THE CONCEPTUAL FIELD „GLÜCK“ IN THE GERMAN LANGUAGE DISCOURSE

The present paper pays a special attention to such terms as “concept” and “conceptual field”, which play an extremely important role in understanding the processes of conceptualization of the reality in human cognition. The interpretation of the conceptual field as a fixed grouping of typologically and semantically homogeneous and hierarchically arranged concepts is substantiated in the study. The principles of modeling the conceptual field “Glück” in the German language discourse are considered. The means of verbalization of the concept “Glück”, namely a set of nominal lexemes for designating positive emotions (the lexeme “Glück” and its synonyms registered in the texts: Glück, Freude, Geschick, Heil, Hochgefühl, Schwein, Segen, Wonne) are under investigation. Based on the analysis of collocations of positively marked emotive nouns with verbs that cover certain areas in the conceptual field under study, the structure of the conceptual field “Glück” in the German language discourse is modeled. The conceptual areas constituting the core, the near and the far periphery are outlined. The degree of connection between different conceptual areas is determined and the areas exhibiting strong, medium or weak connection are found. Correlations between the conceptual areas have been established, each of which, forming figures of various configurations, is considered as a single conceptual complex. The use of methods of structural linguistics in the study of conceptual processes made it possible to obtain relevant objective data on the actualization of the emotional concept “Glück” in the German fiction of the 20th century. In summary, the author’s interpretation of the term “conceptual field” is suggested, which is defined as a set of conceptual spheres (areas) connected by systemic, interrelated and complementary relations, which is represented by the lexical field units (words) and within which units of the lexical level function and realize their meanings. The structure of the conceptual field “Glück” has been determined. The following conceptual areas constitute the core: “verbs of movement and displacement”, “verbs designating occurrence or appearance” and “verbs of spatial localization”. The near periphery is formed by: “action verbs”, “relational semantics verbs”, “stative, processual verbs”, “verbs of being”, and “verbs of mental and social actions of the subject.” The far periphery includes the following conceptual areas: “verbs of sounding and onomatopoeia”, “characterization verbs”, and “modal verbs”. Key words: concept, verbalizers, correlation analysis, conceptual field, conceptual area, core, periphery.

Anschauung, Anschauen (Intuition)

Since Plato’s metaphor of the light of knowledge used in the “Allegory of the Cave” from his dialogue Politeia, the concepts of Anschauen or Anschauung (intuition) and their corresponding lexical field, including the terms light, sun, and eye, represent key notions and much-debated issues in philosophical thinking. In his literary, scientific, and philosophical writings, Goethe does not articulate a systematic and explicit theory of these concepts; on the contrary, most of his remarks on the topic of “intuition” are aphoristic or tacitly integrated into his poetic and scientific works. One of his main contributions to the philosophical debates surrounding Anschauen and Anschauung is that he developed and integrated into his works different modes of a specifically creative and productive—as opposed to a merely receptive and sensory—form of Anschauen. This productive form of Anschauen, for which he also uses the terms “Phantasie” (phantasy), “Einbildungskraft” (imagination), “exakte sinnliche Phantasie” (exact sensory phantasy or imagination) or “anschauende Urteilskraft” (intuitive power of judgment) in various contexts, can serve as both a creative faculty in his poetry and a precise scientific or philosophical instrument of cognition. Within the context of the philosophical tradition, and apart from the heritage of Plato and Platonism, Goethe’s notion of Anschauen can be understood, on the one hand, in the context of classical German philosophy and its debates on “anschauender Verstand” (intuitive understanding) and “intellektuelle” or “intellektuale Anschauung” (intellectual intuition). On the other hand, it is also phenomenologically grounded and anticipates the main insights of Edmund Husserl (1859–1938) and the phenomenological movement in the 20th century, one of the most important of which is the so-called phenomenological Wesensschau (eidetic intuition).

Interlinguality in historical conceptography

The article deals with theoretical and methodological questions raised by the idea of a multilingually oriented lexicography of discourse. The fact that words often cannot be translated exactly, but are to be seen in different lexical field contexts in each individual language will be treated as well as the phenomenon of interlingual influence (especially in cases of active multilingualism shown by single discourse actors). After some introductory remarks and general observations, a proposal will be developed (based on a historical example: the discourse of European Romanticism) as to how a discourse lexicography that crosses language borders could be structured.

ЛЕКСИЧЕСКОЕ ПОЛЕ НАЦИОНАЛЬНЫХ ИГР (THE LEXICAL FIELD OF THE NATIONAL GAMES )

Данная статья посвящена изучению названий национальных игр немцев, калмыков и британцев с точки зрения лингвистики и культуры. Название игры определяет ее теоретическое и практическое значение. Доказано, что игра исполняет в обществе одну из важнейших ролей, формирует человека на всех этапах его развития. Определено место игр и их названий в развитии лингвокультурологического подхода к языковому изучению. На базе анализа названий национальных немецких, калмыцких и английских игр, а также выявления их характерных черт определяется особый статус игры как особого культурного явления – феномена. Работы в этом направлении изучаемых языков широко не проводились. Изучение данной темы позволяет раскрыть механизмы того, как язык воплощается в культуре, как в языке отражаются и закрепляются обычаи, традиции, образ жизни людей. Эта информация дает возможность более детально изучить особенности менталитета носителей. Анализ лексики по тематическому принципу позволяет производить дальнейшее семантическое построение, в том числе и на основе текстовых данных. Сочетание лингвистических данных и информации из других форм культуры в рамках одной статьи позволяет рассмотреть культурно-языковые параллели.

