Process Of Meaning Construction Research Articles

A Cognitive -Semantic Study of Love Metaphor in Mawlawi Poems

This study is entitled "A Cognitive Semantic Study of Love Metaphor in Mawlawi Poems". It is an attempt to construe the semantic aspects of Mawlawi's poetic texts in light of the cognitive semantic approach. The study, through a linguistic and cognitive analysis, clarifies the way meaning is constructed in the selected poems. It adopts the theoretical framework proposed by the cognitive semantic theory of metaphor. That is, according to the cognitive theory of metaphor, it explores the metaphorization of LOVE in the selected poems. In cognitive approach to metaphor, an abstract concept named the target domain is understood in terms of another called the source domain (usually concrete). The source domain is a conceptual domain used metaphorically so as to understand the abstract target concept, i.e., the target domain is a conceptual domain interpreted through the source domain. The current study investigates the ways in which LOVE as an abstract target concept is construed in terms of other source conceptual domains. That is, the primary aim of the study is to scrutinize how LOVE is metaphorized in the poems, what are the source domains the poet relies upon so as to interpret the target domain of LOVE. In other words, what are the more concrete conceptual source domains that are metaphorically used in order to comprehend the abstract target concept of LOVE? Accordingly, the recent study is mainly concerned with conceptualization (the way LOVE is conceptualized) which is the cognitive processes of meaning-making. This means that, it illuminates meaning construction process in Mawlawi literature. The study first provides a brief introduction to Cognitive Linguistics and then the nature of meaning in cognitive semantic approach is highlighted. Following this, the cognitive approach to metaphor is presented. The last section is devoted to elucidating the metaphorical structuring of LOVE in Mawlawi's poems based on the contemporary theory of metaphor.

배럿의 ‘구성된 감정이론’의 도덕 상대주의 문제에 관한 연구: 초등 도덕교육적 시사점을 중심으로

L. F. Barrett criticizes the existing essential view of emotion and insists on ‘The theory of constructed emotion’. From the perspective of construction, emotions are not passive reactions, but rather a process of active meaning construction based on concepts accumulated in experience. L. F. Barrett’s theory, which provides a new perception about emotions, suggests a new direction when educating emotions in moral education. However, L. F. Barrett’s theory falls into the problem of relativism in terms of moral emotion. In other words, problems claiming different moral legitimacy for different emotions felt in the same problem situation arise. Therefore, this study focuses on emotional language to overcome the relativism problem of moral emotion. In particular, it is intended to provide a basis for solving the problem of moral relativism by distinguishing the language of thin ethical concepts and the language of thick ethical concepts of meta-ethics. As a specific educational method for this, the application of role play for the communication and expansion of concepts, and the learning of emotional concepts were presented.

The Construal Operation and Mechanism of Focusing in Jamal Jabar Gharib’s Novels: A Cognitive Criticism Study

This study entitled (The Construal Operation and Mechanism of Focusing in Jamal Jabar Gharib’s Novels: A Cognitive Criticism Study) is an attempt to analyze and manifest Construal and its mechanisms used in conceptualization. Construal is the way a scene is depicted, construed and conceptualized in mind, and then its meaning is expressed and communicated in language spoken and\or written. Cognitive school, unlike the other schools and approaches, through the product (language) enters mind\thought of the language user (speaker\writer) to examine and realize how the construal and meaning construction processes take place first. This criticism school deals with the processes of meaning making in mind, rather than mind product (language) meaning. In this study, construal is explained, its emergence and transference from linguistics to literature and its genres are also presented. The founders and scholars of Cognitive School and Cognitive Criticism have determined some operations and mechanisms for construal, one of which is Focusing. The theme of this study is the mechanism of Focusing that with all its constituting elements applied to Jamal Jabar Gharib’s Novels.

