Linguistic Literature Research Articles

Focus affinity in Spanish. An experimental study

The notion focus affinity refers to the likelihood that a grammatical role (e.g., subject, object) is the narrow focus of a sentence. There is evidence that such differences exist at the level of distributional data. For example, subjects are less often focal and more often topical as compared to direct objects. However, it is not obvious whether focus affinity is genuinely related to grammatical roles. Focus affinity could be an epiphenomenon of various other linguistic and pragmatic processes or their interactions (e.g., direct objects are more often indefinite, less often animate, more often new than subjects). In our controlled experimental study, we investigate the focus affinity of three adjunct types (instruments, locatives, depictive secondary predicates) in Spanish and provide evidence that these grammatical roles indeed differ with respect to focus affinity. Depictives show the highest degree of focus affinity, followed by instruments and finally locatives. These effects are robust and stable even if we account for a number of possible alternative explanations. Thus, we suggest that focus affinity is a property sufficiently closely associated with grammatical roles to justify more attention both in theoretical linguistic and psycholinguistic literature.

Interpretations based on delayed-domain (dis)appearance in printed advertising

AbstractIn the Cognitive Linguistics literature, the way viewers understand printed ads whose interpretation is based on metaphors and/or metonymies is conditioned by the principle whereby the source and target domains are called upon by the linguistic expression at roughly the same time (cf.Gibbs, 2006).Nonetheless,Herrero-Ruiz (2019)has shown how certain contextual effects are generated when one of the metaphoric/metonymic domains appears at a later stage in the interpretation process (directvs.delayed domain appearance). In this paper, we shall describe various analytical patterns grounded in this new perspective as well as the specific interpretive routes that they imply. In doing so, we offer an alternative to the existing approaches that try to account for the possible interpretations printed ads based on metaphors and/or metonymies may elicit.

METHODS OF DEVELOPMENT OF COMMUNICATIVE AND LINGUISTIC COMPETENCIES IN THE FORMATION OF LINGUISTIC PERSONA OF A PHILOLOGIST

The state and development of modern civilization require native speakers to have a perfect command of the basics of linguistic units of various structural levels, as well as all the means of language and the features of their implementation in the process of communication. Based on the analysis of scientific literature, the tasks of the study were to find out the concept of «communicative competence», to outline its impact on the training of future teachers of language and literature, to determine the state of the problem under study. The methodological basis of the research is the theoretical foundations of higher education reform. In scientific research, various methods of pedagogical research are used: a meaningful analysis of scientific and theoretical concepts; the study of works on current problems of education; analysis, synthesis and generalization of psychological, pedagogical, linguistic and methodological literature; observations, generalization of advanced pedagogical experience to study the state of development of the problem of forming the communicative competence of philologists.

A critical look at partial acceptability in English and Polish

This paper is primarily concerned with the role of partial acceptability (and its ‘flavors’) in English linguistic examples taken from the field of generative grammar. Partially acceptable judgments as a subset of acceptability judgments form a heterogeneous group that plays a significant role in linguistic research and yet the extent to which partial acceptability is employed in the linguistic literature has not been studied extensively. The first part of the paper discusses a number of relevant issues related to the use of partial acceptability, such as problems with the conceptualization of gradience or excessive creativity with regard to levels of acceptability present in generative papers. The second part of the paper reports on a meta-linguistic study of partial acceptability in a pre-selected corpus of generative papers on English, with the focus on the types of partial acceptability and their function. Lastly, the English results are compared with the results of a previously conducted similar study of partial acceptability in Polish.

İSLAM EDEBİYATI KAVRAMI VE YAPISI

Since the concept of Islamic Literature was introduced at the Kalenho Meeting in India in 1981 and the Islamic Literature Dialogue Conference at the Islamic University of Medina in 1982, it has sparked opposition and questioning, even among university staff and some colleagues. Faculty members at the aforementioned university were taken aback by the term and saw it as an alternative to Arabic Literature or as an aggression against it. Islamic Literature; It is neither Linguistic Literature, National Literature, Folk Literature, nor is it purely Islamic like the Qur'an, revelation, hijra or others, nor is it an ideological literature considering that ideology is a complete positive system, nor is it the literature of a certain time, a certain sect. All of these qualities fall under the term Islamic Literature.

