for. According to its structure, a hashtag can be a single word, an abbreviation, an invented combination of letters and numbers, or a phrase. If it is a phrase, there can be no spaces between words. All letters and numbers must run together without spaces in a hashtag. It is not possible to have punctuation or symbols in your hashtag (other than the # symbol at the beginning). Numbers are allowed, but it is necessary to have at least one letter with the numbers — hashtags cannot consist entirely of numbers. According to its meaning, a hashtag can be related to a great variety of topics: private life, personal characteristics, nature, holidays, events, activities, emotions, travelling and many others.

scholarly journals Semantic-pragmatic potential of reports of refusal of communication in the roman of E. Vodolazkin “Lavr”

2021 ◽  
Vol 32 (4) ◽  
pp. 295-304
Author(s):  
Olga V. Knorz ◽  
Keyword(s):  
Communicative Action ◽  
Literary Text ◽  
Speech Genres ◽  
Lexical Structure ◽  
Transmission Of Information ◽  
The World ◽  
Actual Speech ◽  
Speech Genre ◽  
Russian Linguistic ◽  
Linguistic Means

The semantic and pragmatic potential of statements of refusal to communicate allows shedding light on the peculiarities of the phenomenon of silence, identifying its varieties, the specifics of manifestation in the Russian linguistic picture of the world and analyzing the functionality as part of a literary text. The concept of “refusal to communicate” is a broader phenomenon than the actual speech genre of refusal, since refusal as such implies a negative reaction only to initial motivational responses, while refusal of communication can become both a reaction to any statement or not be reactive at all, that is, to be the initial remark in the dialogue. The peculiarity of statements with the semantics of silence is manifested in the fact that their illocutionary goal is the impossibility or unwillingness to continue communication and is achieved using various linguistic means, first of all, lexemes denoting the speaking process, as well as modal modifiers expressing the reason for such speech behavior. The differences between speech genres, which are based on rejection, lie in the very object of rejection, in what the speaker rejects. In the Russian linguistic picture of the world, silence is characterized by the fact that it is a communicative action, it consists not in the absence of speech, but in the transmission of information in a non-verbal way. In this case, it is called communicatively meaningful silence. The analysis of the lexical structure of E. Vodolazkin’s novel “Laure” made it possible to identify important fragments of the text associated with silence, to obtain information about the author’s worldview and his attitude to the phenomenon of silence.

Generalized Learning of Receptive and Expressive Action-Object Responses by Language-Delayed Preschoolers

1990 ◽  
Vol 55 (4) ◽  
pp. 665-678 ◽  
Author(s):  
Beth A. Mineo ◽  
Howard Goldstein
Keyword(s):  
Developmentally Delayed ◽  
Matrix Training ◽  
Lexical Knowledge ◽  
Baseline Design ◽  
Recombinative Generalization ◽  
Word Combination ◽  
Expressive Performance ◽  
Preschool Boys ◽  
Linguistic Aspect ◽  
Multiple Probe

This study examined the effectiveness of matrix-training procedures in teaching action + object utterances in both the receptive and expressive language modalities. The subjects were 4 developmentally delayed preschool boys who failed to produce spontaneous, functional two-word utterances. A multiple baseline design across responses with a multiple probe technique was employed. Subjects were taught 4–6 of 48 receptive and 48 expressive responses. Acquisition of a word combination rule was facilitated by the use of familiar lexical items, whereas subsequent acquisition of new lexical knowledge was enhanced by couching training in a previously trained word combination pattern. Although receptive knowledge was not sufficient for the demonstration of corresponding expressive performance for most of the children, only minimal expressive training was required to achieve this objective. For most matrix items, subjects responded receptively before they did so expressively. For 2 subjects, when complete receptive recombinative generalization had not been achieved, expressive training facilitated receptive responding. The results of this study elucidate benefits to training one linguistic aspect (lexical item, word combination pattern) at a time to maximize generalization in developmentally delayed preschoolers.