Transformasi Ibadah: Khatmil Qur’an Online di Kalangan Muslimat NU Lampung Timur

This research examines the transformation of worship practices in the digital era, especially in the context of Khatmil Qur'an Online among Muslimat NU Lampung Timur. By applying the concept of Living Qur'an Studies, this research reveals how online Qur'anic Khatmil meetings affect religious experience and social transformation in society. The results highlight that Khatmil Qur'an is not only a religious ritual but also an integral part of religious education, student motivation, and a driver of social integration in rural communities. Using Talal Asad's discursive approach, the analysis shows significant differences between online and offline Khatmil Qur'an practices, with the impact of technology and digital spaces accelerating changes in religious discursive traditions. The research provides a holistic insight into this phenomenon through qualitative research methods involving in-depth interviews and participatory observation studies. The practice of Khatmil Qur'an Online is not just a ritual but also part of an evolving process of religious meaning construction in a non-Arabic society. The success of this practice in embracing technology as a means of worship shows that digital religion is not simply the replacement of traditional ways but rather the integration of technology as an integral part of the religious way of life in the digital era.

Craik’s The New Zealanders: A Formative Case of Meaning-Construction

From the 1820s, there was a surge in the number of books about New Zealand being published in Britain. George Craik’s The New Zealanders (1830) serves an exemplar of how many of these works – which tended to be more popular than academic – not only provided British readers with information about New Zealand and its indigenous people, but which also contributed to processes of meaning-construction that both reflected current trends in interpreting the non-European world, and to some extent anticipated new ways of understanding the indigenous other.

A Cognitive Analysis of Multimodal Metaphors in News Cartoons Based on Conceptual Integration Theory

The meaning construction and interpretation of metaphor exist in verbal and non-verbal forms (multimodal forms such as sound and color). As the carrier of verbal and non-verbal symbols, the function of news cartoons is far greater than that of words. Based on the conceptual integration theory, this paper analyzes the multimodal metaphor phenomenon and meaning construction process of news cartoons with the theme of “uniting as one to fight the epidemic” selected from China News Cartoons Network. The research finds that the multimodal metaphorical representation of “uniting as one to fight the epidemic” reflects people’s basic cognition, which is affected by one’s experience, history and culture; the meaning construction of the multimodal metaphorical scene of “uniting as one to fight the epidemic” has the characteristics of dynamic processing. This paper aims to enhance people’s awareness of novel coronavirus through the cognitive interpretation of multimodal metaphors in news cartoons.

Beliefs and Practices of Academic Reading and Writing in Researchers in Training

This study aimed to examine and explain teachers' and students' reading and writing practices and beliefs in a master's program at a public university in Mexico. We conducted qualitative cross-sectional research. A self-administered questionnaire with open-ended questions was used in the initial stage to examine two distinct beliefs of reading and writing and identify key actors. Six interviews with teachers and students were carried out during the second stage. The study corroborates that the different beliefs are not mutually exclusive but can simultaneously exist in the same person, though they may be weighted differently. Those who firmly hold transmissive beliefs understand that reading and writing are processes to obtain (decode) and transmit (encode) information. In practice, these people emphasize the importance of identifying main ideas, summarizing texts, writing following a structure and taking up ideas from other authors. On the contrary, those who mostly hold transactional beliefs think that reading and writing are creative, dialogic and meaning-construction processes. Some of their reading and writing practices focus on aspects such as: defining a standpoint regarding the text, investigating the context of the author or reader, and defining reading or writing purposes. The research highlights the possibility of reconceptualizing reading and writing in the academic context, valuing their epistemic function and transforming the prevalent discourse that conceives them as technical and universal skills, which can be improved by correctly applying grammatical rules or following effective formulas.

Textual attractors in literary discourse: a cognitive-poetic reading of Elizabeth Bowen’s “Oh, Madam . . .”

