Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 2

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  ingroup
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

Revisiting intertextuality and humour: fresh perspectives on a classic topic

100%
Tsakona V., Chovanec J.
The European Journal of Humour Research
|
2020
|
vol. 8
|
issue 3
EN
In humour research, intertextuality has been extensively studied with the aim of understanding how humorous texts are constructed on the basis of previous texts. In this paper, we elaborate on the sociopragmatic functions of intertextuality, pointing out not only how humorous texts rely on previous texts and background knowledge, but also what sociopragmatic functions intertextuality serves in actual communicative situations, e.g. the effect the recognition (or not) of intertextual references has on the segmentation of recipients into various groups. To this end, the paper discusses intertextuality in relation to such traditional concepts as textuality and genre, and adds a focus on the speaker’s intention and the recipient’s interpretation. The paper serves as a framing introduction to six other papers in the special issue on the topic of “Intertextuality and humour”, articulating a common research position and arguing for the extension of scholarly attention to such applied domains as critical literacy education, marketing communication, and the legal framework regulating the creation and reception of humorous texts and artefacts.
2
Publication available in full text mode
Content available

Psychologically based, anti-prejudice educational intervention – project

86%
Popiołek K., Wójcik M.
Polish Psychological Bulletin
|
2012
|
vol. 43
|
issue 4
223-232
EN
The presented study explores the possibility of creating and implementing educational program which would reduce intergroup bias in realistic high school setting. The project was based on the assumption that there is the need of easily applicable, anti-prejudice intervention, which would be appropriate to introduce into foreign language course books, would be universal in terms of changing negative attitudes and would meet all methodological requirements of language lessons. Crossed categorization and the common ingroup identity model were used as theoretical basis for 30 English lesson scenarios on B2 level (upper-intermediate). It was shown that after the intervention there was a signifi cant change in the students’ attitude toward the outgroup and the outgroup members. The implications of these fi ndings are discussed.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.