Experimental research of motivational and reflexive components of students’ reading culture

The purpose is to analyze the state of studying the problem of students' reading culture development using psychological, philological, pedagogical, sociocultural, and communicative approaches and to present the results of diagnostics of the real state of its structural components. Interdisciplinary analysis of psychological, pedagogical, methodical, culturological, and linguistic literature, study of normative documents of the Ministry of Education and Science of the Republic of Kazakhstan, conceptual and terminological analysis of basic definitions of the research, system analysis, pedagogical observation, pedagogical experiment, and student questionnaires. The authors defined structural components of students’ reading culture. The motivation and reflexive activity were defined as the components of the students' reading culture. To determine the expressiveness of these qualities, we used methodology of determining the level of reflexivity, as well as diagnostics of the motivational structure of personality. The 1st and 3rd year students specializing in Pedagogy and Psychology (5B010300) at the Abai Kazakh National Pedagogical University (Almaty city) took part in the experiment. The results of the experiment showed that the motivation for reading literature among students is below average. The levels of reflexivity for activities are high. The conducted content analysis of the category of reading culture substantiated its essence.

Summaries of Papers in This Issue

Summaries of Papers in This Issue

BRILLIANT, SUNNY AND BRIGHT: GENERALISED IINVARIANCE THROUGH ETYMOLOGY

The relevance of image schemas in metaphoric extension has been long highlighted in Cognitive Linguistics literature. The image-schematic makeup of a metaphoric source is preserved in the target, in a way consistent with the structure of the latter (Lakoff, 1993). More recently, Sullivan (2013) has raised a similar case for semantic frames, in a constructional framework. Metaphoric mappings are licensed only if the semantic frame of the source is compatible with the conceptual metaphor profiled by the target. The present work integrates Sullivan and Lakoff’s approach to invariance, on the basis of the following hypothesis: the compatibility between a semantic frame evoked by a lexical construction and a conceptual metaphor is susceptible to an imageschematic blueprint, already present in the etymologically prior meaning of the construction. Thus, invariance is hypothesised to hold across categorisation levels of different schematicity, but also across time. The case study re-takes the analysis of the adjectival terms brilliant, sunny and bright, under the generalised invariance hypothesis. The metaphorical potential of a term is shown to be at the same time constrained as well as motivated by this strong version of invariance.

Pragmatic patterns in Bram Stoker’s Dracula

Abstract In an influential book on literary linguistics, first published in 1981 and revised in 2007, Geoffrey Leech and his colleague Mick Short discuss linguistic methods of analysing long texts of prose fiction. This article develops their arguments in two ways: (1) by relating them to classic puzzles in the philosophy of science; and (2) by illustrating them with a computer-assisted study of Bram Stoker’s 1897 novel Dracula. This case study shows that software can identify a linguistic feature of the novel which is central to its major themes, but which is unlikely to be consciously noticed by human readers. Quantitative data on the novel show that it contains a large number of negatives. Their function is often to deny something which would normally be expected, and therefore to express the protagonists’ distrust of their own senses in the extraordinary world in which they find themselves.

LITERATURE REVIEW STUDY OF THE RELATIONSHIP BETWEEN LEADERSHIP STYLE, LEADERSHIP BEHAVIOUR, AND LEADERSHIP TRAITS

Purpose: This paper attempts to interpret and discuss leadership and the three contradicted terms to reveal the misuse of those three terms with leadership.
 Methodology: The study uses a systematic method to review the previous literature related to the leadership domain and the three contradicted terms related to leadership. These are leadership style, leadership behaviour, and leadership traits. In addition, this study provides the definitions of the three contradicted terms from a linguistic and management literature perspective.
 Main Findings: The study proposed a definition of each of the three contradicted terms. Additionally, the study suggested a conceptual framework that combined how the three contradicted terms can be related. The findings will contribute to the expansion of theoretical knowledge in the field of leadership.
 Applications of this study: This paper indicates that the review of the literature regarding what differentiates the three contradicted terms is an important aspect to deeply understand leadership concepts. The definition of each of the three contradicted terms will expand the understanding of junior leadership researchers and university students.
 The study's originality: This study will reveal the ambiguity and misinterpretation in the literature regarding the three contradicted terms of leadership. Moreover, it will present the definition of each of the three terms; leadership style, leadership behaviour, and leadership traits. Furthermore, the proposed conceptual framework will contribute to the expansion of theoretical knowledge in the leadership domain.