Abstract This article offers a cognitive-poetic analysis of Elizabeth Bowen’s short story “Oh, Madam . . .” (1941), a war-time story set in a London house partly damaged during the Blitz. This literary text includes numerous gaps in the form of ellipsis, dashes, and unfinished sentences, inviting the reader into filling them as a part of reading experience. The analysis critically applies Peter Stockwell’s (Stockwell, Peter. 2012 [2009]. Texture: A cognitive a esthetics of reading. Edinburgh: Edinburgh University Press; Stockwell, Peter. 2020. Cognitive poetics: An introduction, 2nd edn. London and New York: Routledge) concepts of texture, resonance, and textual attractors. We stress the importance of identifying textual attractors in accounting for the dynamicity of the meaning-construction process in Bowen’s story. Arguably, the so-called resonance effect, a part of the reader’s aesthetic experience, results from their cognitive engagement during the process of gap-filling. In addition to that, the recognition of specific attractors enables the reader to grasp the social relations encoded in the text. To explain the cognitive processes involved in the reading of “Oh, Madam . . .”, we propose to expand Stockwell’s list of “features of good textual attractors” by including two additional ones: absence and repetition.

Cognitive Mechanisms of Phraseological Units Interpretive Meaning Construction in Relation to Conflict-Free Communication

The authors examine the interpretive meanings of phraseological units from the perspective of a cognitive approach and within the framework of the linguistic interpretation theory in order to study their role in ensuring conflict-free communication in future research. The undertaken study covers the material from the Russian, English and French languages. The authors argue that the interpretive nature of phraseological units is due to the fact that their meanings convey a certain interpretation of already existing and earlier verbalized knowledge about objects and events. This interpretation takes as a basis the postulated similarity with other objects and events from the same or another conceptual domain and knowledge about them. The method of cognitive modeling applied by the authors makes it possible to determine the type of relationships between different entities, that make up a conceptual basis for phraseological meaning construction. In authors’ opinion, conflict-free verbal communication is directly related to the choice of cognitive mechanisms for the construction of meaning, transmitted by phraseological units, that prevent its misunderstanding or misinterpretation. The analysis of the language material shows that the process of phraseological interpretive meaning construction employs cognitive mechanisms of profiling, conceptual metaphor, conceptual comparison (analogy), conceptual metonymy and conceptual metaphtonymy, profiling being a universal cognitive mechanism that precedes all other cognitive operations.

From Sociospatial Experiences to Well-Being: Implications for Aging in Place

Acquiring sociospatial experiences at nested geographical scales is a lifelong meaning construction process, and this has great implications for aging in place. Various experiences trigger older people’s attitudinal and sentimental reflections regarding how they evaluate and attach themselves to where they live; this invokes residential satisfaction, and subsequently, place attachment. Through a questionnaire survey of 501 community-dwelling individuals aged sixty-five and older in Hong Kong, an ultra-high-density Asian city, this article examines the relationship between sociospatial experiences and well-being through a sequential path analysis model. It identifies five dimensions of sociospatial experiences: “homes and housing estate,” “social environment,” “living convenience,” “pedestrian experience,” and “blue and green” features. All dimensions predict emotional, social, and psychological well-being via residential satisfaction and then place attachment. Place attachment is a more robust mechanism than residential satisfaction in the environment–well-being association. Developing a satisfying relationship, and subsequently, functional and emotional links with the place of residence, is conducive to achieving well-being. This uncovers an important mechanism of person–environment interactions for aging in place.

Narrative as Metaphor: Inquiry on the Effects of Metaphors in Narrative Paradigms