Faster Choice-Reaction Times to Positive than to Negative Facial Expressions

2003 ◽  
Vol 17 (3) ◽  
pp. 113-123 ◽  
Author(s):  
Jukka M. Leppänen ◽  
Mirja Tenhunen ◽  
Jari K. Hietanen
Keyword(s):  
Facial Expressions ◽  
Cognitive Processing ◽  
Response Selection ◽  
Reaction Times ◽  
Happy Face ◽  
Response Onset ◽  
Response Execution ◽  
Onset Response ◽  
Positive Stimuli ◽  
Choice Reaction Times

Abstract Several studies have shown faster choice-reaction times to positive than to negative facial expressions. The present study examined whether this effect is exclusively due to faster cognitive processing of positive stimuli (i.e., processes leading up to, and including, response selection), or whether it also involves faster motor execution of the selected response. In two experiments, response selection (onset of the lateralized readiness potential, LRP) and response execution (LRP onset-response onset) times for positive (happy) and negative (disgusted/angry) faces were examined. Shorter response selection times for positive than for negative faces were found in both experiments but there was no difference in response execution times. Together, these results suggest that the happy-face advantage occurs primarily at premotoric processing stages. Implications that the happy-face advantage may reflect an interaction between emotional and cognitive factors are discussed.

Comparable Modulation of the Late Positive Potential by Emotion Regulation in Younger and Older Adults

2010 ◽  
Vol 24 (3) ◽  
pp. 186-197 ◽  
Author(s):  
Sandra J. E. Langeslag ◽  
Jan W. Van Strien
Keyword(s):  
Emotion Regulation ◽  
Facial Expressions ◽  
Age Differences ◽  
Late Positive Potential ◽  
Self Report ◽  
Apparent Discrepancy ◽  
Positive Potential ◽  
Psychophysiological Responses ◽  
Psychophysiological Measures ◽  
Emotional Pictures

It has been suggested that emotion regulation improves with aging. Here, we investigated age differences in emotion regulation by studying modulation of the late positive potential (LPP) by emotion regulation instructions. The electroencephalogram of younger (18–26 years) and older (60–77 years) adults was recorded while they viewed neutral, unpleasant, and pleasant pictures and while they were instructed to increase or decrease the feelings that the emotional pictures elicited. The LPP was enhanced when participants were instructed to increase their emotions. No age differences were observed in this emotion regulation effect, suggesting that emotion regulation abilities are unaffected by aging. This contradicts studies that measured emotion regulation by self-report, yet accords with studies that measured emotion regulation by means of facial expressions or psychophysiological responses. More research is needed to resolve the apparent discrepancy between subjective self-report and objective psychophysiological measures.

Wiser Reasoning and Less Disgust Have the Potential to Better Achieve Suicide Prevention

Crisis ◽  
2020 ◽  
pp. 1-8
Author(s):  
Chao S. Hu ◽  
Jiajia Ji ◽  
Jinhao Huang ◽  
Zhe Feng ◽  
Dong Xie ◽  
...  
Keyword(s):  
High School ◽  
Suicide Prevention ◽  
Cause Of Death ◽  
Facial Expressions ◽  
Emotional Reaction ◽  
Suicide Method ◽  
University Teachers ◽  
Advice Giving ◽  
Prevention Techniques

Abstract. Background: High school and university teachers need to advise students against attempting suicide, the second leading cause of death among 15–29-year-olds. Aims: To investigate the role of reasoning and emotion in advising against suicide. Method: We conducted a study with 130 students at a university that specializes in teachers' education. Participants sat in front of a camera, videotaping their advising against suicide. Three raters scored their transcribed advice on "wise reasoning" (i.e., expert forms of reasoning: considering a variety of conditions, awareness of the limitation of one's knowledge, taking others' perspectives). Four registered psychologists experienced in suicide prevention techniques rated the transcripts on the potential for suicide prevention. Finally, using the software Facereader 7.1, we analyzed participants' micro-facial expressions during advice-giving. Results: Wiser reasoning and less disgust predicted higher potential for suicide prevention. Moreover, higher potential for suicide prevention was associated with more surprise. Limitations: The actual efficacy of suicide prevention was not assessed. Conclusion: Wise reasoning and counter-stereotypic ideas that trigger surprise probably contribute to the potential for suicide prevention. This advising paradigm may help train teachers in advising students against suicide, measuring wise reasoning, and monitoring a harmful emotional reaction, that is, disgust.

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