Analysis of Conceptual Metaphors in Deutschewelle Newspaper based on the Perspective of Linguistic Relativity

Generally, metaphor is a language style that is often used as a form of creativity in communicating. However, the wider scope of the use of metaphors has led to interference from other aspects, one of which is the cultural aspect. Cultural aspect is considered to play an important role in shaping the way each individual perceives something. To prove this perspective, this study aims to identify whether the use of metaphors can be influenced by culture, when compared to the perspective of linguistic relativity. The object of this research was discourse text in Deutchewelle newspapers in Indonesian and German. The 5-Step Metaphor Analysis Method was used in this research. From the results of the meaning analysis that has been done, it shows that there is a conceptual metaphor use which is influenced by cultural aspect. This means that the use of metaphors based on the perspective of linguistic realativity is acceptable.

COLOR NOMENCLATURES IN BALINESE LANGUAGE WITHIN LINGUISTIC ANTHROPOLOGICAL PERSPECTIVE

<p class="p2">Balinese language has some unique color nomenclatures. How those colors are categorized into different nomenclatures becomes the first concern of this study. Then, why those nomenclatures are linguistically unique and exist culturally in different ways is the second question. NSM (Natural Semantic Metalanguage) is used both in theory and method. Since some Balinese terms are inexplicable through semantic primes of the NSM, linguistic relativity theory is used to dig descriptive meanings and concepts of those color nomenclatures in Balinese cultural linguistic realm. The study finds that there are four color nomenclatures in Balinese language, and those nomenclatures are different mainly because of religious and historical backgrounds.<span class="Apple-converted-space"> </span></p>

Conciencia lingüística y cultural a través del léxico y la imagen: diccionario audiovisual bilingüe y bicultural FR-ES

La educación bilingüe desde etapas tempranas (Candelier & Castelotti, 2013) ha tenido un amplio desarrollo en Europa en los últimos 30 años, lo que ha desembocado en la definición y estudio de la competencia plurilingüe y pluricultural, en el desarrollo de la didáctica del plurilingüismo y de un complejo polo de conceptos en relación con la competencia cultural (intercultural, metacultural, transcultural...). En este marco, nos proponemos diseñar un diccionario visual bilingüe y bicultural francés-español que permita visualizar las diferencias conceptuales y culturales entre las lenguas y culturas francesa y española. En el uso de imágenes, preferiremos el uso de fotos, específicas y diferenciadas para las palabras de cada lengua de modo que se pueda desarrollar la conciencia de la relatividad lingüística (éveil aux langues) y de la relatividad cultural (éveil aux cultures). Gracias a un formato digital, se añadirá una versión sonora, de modo que se creará un diccionario audiovisual bicultural francés-español (BICAV bicultural FRES). Bilingual education from early stages (Candelier & Castelotti, 2013) has been developed in Europe over the last 30 years, which has led to the definition and study of multilingual and multicultural competence, the development of multilingualism didactics and complex concepts related to cultural competence (intercultural, metacultural, transcultural...). Within this framework, we propose to design a bilingual and bicultural French-Spanish visual dictionary that allows us to visualise the conceptual and cultural differences between the French and Spanish languages and cultures. Images, and specially pictures, for each word in each language, will develop awareness of linguistic relativity (éveil aux langues) and cultural relativity (éveil aux cultures). A sound version will be added thanks to a digital format in order to create a French-Spanish BILingual and BICultural AudioVisual dictionary (BILBICAV FRES). L'éducation bilingue dès les premières étapes (Candelier & Castelotti, 2013) a connu un développement important en Europe au cours des 30 dernières années, qui a conduit à la définition et à l'étude de la compétence plurilingue et pluriculturelle, au développement de la didactique du plurilinguisme et de concepts complexes en relation avec la compétence culturelle (interculturelle, métaculturelle, transculturelle...). Dans ce cadre, nous proposons de concevoir un dictionnaire visuel bilingue et biculturel français-espagnol qui permette de visualiser les différences conceptuelles et culturelles entre les langues et cultures française et espagnole. Dans l'utilisation des images, nous préférerons l'utilisation de photos, spécifiques et différenciées pour les mots de chaque langue afin de développer la conscience de la relativité linguistique (éveil aux langues) et de la relativité culturelle (éveil aux cultures). Grâce à un format numérique, une version sonore sera ajoutée, de sorte qu’un dictionnaire audiovisuel biculturel français-espagnol (BICAV bicultural FRES) sera créé.