本文探討隱喻在敘說研究或敘說心理學中的關鍵作用與意涵，並從方法、方法論，再到認識論及本體論，逐層討論。在方法層次中，隱喻能在諮商中協助參考架構、世界觀之轉換，問題外化之命名等；在研究中，隱喻可協助對研究參與者故事做整體性反思，增進詮釋連貫性。在方法論層次，隱喻可協助呂格爾「三層摹擬論」的前構、形構、再構過程中之順利轉換。最後認識論及本體論層次，隱喻揭示了人所存有世界的本體性特徵，即宛若世界。此「世界」只能藉由隱喻或敘事文本來摹擬，本身就包涵「是」與「不是」的辯證性認識論。但文本摹擬之差異性或偏離性並不視為誤差，而是一種創造性，也是文本世界之生命力所在。This study addresses the key effects and meanings of metaphors in narrative studies and narrative psychology. Metaphors have importance in the development of hermeneutics, and Ricoeur studied it in the book La métaphore vive. The development of hermeneutics has two major turns. The first major turn is Wilhelm Dilthey's contributions, who made important contributions to a methodology of the humanities and other human sciences. The second major turn is that Martin Heidegger's contributions, shifted from Wilhelm Dilthey's theories. Martin Heidegger is counted among the main exponents of existentialism. Heidegger's groundbreaking work is in ontology (the philosophical study of being or existence) and metaphysics. And since then, hermeneutics has advocated detours to understand human beings that requires language or narrative text. The role of metaphors in the narrative is what this study aims to explore. The literature as well as practical counseling experiences have found different schools of counseling seem to believe that metaphors help the process of counseling. The purpose of this study is to explore how metaphors help.Also, the main approach of this study is to explore the links and important discourses between narratives and metaphors in greater depth through the review of critical literatures. The study explores how metaphors help step by step from how metaphors are applied, and from the methodology aspect, the epistemology aspect and the ontology aspect. When it comes to how metaphors are applied, metaphors stimulate transformation in reference frames, viewpoints of world, and the naming of the externalized problems, etc. In this study, metaphors stimulate the study participants to reflect on stories holistically and improve the consistency of interpretation. The role of metaphors comes from what Ricoeur called a rhetorical property. At the methodology level, metaphors have what Ricoeur called poetics, including mimesis and pictorial-semantic fusion. Therefore, metaphors stimulate the transformation process of pre-figuration, configuration, and re-figuration of Ricoeur's ＂threefold mimesis＂, which are the core frame of narrative, in the text. Also, the pictorial nature of metaphors assist in the construction and interpretation of the story. At the epistemological level, metaphors themselves contain a dialectical epistemology of ＂to be＂ and ＂not to be＂, and this dialectic helps to promote the hermeneutic circle among understanding, interpretation, and construction. It is an open circle and a creative mimesis. Finally, at the ontology level, metaphors reveal the ontological characteristics of the human beings' world - the ＂as if＂ world. This world can only be drawn up by metaphors or narrative texts. However, the difference (écart) of the texts is not regarded as an error but rather regarded as a type of creativity and liveliness of the text. Moreover, the secondary reference of metaphors and narratives, the hermeneutical detour nature of narratives, helps people move from a limited situation of unformed meaning towards a state of existence and authentic self. In other words, the ontology or existence of man reflected in metaphors or narratives is essentially the ontology of meaning construction. The so-called authentic self (Eigentlichkeit) or transcendent state is not the appearance of the real self or the given ultimate goal or answer but rather a possibility of development and a process of continuous meaning construction and becoming. In the history the earliest narrative works of human beings are cave paintings of primitive humans and related witchcraft rituals or dances. The initial imitations of these life experiences have brought about reflection and consciousness, which allows human beings to go into the world of meaning construction from the unconscious and organic world. This also allows for the birth of art and culture. Therefore, human beings are in this metaphorical and narrative-like world and can constantly construct or reconstruct meanings of life.

A wave of metaphors: image and visual metaphors in cartoons from a cognitive-discursive perspective

This paper aligns with a field of research that deals with the use of multimodal metaphors from a cognitive-discursive perspective. In this context, we aim to investigate the role played by images in the instantiation of cross-domain mappings in a particular genre. Specifically, we describe and analyze the cognitive-discursive nature and functioning of visual metaphors in political and social cartoons. This paper first explores the concepts of image schemas, image metaphors, and visual metaphors, as well as the notion of metaphoricity in discourse. We then carry out the analysis of multimodal metaphors in a corpus of editorial cartoons that depict the Covid-19 pandemic, and other related issues within social and political contexts. Some of our findings suggest that cartoons often evoke multilayered off-line frames, image metaphors and conceptual metaphors in order to enhance the persuasive power of their semiotic arrangement, especially by inviting their audience to actively participate in meaning-construction processes

