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1

But let your ‘Yes’ be ‘Yes,’ and your ‘No,’ ‘No.’ Meaning construction in medical encounters

100%

Kárpáti E., Kleiber J.

Linguistics Beyond and Within

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2019

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vol. 5

46-60

EN

This paper investigates interpretation in medical context. Our question is how institutional context influences the utterance meaning: if it is really triple layered (literal, utterance-type or pragmatic, Levinson 2000), or rather a continuum (Wilson 2016). Even idiomatic language use (Kecskes 2017) can induce uncertainty and obscurity, which can be and has to be solved in the given dialogue or discourse context (Wilson and Kolaiti 2017). The paper analyzes various medical encounters in a formal pragmasemantic model called ÂeALIS (Alberti and Kleiber 2014). The benefit of applying this system is that it represents the interlocutors’ mental states (beliefs, desires, and intentions) supplemented by the parameter of authority, by which the occurring mismatches can be captured formally. We have found that two main types of mismatch can be differentiated, and both of them can be originated from the fact that the context is not the same for the participants. Our findings support the view that meaning construction is rather flexible and context-sensitive: it can be considered as wandering along the meaning continuum without any clues.

2

The ability of young learners to construct word meaning in context

88%

Butler Y. G.

Studies in Second Language Learning and Teaching

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2020

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vol. 10

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issue 3

547-578

EN

This study examines young English readers’ ability to infer word meanings in context and to use metacognitive knowledge for constructing word meanings in relation to their reading performance. The participants were 61 fourth-grade students in the United States, comprising 24 monolingual English-speaking (ME) students and 37 English-as-a-second-language (L2) students; each group was also divided into strong and emergent readers in English. Participants were asked to read aloud paragraphs containing words unfamiliar to them in two different contextual conditions (i.e., explicit and implicit conditions), to guess the unfamiliar word meanings, and to tell a teacher how they arrived at the inferred meanings. Quantitative analyses found significant differences between strong and emergent readers in their oral fluency as well as in their ability to infer word meanings and articulate their use of metacognitive knowledge. Although significant differences were found in the ability to infer word meanings and the use of metacognitive reasoning between ME and L2 students, such differences disappeared after controlling for the size of students’ receptive vocabulary. Qualitative analyses also revealed differences in the kinds of knowledge and strategies that strong and emergent readers relied on when constructing the meaning of unknown words in both explicit and implicit contexts.

3

Processing Fluency and Decision-Making: The Role of Language Structure

75%

Deckert M.

Psychology of Language and Communication

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2015

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vol. 19

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issue 2

149-161

EN

This paper models conventionalisation of language structure as constitutive of processing fluency. I postulate that the difference in conventionalisation of linguistic forms used for communication significantly influences our reasoning about linguistically-expressed problems. Two studies are reported that tested this hypothesis with the use of variably conventionalised - fluent and disfluent - formulations of problem-solving tasks. Th e findings indicate that even in tasks requiring analytic reasoning, the degree to which the linguistic forms employed to communicate are conventionalised is correlated with the subjects’ performance success rate. On a more general level, this paper seeks to empirically address the nature of links between linguistic form and meaning construction.

4

Complementarity of the Relational Network Theory and Conceptual Blending

51%

Sekścińska I.

Linguistica Copernicana

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2019

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vol. 16

EN

.

PL

Komplementarność teorii sieci relacyjnych i teorii amalgamatówThe article aims to show that Lamb’s Relational Network Theory (RNT) (1999) is compatible with Fauconnier and Turner’s Conceptual Network Theory (CNT) (1998) and that the theories may complement each other in the analysis of language-related operations. The article presents main assumptions of both theories and describes a stratificational model of language developed by Sydney Lamb. According to Lamb, language constitutes a network of relationships which shares a number of similarities with the neural network of the human brain. Parts of the linguistic network are activated by linguistic input and brought to light by Fauconnier’s mental spaces. Additionally, the author of the article emphasises that the process of integration operates at various linguistic levels and is crucial for proper structuring of linguisticelements, which is evident from the analysis of verbal blunders.

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1 Linguistica Copernicana

1 Linguistics Beyond and Within

1 Psychology of Language and Communication

1 Studies in Second Language Learning and Teaching

1 Butler Y. G.

1 Deckert M.

1 Kleiber J.

1 Kárpáti E.

1 Sekścińska I.

1 2020

2 2019

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But let your ‘Yes’ be ‘Yes,’ and your ‘No,’ ‘No.’ Meaning construction in medical encounters

The ability of young learners to construct word meaning in context

Processing Fluency and Decision-Making: The Role of Language Structure

Complementarity of the Relational Network Theory and Conceptual Blending