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Schemata a výzkum přístupu k výchově ve vyloučených lokalitách

100%
Doubek D., Levínská M.
Studia paedagogica
|
2013
|
issue 1
77-96
CS
Článek vychází z etnografi ckých výzkumů realizovaných autory a soustřeďuje se na některé metodologické otázky výzkumů, které byly zaměřeny na problematiku vzdělávání ve vyloučených lokalitách.1 Cílem je odkrýt souvislosti mezi empirickou zkušeností výzkumníka během etnografi ckého výzkumu a použitím teorie pro interpretaci sesbíraných dat. V textu jsou vyloženy koncepty kulturních modelů a kognitivních schemat, které jsou dále prezentovány jako interpretační nástroje, s jejichž pomocí může badatel pochopit emický pohled na zkoumanou otázku.
2

Indirect directives in recipes: a cross-linguistic perspective

88%
Brdar-Szabó R., Brdar M.
Lodz Papers in Pragmatics
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2009
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vol. 5
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issue 1
107-131
EN
The present paper is intended as a cross-linguistic study of the range of possible realizations of instructional speech acts as a special type of directives, as realized in the domain of cooking recipes. Even a cursory comparison of orders as directive speech acts across languages brings to light an extreme degree of variation concerning their formal realization. While imperatives are virtually the only possibility in English, a contrastive linguistic perspective reveals that other construction types are attested in other languages, instead, or in addition to the imperative. The central goal of the present paper is to shed light on the motives for these intralingual and interlingual similarities. The data from Germanic, Romance, Slavic languages, and Hungarian are analyzed against the background of the speech-act scenario model, and then discussed with the help of two cultural models of HELP, which are claimed to provide the basis for the motivation of the cross-linguistic distribution of various constructions.
3
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Kinship metaphors in Swahili language and culture

88%
Kraska-Szlenk I.
Studies in African Languages and Cultures
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2018
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issue 52
49-71
EN
Swahili kinship terms are highly polysemous and occur in many figurative meanings out of which some are fully conventionalized in language usage. The article focuses on a specific case of such extensions which metaphorically frames an unrelated person as one’s kin. The usage patterns of this “fictive” kinship will be analyzed in various pragmatic contexts demonstrating their illocutionary and perlocutionary effects. In addition, it will be shown that this particular extension, as well as other multiple figurative uses of kinship terms correlate with the Swahili cultural model and the high appreciation of one’s family in the community’s system of values.
4

Stigma in School

75%
Bittnerová D., Doubek D., Levínská M.
Journal of Pedagogy
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2011
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vol. 2
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issue 1
11-28
5
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Lingwistyka kulturowa

63%
Sharifian F.
Etnolingwistyka. Problemy Języka i Kultury
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2016
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vol. 28
EN
According to the author, Cultural Linguistics (necessarily capitalised) is a multidisciplinary area of research on the relationhsip between language, culture, and cognition. Following Palmer, the author locates Cultural Linguistics in the vicinity of cognitive linguistics (with its image schemas, conceptual metaphors, and cognitive structures) and linguistic anthropology (which includes Boasian linguistics, ethnosemantics, and ethnography of speaking). The common platform for Cultural Linguistics, linguistic anthropology, and cognitive linguistics is an exploration of cultural models, which belong to the broader category of cultural conceptualisations. Recently Cultural Linguistics has incorporated insights from such areas as complexity theory or the notion of distributed cognition, enriching its own understanding of cultural cognition. Three areas of application of Cultural Linguistics are discussed: investigation of world Englishes, diagnosing causes of misunderstandings in intercultural communication, and identifiying cases of linguistic manipulation in the use of metaphors in political discourse.
PL
Lingwistyka kulturowa (ang. Cultural Linguistics) to według autora multidyscyplinarny obszar badań nad relacją między językiem, kulturą i poznaniem. Za Palmerem autor sytuuje  lingwistykę kulturową w bliskości lingwistyki kognitywnej (która operuje pojęciami  schematów wyobrażeniowych,  metafor pojęciowych i struktur poznawczych)  i antropologii lingwistycznej (w ramach której mieści się  lingwistyka w stylu Franza Boasa, etnosemantyka i etnografia mówienia). Wspólną płaszczyznę zainteresowań lingwistyki kulturowej, antropologii lingwistycznej i lingwistyki kognitywnej tworzą modele kulturowe przynależne do szerszej kategorii konceptualizacji kulturowych. Ostatnio lingwistyka kulturowa korzysta z nowych podejść badawczych, takich jak teoria systemów złożonych lub koncepcja poznania rozproszonego i wzbogaca swoje rozumienie poznania kulturowego.  Autor  w kolejności omawia  trzy obszary zastosowań lingwistyki kulturowej: do badania  odmian angielszczyzny, do diagnozowania przyczyn  nieporozumień w komunikacji międzykulturowej, do ujawniania manipulacji językowej w sposobie posługiwania się metaforami w dyskursie politycznym.
6

Generic space revisited: A cognitive-pragmatic analysis of the conceptual structure in Cars 1

63%
Redzimska J.
Beyond Philology: An International Journal of Linguistics, Literary Studies and English Language Teaching
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2013
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issue 10
59-73
EN
The present paper is centered around the culturally-conditioned model of conceptual blending. The hypothesis assumes that this unique model is realized in a specific way and it influences the meaning construction in cartoon films for children. Since the introduction of the model of conceptual blending (Fauconnier and Turner 2003), it has been often used as an alternative method to a conceptual theory of metaphor. The case study is based on Cars 1 and the analysis reveals that the most significant element of the blend is the generic space. Consequently, the generic space is a complex conceptual structure that in the further process decides about the frames for the conceptual blending. Additionally, the paper deals with personification (as a kind of metaphorical process) that enhances the humorous effect of this cartoon film.
FR
Le présent article est centré sur le modèle conditionné culturellement du mélange conceptuel. L’hypothèse suppose que ce modèle unique est réalisé d’une manière spécifique et qu’il influence la construction de la signification dans les dessins animés pour les enfants. Dès l’introduction du modèle du mélange conceptuel (Fauconnier et Turner 2003), il a été souvent utilisé comme une méthode alternative à la théorie conceptuelle de la métaphore. L’étude de cas est basée sur le film Cars : Quatre Roues et l’analyse révèle que l’espace générique constitue l’élément le plus signifiant du mélange. Par conséquent, l’espace générique est une structure conceptuelle complexe qui détermine ensuite les cadres du mélange conceptuel. En outre, l’article traite de la personnification (vu comme une sorte de processus métaphorique) qui augmente l’effet humoristique de ce dessin animé.
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