Complexity of Mental Representation: A Cognitive Pragmatics Perspective

This article attempts to elucidate the meaning construction process, mental states and mental relations, communicative intentions, and action plans and thereby to explore the complexity of mental representations from a purely cognitive pragmatics perspective. It also attempts to reevaluate the violations of cooperative principle and maxims.
 Cooperation, mental states and intentionality are the three basic tools for any communication process. Mental states are either conscious or unconscious. They are emotional and cognitive which include common attention, shared belief, and consciousness. Three different types of beliefs are differentiated: individual, common and shared. Intentionality is the relationship between mental acts and the external world. Every mental phenomenon has content and it is directed at an object. Two fundamental distinct meanings are attributed to the concept of intentionality: direction and deliberateness. Intentionality can be conceived of through communicative intentions and action plans.
 The main concepts of communication, namely, cooperation, sharedness and intentionality are indispensable concepts to understand the process of comprehension and reconstruction of response in communication. Without rich shared knowledge, the inferential chain in non-standard communication becomes lengthy and laborious. Other possibilities arise due to the absence of the fundamental concepts, one of which is failure of communication. Any mental process can be envisaged in terms of steps starting with the expression of an act, moving through speaker meaning, to the communicative effect, then to the reaction it creates and finally the production of overt communicative response.
 The paper examines the scale of complexity of mental representation and shows the underlying processes required in meaning construction. Additionally, the difference between standard and non-standard communication is presented in terms of complexity of inferential processes needed for each two different cases in communication.

КОГНИТИВНАЯ МОДЕЛЬ ОККАЗИОНАЛЬНОЙ НОМИНАЦИИ В ИНТЕРНЕТ-ДИСКУРСЕ (НА МАТЕРИАЛЕ АНГЛО-ЯЗЫЧНЫХ ПОЛИТИЧЕСКИХ ФОРУМОВ)

The aim of the research is to analyze the cognitive mechanism of noncewords formation in the Internet discourse. The material of the studies is English political forums. The methodology of the research is the theory of conceptual integration of G. Fauconnier and M. Turner which makes it possible to study the cognitive mechanism of nonceword meaning generation and describe the properties and structure of its concept. The specific traits of the cognitivesemantic nonceword meaning construction process are: occasionality, occasional recatecorization of the concept, sensegeneration operators, pragmatic factor.

Working with the potential of arts-based learning: Making sense and leaving ‘business as usual’ behind in an art seminar

The purpose of this study is to contribute to the interest in arts-based learning as part of the growing literature on artistic initiatives in business contexts, by advancing the understanding of the potential of arts-based business learning that people can yet fail to benefit from. We draw on Weick’s framework for how people construct meaning in organized situations and on a qualitative study of an art seminar in business education to consider arts-based learning in the face of pitfalls that can prevent people from engaging in approaches that differ from their usual ones and from which they can learn. We show that people can benefit from the potential of arts-based business learning when collective meaning-construction processes such as sensemaking or sensegiving can unfold and work in an iterative, active and intense way, to take people towards new experiences. Our study also highlights the usefulness of taking a perspective centred on ongoing collective meaning-construction processes and of focusing on both learning activities and learning situations when studying business learning.

Inclusive classroom interaction in lower secondary education

Following the German parliament’s ratification of the UN Convention on the Rights of Persons with Disabilities (CRPD) in 2008, inclusive pedagogy has become increasingly relevant for educational science and educational policy. Empirical studies of classes which combine students with and without visual impairment mainly focus on questions of performance and well-being, while not directly examining classroom interactions. Our research seeks to address this notable lack of in-situ studies, using a selected case as an example and illustrating the potential of such an approach through reconstructing the contradictory expectations of inclusive teaching as a specific conflict of norms. This approach ought to demonstrate the potential insights to be gained by reconstructing and interpreting relevant communicative processes of meaning-construction. Based on transcribed interactions in an inclusive fifth-grade class, we interpret the scene of classroom instruction with regard to the normative conflict between the egalitarian promise of participation and a non-egalitarian focus on performance. Adopting a methodology of second-order observation, as outlined in Systems Theory, allows us to conduct an analysis of normativity in order to understand which norms prevail in interactions with students with and without visual impairment. At the center of the analysis is not only the common discrepancy between an inclusive school’s policy and its interactive implementation. Rather, our interpretations also show how the ableist norm of performance is navigated and negotiated among all participants in classroom communication and how the multitude of norms and expectations surrounding inclusive teaching come into conflict, that is, in the paradoxical structural tension between the operational necessity of establishing a separation between students and the policy imperative of decategorization.