The Role Of Literature As Vocabulary Teaching Instrument Of A Foreign Language In Middle School

Nowadays, most of the time teaching and learning a foreign language is limited to mastering some grammar rules. Both teachers and students prefer this approach to a foreign language because it involves only the application of "rules", of pre-established "schemes" without the need for creativity and skill in communication. Vocabulary intensifies our ability to function in a complex world, helping us to express ourselves clearly and concisely. Without assimilating enough vocabulary, students cannot have relevant communication, cannot express their ideas and cannot understand each other. On the other way, literature unites the past with the present and makes us aware of our value. It not only provides information but also provides a closer look at things. It reflects the state of a society, its values, strengths and weaknesses. literature is an authentic material that exposes the student to everyday vocabulary. The reader comes into contact with the thoughts, feelings and traditions of the characters being thus exposed to a varied lexical field. Literature is a useful tool in the learning process and due to the impact it has on the reader. The aim of this brief study is to investigate the efficiency of using literary works in teaching vocabulary. There was a number of 72 5th and 6th graders that participated in the research, from a midlle school within Arad county. The preliminary results, after the intervention, show that pupils from the experimental group became more passionate about reading, have become more creative and have enriched their cultural baggage.

Child as an object of affectionate attitude in the russian linguistic view of the world

This article presents the composition and structure of the associative-semantic field Child and the structure of the image (concept) of the same name in the Russian linguistic view of the world. According to the results of the conducted research and other scientific works related to the study of this object we describe the basic lexical-semantic groupings within ASP, which are called the most important meanings that characterize child with age, size, gender, physical, physiological, psychological, cognitive, behavioral and active characteristics in terms of education, in his social relations. These meanings determine the structure not only of this lexical field, but also the structure of the mental formation of the same name. First proposed and justified the selection as a separate aspect of the structure of ASP and the structure of the concept of the dimension of the attribute child emotional object (sweet, tender, love) relationship. The emphasis on this aspect is justified by the fact that the system of the Russian language has a significant number of units of lexical, morphemic, word-formation levels that regularly convey this meaning. Along with the use of these means in the direct meaning for the characteristics of the child, they are used as genre-forming means in various speech situations, including metaphorically, in order actualizing the affectionate attitude towards adult speech participants. For the article, we also wrote about (diminutives) containing suffixes of subjective evaluation, as defined by many authors, its role in our work and how to make nouns with diminutive or affectionate suffixes that indicate a small size, a small age of the child and at the same time an affectionate, loving attitude.

REPRESENTATION OF THE CONCEPT OF WAR IN ENGLISH LANGUAGE CULTURE

The features of verbalization and structuring of the concept war on the material of the artistic discourse in English language culture are revealed in the article. It is found out how the conceptualization has led to its development. At the beginning of the 20th century, international relations have dramatically changed in the world. There is a risk that people of different worldviews may interpret certain military notions (in particular the linguocultural concept WAR) otherwise. The solution of this complex problem of ambiguity must be sought in the etymology of the linguocultural concept WAR and its lexical field. The concept of WAR is vividly expressed in the English-language picture of the world, and its expression has a deep national and cultural specificity. Subject-image, conceptual and value components can be distinguished in the structure of this concept. The semantic field of the WAR concept consists of the kernel (the "State of Armed Conflict" microfield) and the semantic periphery objectified by the "Situation of Antagonism" and "Art of War" microfields. The main lexical verbalizers of the WAR concept were also identified. These include the war token itself, as well as the corresponding synonymous tokens and lexical associations. A new understanding of the concept of WAR is observed within the English-language artistic and journalistic discourses, which is realized in the system of conceptual metaphors. The concept war in the artistic discourse of participants is a multidimensional mental formation, very complex, encompassing radically opposite meanings. It is clear that the sense of the concept includes components that are associated with death, agitation, pain, horror, depression and more. At the same time the structure of the concept includes extremely positive meanings that can be verbalized in such words as life, love, honesty, help, heroism. For each war, it carries something personal, but always war is when the heart aches.

TEACHERS’ OPINIONS ON THE CONCEPT OF REPRESENTATION AND PREDICTORS FAVOURABLE TO THE CREATION OF REPRESENTATIONS IN PUPILS

International research in the field of education focuses on the approach and use of mental knowledge-related mechanisms. In the educational research in Romania, we see the absence of studies focused on revision, analysis, and summary of the literature on the concept of representation and a shortage of studies tackling issues concerning creation of quality representations in primary school pupils. The aim of the study is to analyse teachers’ opinions on nine different themes of interest in the lexical field of representation, explored throughout three standard interviews. The interviewees are teaching staff, a professor and two pre-university teachers. The data collected are presented in tables and analysed by manual codification. The results are significant in relation to the theoretical substantiation. The main conclusion of the study is: representations constitute a premise for the optimal functioning of the intellect. Some predictors favourable to creation of quality representations in pupils are t he use of previous cognitive experiences, the accessibility and monitoring of learning as well as the quality of educational aids. By using suitable didactic resources, which reproduce the reality in a simplified manner or bring about elaborated abstractions, the teacher facilitates learning.

Perspectives on Language Instruction

This chapter provides a concise view of classic and newer learning theories such as statistical/incidental learning, chunk-based language learning, and semantic/lexical field theory as they pertain to deaf and hard-of-hearing children. It investigates the problems children will face when they have not mastered a first language prior to school entry and what the teacher needs to do to address this. It describes such options as metalinguistic instruction and learning content without having first mastered the language of the textbook. It provides in detail what teachers need to know and be able to do across the multiple pathways to language learning, and defines the components of language (phonology, morphology, syntax, semantics, pragmatics). Finally, a chapter summary and several discussion questions are provided.