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    Wyświetlanie 1-3 z 3
    Tytuł:
    FORCE-DYNAMIC REPRESENTATION OF LINGUISTIC INSULTS: A SIMPLE ANALYSIS
    Autorzy:
    Matusz, Łukasz
    Powiązania:
    https://bibliotekanauki.pl/articles/444660.pdf
    Data publikacji:
    2017-06-01
    Wydawca:
    Uniwersytet Warmińsko-Mazurski w Olsztynie
    Tematy:
    cognitive linguistics
    force dynamics
    insults
    verbal aggression
    visual representation
    Opis:
    Verbal aggression and insults constitute an increasingly important topic of contemporary linguistic analysis. The aim of this article is to present a simple analysis of linguistic insults in the framework of the force dynamics theory as presented by Talmy [1988]. The force-dynamic theory describes different relations of physical, psychological, social, intertextual causation by means of interaction between two entities of force (Agonist and Antagonist). Selected categories of insults are analyzed by means of force-dynamic models. These categories include successful insults, unsuccessful insults, redirected insults, intensifying insults, and insults chains. I intend to demonstrate that the theory of force dynamics is a viable candidate for providing a convincing framework for the analysis of linguistic insults. The article concludes with some suggestions concerning the future research into the field of verbal aggression in connection with the theory of force dynamics.
    Źródło:
    Acta Neophilologica; 2017, XIX/1; 33-42
    1509-1619
    Pojawia się w:
    Acta Neophilologica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Have you heard the news? Metonymic extensions of the verb hear in English
    Autorzy:
    Matusz, Łukasz
    Powiązania:
    https://bibliotekanauki.pl/articles/2119952.pdf
    Data publikacji:
    2022
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    hear
    auditory perception
    propositional metonymy
    State-of-Affairs Scenarios
    metonymy–metaphor interaction
    Opis:
    Bierwiaczonek (2013: 201-202) proposed an analysis of the polysemy of the verb see based on propositional metonymic mappings. In Matusz (2020) I supported this claim with a short dictionary analysis. In the present paper, I propose a similar analysis of the polysemy of hear based on propositional metonymy processes. In order to do that a short dictionary analysis is performed to determine the basic non-metonymic meaning of the verb and to distinguish the senses motivated by metonymic mappings. The analysis performed on the basis of three dictionary sources shows that a significant number of senses of hear may plausibly be explained as cases of PART FOR WHOLE propositional metonymic patterns. The metonymic shift may be demonstrated on the basis of State-of-Affairs Scenarios (SASs), as proposed by Panther and Thornburg (1999), due to the fact that within such scenarios the stage of auditory perception constitutes a particularly salient stage (a stage of SAS for SAS). Alternatively, some dictionary samples are ambiguous between the PART FOR WHOLE metonymic interpretation and the metaphoric reading wherein metonymy plays an active role in the emergence of the metaphoric shift. Thus, reference to metonymy-metaphor interaction appears indispensable. In the paper, I propose an analysis of such cases based on Ruiz de Mendoza and Díez Velasco (2002), who consider the role of metonymic domain expansion within the source of the metaphoric mappings.
    Źródło:
    Linguistica Silesiana; 2022, 43; 373-390
    0208-4228
    Pojawia się w:
    Linguistica Silesiana
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Self-reported Difficulties in Learning English as a Second Language for Third-age Students in Poland
    Autorzy:
    Matusz, Łukasz
    Rakowska, Anna Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/783232.pdf
    Data publikacji:
    2019
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    ELT
    language acquisition
    third-age students
    learning difficulties
    Opis:
    The problem of teaching English to third-age students is among the issues in ELT which have gained increasing attention and interest in recent years. The aim of this paper is to identify difficulties in learning English as a foreign language reported by students taking part in language courses at third-age universities in Poland. The research is based on the questionnaire distributed among the group of 70 third-age students of English. The results show that the problems the learners report are cantered around their age- and health- related conditions, as well as their general attitudes concerning foreign language learning. It is hoped that the present study will constitute a minor contribution to the study of learning needs and expectations of senior students in Poland.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2019, 5, 1; 113-130
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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