Meaning of Word ‘Content’ in Linguistic Consciousness of Young People

The article is devoted to the semantic-cognitive analysis of the meaning of the word ‘content’. The scientific novelty of the work is seen in the fact that in the linguistic literature there are no studies in which a semantic-cognitive description of the meaning of the word ‘content’ is presented. The results of a comparative analysis of the formal-logical and psycholinguistic study of the semantics of the word ‘content’ are presented. In the course of the study, a discrepancy was found between the lexicographic description and the psychological representation of concepts associated with discrepancies between the data of explanatory dictionaries and the conclusions made on the associative material. It was found that the systemic meaning of the word content, containing a minimum of features recorded in dictionaries in accordance with the principles of reductionism, is reduced to the content of messages and information. The experiment showed that in the mental representation of young people, content is perceived as unconfirmed interesting information on the Internet using visuality, written in simple language and designed to consume ⅓ of the active time of the day among modern youth.

Лингвоспецифичность единиц, выступающих в функции показателей интенсивности

The paper scans the linguistic literature on word formation models for strengthening, intensifying, and emphasizing. It presents a number of new models, plus a description of some language-specific words as intensity markers in a variety of languages

LINGUOCULTURAL, SEMANTIC AND PRAGMATIC FEATURES OF THE CONCEPT “GUNOH” IN TERMS OF ENGLISH AND UZBEK LANGUAGES

At the present time observing various types of concepts is very cruial and essential in linguistics. Figurative component of concept “Sin” correlates with perceptive and cognitive parts of human being. Perception represents linguistic embodiment of examined phenomenon. It embraces visual, auricular, tactile, tasteful perceived characteristics of thing, in a broad sense, which relevant signs of practical knowledge that reflected in our memory. And the last component of cultural concept is linguistic fixation of ones that embodies its denotation, description, definition, indicative structure, etc. In linguistic literature there are two approaches to study national – cultural specific features of phraseology: comparative and introspective.

Validating young learners’ plurilingual repertoires as legitimate linguistic and cultural resources in the EFL classroom

Abstract In the last decades, the applied linguistics literature has increasingly called for more classroom-based research focusing on language teaching approaches that embrace students’ plurilingual repertoires as valuable linguistic and cultural resources for learning and affirm learners’ plurilingual identities as legitimate and appropriate in the classroom context. This paper discusses research findings of an empirical investigation that responded to this call. The study examined the impact of the use of plurilingual tasks in the English as foreign language (EFL) classroom on language learning processes and learners’ identity construction. Five case studies were conducted in four primary schools and one secondary school in Germany. Research data were collected from multiple sources such as field notes, video recording of school lessons, in-depth interviews with teachers, teachers’ reflective journals, anonymous questionnaires, and focus group interviews with learners. The research findings have shown that the use of plurilingual tasks in the EFL classroom created enhanced opportunities for the learners (a) to share aspects of their identities that were previously ignored in the school context (b) to use their diverse language abilities as resources in the language learning process and (c) to be actively involved in explicit reflective thinking about language and culture.

Usage-Based Contact Linguistics: Effects of Frequency and Similarity in Language Contact

Abstract The influence of usage frequency, and particularly of linguistic similarity on human linguistic behavior and linguistic change in situations of language contact are well documented in contact linguistics literature. However, a theoretical framework capable of unifying the various explanations, which are usually couched in either structuralist, sociolinguistic, or psycholinguistic parlance, is still lacking. In this introductory article we argue that a usage-based approach to language organization and linguistic behavior suits this purpose well and that the study of language contact phenomena will benefit from the adoption of this theoretical perspective. The article sketches an outline of usage-based linguistics, proposes ways to analyze language contact phenomena in this framework, and summarizes the major findings of the individual contributions to the special issue, which not only demonstrate that contact phenomena are usefully studied from the usage-based perspective, but document that taking a usage-based approach reveals new aspects of old phenomena.

The Role of Value-Semantic Oppositions in Revealing the Deep Literary and Psychological Characteristics of the Narrator’s Image in “Poor Liza” by N.M. Karamzin

Value-semantic oppositions in the novel by N.M. Karamzin, seen as meaningful text dominants in situations of "existential fullness", are discussed in the article from the point of view of an interdisciplinary approach of literary criticism, text theory, psychology and linguistics. The article describes the process of literary and psychological meaning generation, coupled with the narrator’s inherent properties, as well as implicit literary and psychological textual relationships with inherent properties, it also singles out the contextual ways of these characteristics, reflecting motives, attitudes, generalized worldview judgments (generalizations). The author shows the dialog nature of the narrator’s literary and psychological attitude to the realities denoted by various parts of the opposition in the situation of “existential fullness”. The role of lexical markers corresponding to the depicted integral emotional state of the narrator in the privision of active reader's attention and attracting him to the deep literary and psychological characteristics is revealed.