Semiótica das estruturas sociais

O prolongado debate sobre o fazer semiótica frente à própria historiografia da disciplina e às demais ciências sociais se vê fragmentado em duas frentes: a primeira é a reorganização da semiótica enquanto profissão e método de análise; a segunda busca desenvolver, a partir da teoria já estabelecida, novos recursos de pesquisa e compreensão dos processos de construção do(s) sentido(s). Parte dessa bifurcação, portanto, a proposta para este artigo, com o entendimento de que há espaço na atual literatura semiótica para uma abordagem sobre as condições gerais anteriores ao ato enunciativo – cujas bases e regulações socioculturais delimitam as estratégias passíveis de reprodução, modificação e potencialização do(s) sentido(s) em sociedade. Em ponte obrigatória com a sociologia, esta proposta de modelo organizacional pressupõe quatro argumentos-chave: a reflexão atualizada de Fontanille (2015) sobre as formas de vida e a estratificação do sentido por reprodução e estabilização, adotada como ponto de partida; a concepção de semiosfera, conforme Lotman (1999); e os procedimentos coletivos de difusão semiótica – as pontes de interlocução entre os grupos sociais –, com base em Granovetter (1973); e de relações de capital, segundo Bourdieu (2015), que alinham as práticas, valores e regimes de crença em desigualdade de poder e propagação.

Audience Readings and Meaning Negotiation in the Film Viewing Space: An Ethnographic Study of Nollywood’s Viewing Center Audiences

This research aims to investigate the social experiences of Nigerian film audiences in viewing centers to examine the possibility that social experiences are a potent influencer of the meaning construction process in the film viewing space. This study was conducted among other existing studies of the Nigerian film audience and it took on a performative approach. It involved the use of ethnography and unstructured interviews. The study examined Nollywood viewing center audiences during their shared practice of film viewing. Observing these audiences revealed several ways in which audiences negotiate meanings within the viewing center space from film texts based on their social identity and actual social experiences. It majorly revealed that viewers develop interpersonal understanding of each other’s similar relevant social situations through self-identification and then use this understanding in the interpretive process of meaning production.

Making Sense of Maritime Simulators Use: A Multiple Case Study in Norway

This paper reports a multiple case study of a training center collaboration with three offshore companies and a coastline authority. Through a qualitative inquiry, we utilized the actor-network theory to analyze the common understanding of simulator use in these organizations. The paper argues that the simulator itself is an actor that can integrate shared interests with other actors to establish an actor-network. Such an actor-network expands simulator use beyond purely training purposes. It advocates that the simulator is a medium between maritime academia and industry and aligns it with the same actor-network to facilitate the process of “meaning construction.” Such a meaning construction process offers simulator-based training with a valuable definition of the learning outcomes. It helps clarifying who will gain the benefits from simulator use in the future, as well as when and on what basis. The paper also reflects on the benefits and limitations of utilizing a multiple case study in the maritime domain.

The representation of action in Italian Sign Language (LIS)

Abstract The present study investigates the types of verb and symbolic representational strategies used by 10 deaf signing adults and 13 deaf signing children who described in Italian Sign Language 45 video clips representing nine action types generally communicated by five general verbs in spoken Italian. General verbs, in which the same sign was produced to refer to several different physical action types, were rarely used by either group of participants. Both signing children and adults usually produced specific depicting predicates by incorporating, through a representational strategy, the object and/or the modality of the action into the sign. As for the different types of representational strategies, the adults used the hand-as-object strategy more frequently than the children, who, in turn, preferred to use the hand-as-hand strategy, suggesting that different degrees of cognitive complexity are involved in these two symbolic strategies. Addressing the symbolic iconic strategies underlying sign formation could provide new insight into the perceptual and cognitive processes of linguistic meaning construction. The findings reported here support two main assumptions of cognitive linguistics applied to sign languages: there is a strong continuity between gestures and language; lexical units and depicting constructions derive from the same iconic core mechanism of sign creation.