The Cambridge Handbook of the Philosophy of Language

The philosophy of language is central to the concerns of those working across semantics, pragmatics and cognition, as well as the philosophy of mind and ideas. Bringing together an international team of leading scholars, this handbook provides a comprehensive guide to contemporary investigations into the relationship between language, philosophy, and linguistics. Chapters are grouped into thematic areas and cover a wide range of topics, from key philosophical notions, such as meaning, truth, reference, names and propositions, to characteristics of the most recent research in the field, including logicality of language, vagueness in natural language, value judgments, slurs, deception, proximization in discourse, argumentation theory and linguistic relativity. It also includes chapters that explore selected linguistic theories and their philosophical implications, providing a much-needed interdisciplinary perspective. Showcasing the cutting-edge in research in the field, this book is essential reading for philosophers interested in language and linguistics, and linguists interested in philosophical analyses.

Linguistic Relativity and the Question of Language-Specific Ontology: An Exploration of the Ontological Commitments of the Basque Language

<p>This essay explores the relationship holding between language, cognition and space by examining the notion of “ontological commitments” and focusing on Basque as the exemplar. In recent years discussions of linguistic relativity have brought to the fore the question of language-specific ontology. This topic has been addressed by Lucy (1996; 2000), and Levinson (1996), and even earlier by Whorf in the 1940s (Whorf 1995) as well as more indirectly by language typologists such as Senft (2000) and other researchers (Barton and Frank 2001; Nisbett 2003; Nisbett et al. 2001; Watson 1990). The chapter begins by introducing the key role played by “ontological commitments” in language, using Basque as the data source and, more concretely, by means of a fine-grained analysis of two Basque morphemes -en and -ki along with the schemas associated with them. Once the morphological complexity of each of the Basque examples is established, I attempt to describe the conceptual structure inherent to each classifier, following the lead of Tuggy (2003), Inglis (2003) and Palmer (2003). Methodologically, I draw on Langacker’s (2004) remarks on type, instance and nominal grounding, as well as those of Hudson (2004) and Dryer (2004) in reference to the cross-linguistic applicability of the terms “nominal grounding” and “noun phrases”. Overall, I argue for the following position: there is an aspect of spatial representation that relates directly to the differences in these ontological commitments and is conditioned by them. Finally, I propose that cognitive linguistics can profit by broadening its focus and becoming more aware of the cross-linguistic and cross-cultural research being conducted on ontological commitments.</p>

Separated by a common language: How Breitbart and The New York Times produce different meanings from common words

We build on the work by Peled and Bonotti to illuminate the impact of linguistic relativity on democratic debate. Peled and Bonotti’s focus is on multilingual societies, and their worry is that ‘unconscious epistemic effects’ can undermine political reasoning between interlocutors who do not share the same native tongue. Our article makes two contributions. First, we argue that Peled and Bonotti’s concerns about linguistic relativity are just as relevant to monolingual discourse. We use machine learning to provide novel evidence of the linguistic discrepancies between two ideologically distant groups that speak the same language: readers of Breitbart and of The New York Times. We suggest that intralinguistic relativity can be at least as harmful to successful public deliberation and political negotiation as interlinguistic relativity. Second, we endorse the building of metalinguistic awareness to address problematic kinds of linguistic relativity and argue that the method of discourse analysis we use in this article is a good way to build that awareness.

Languages Spoken and its Influence to the Lexicons and Language Perspectives of ESL Students

The linguistic relativity of Sapir-Whorf hypothesis posits how language influences a person’s view of the world. This is where this study is entrenched and attempted to investigate the extent of influence of English language on the vocabulary of the selected English Education major students from a state university in Mindanao, Philippines. Employing survey for their profile, picture-lexicalization, and focus group discussion, data disclosed that roughly 70% perceived themselves to be very proficient in their native language; proficient in Filipino, which is the country's official national language and somewhat proficient in English language. Despite these perceptions of their proficiency in the languages they speak, picture-lexicalization method yielded practically 80% of the respondents use the English language compared to their native and Filipino languages. The participants disclosed that familiarity with the language played a major part in their picture-lexicalization. Finally, the FGD further revealed the respondents’ view that their native language is a reflection of their identity. The Filipino language makes them “real” Filipino or their national identity, while English language is a language of prestige and education that they can use to communicate with other nationalities.