A New Look at Noam Chomsky’s Theory of Grammatical Voice

The purpose of this article is to argue that there are serious flaws with Noam Chomsky’s theory of grammatical voice which has become the general consensus in modern linguistics. Our arguments are based on evidence taken from the language spoken by themajority members of the Nacirema tribe in North America and differs substantially from English as depicted in the linguistic literature. The passive sentence itself has two different meanings, only one of which is the same as in the active sentence. Indefinite agents are not deleted in passive constructions. There are active sentences which have two distinct corresponding passive sentences all three of which have the very same meaning and form of the verb. In order for passive morphology to alter the grammatical status of the active’s subject and object, it must be added to the active form of the verb, since without the active form of the verb there are no subjects and objects whose grammatical status can be altered.

Using Character Strengths to Address English Writing Anxiety

Positive psychology has been introduced to the applied linguistics literature with the broad goal of improving the experience of language learners and teachers through a variety of interventions (MacIntyre & Mercer, 2014; Gabryś-Barker & Gałajda, 2016). “The aim of positive psychology is to catalyze a change in psychology from preoccupation only with repairing the worst things in life to also building the best qualities in life” (Seligman &Csikszentmihalyi, 2000, p. 5). One significant contribution of this young field has been a series of empirically-tested positive psychology interventions (PPIs) that have been shown to increase positive emotion, reduce distress, and/or improve well-being (Seligman, Steen, Park, & Peterson, 2005; Sin & Lyubormirsky, 2009). In the present research, we examine one application of a PPI involving a focus on using character strengths as a way to address language anxiety. Through a case study analysis, we demonstrate the ways that this intervention was beneficial for the student.

PROCEDURAL BLOCK LINKS MODELLING FOR TEACHING ACADEMIC DISCIPLINES

Abstract. Introduction. Currently, the role of pedagogical modelling is getting more essential concerningthe need to master more information within the same educational time-limit and master it not only for thereproductive use of knowledge, but also for productive activity. To have the effective teaching process, it isnecessary to model the links of the procedural block of teaching. Purpose is modelling the links of theprocedural block of the process of teaching academic disciplines and, in particular, the education course“History of Language Teaching” for the students of humanitarian faculties on the basis of the methodologicalregularities of pedagogical modelling which were presented by the author in the previous works. Methods:study and analysis of psychological, didactic, linguistic and methodological literature on the topic, as well asthe method of modelling the teaching process of any education discipline and the method of conducting formativeand mass experiments with further mathematical processing of the results. Results. The results of the studyhave shown that: the methods of acquiring knowledge at the receptive stage are: explanation of theoreticalmaterial by the teacher, its noting by students, its reading from the textbook during out-of-class time; methodsof developing receptive skills are: comparison of a new material with the material learned earlier; selection ofthe correct answer from the given variants; methods of developing reproductive skills at the reproductivestage are: answers to questions about the content of the information which was heard and read; its retellingbased on these questions; short written and oral presentations; the methods of developing productive skills atthe productive stage are: discussion of the material under study, its interpretation and presentation by comparingit with the previously learned one; the methods of developing reflective-and-creative skills at the reflective-andcreativestage are: writing a report on the topic under study and its presentation to the group; developing projectsfor the implementation of the acquired knowledge; conducting practical training based on the content understudy. In accordance with the developed methods, the definite teaching aids have been offered. Conclusion.According to the results of the formative experiment, the majority of students demonstrated 80-percent proficiencyof the material under study; according to the results of the mass education, the students demonstrated 70-percentproficiency of the material that proves the efficiency of the developed model of the educational process.

On how morphology spreads

A language’s grammar can be stratified, due to borrowing processes. While being a well-established term in the linguistic literature, the term ‘borrowing’ is sometimes used in a non-uniform way, particularly when it applies to bound morphological formatives. A Stratal Effect is hypothesized, which, applying to varying extent, gives rise to at least three distinct, psycholinguistically motivated types of morphological transfer. A typology of morphological spread is proposed, which consists of three main types: strictly compartmentalized co-morphologies, partially compartmentalized co-morphologies, and morphological borrowing. The widespread view that affix borrowing can be either direct or indirect is questioned and it is argued that most likely, morphological borrowing is always an intermediate process, involving the extraction of formatives and their diffusion within the lexicon.