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L’expression émotionnelle verbale et para-verbale de l’image linguistique du Juif dans le cyberespace français et polonais sur l’exemple de l’affaire DSK

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Pirogowska E.

Studia Romanica Posnaniensia

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2015

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vol. 42

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issue 4

105-120

EN

The present paper comes in the wake of ‘Discours 2000’ conference. It aims at the synthesis of anti-Semitic verbal acts showing an entrenchment in linguistic stereotypes picked put in Polish and French web forums. A bundle of anti-Semitic interpretations have been selected from discussions dealing with acclaimed cases of Dominique Strauss-Kahn. It is demonstrated how a given speech act can be knowingly complemented with extra-verbal elements so that its interpretation becomes unambiguous. The examples brought under discussion show to what extent the linguistic concept of Jews is ingrained in today’s culture.

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The Concept of ‘Rhetoric’ in a Linguistic Perspective: Historical, Systematic, and Theoretical Aspects of Rhetoric as Formal Language Usage

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Haase F.-A.

Res Rhetorica

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2014

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vol. 1

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issue 1

27-45

EN

Rhetoric is commonly known as an old discipline for the persuasive usage of language in linguistic communication acts. In this article we examine the concept ‘rhetoric’ from 1. the diachronic perspective of historical linguistics showing that the concept ‘rhetoric’ is linguistically present in various Indo-European roots and exists across several language families and 2. the theoretical perspective towards the concept ‘rhetoric’ with a contemporary defi nition and model in the tradition of rhetorical theory. The historical and systematic approaches allow us to describe the features of the conceptualization of ‘rhetoric’ as the process in theory and empirical language history. The aim of this article is a formal description of the concept ‘rhetoric’ as a result of a theoretical process of this conceptualization, the rhetorization, and the historical documentation of the process of the emergence of the concept ‘rhetoric’ in natural languages. We present as the concept ‘rhetoric’ a specifi c mode of linguistic communication in ‘rhetoricized’ expressions of a natural language. Within linguistic communicative acts ‘rhetoricized language’ is a process of forming structured linguistic expressions. Based on traditional rhetorical theory we will in a case study present ‘formalization,’ ‘structuralization,’ and ‘symbolization’ as the three principle processes, which are parts of this process of rhetorization in rhetorical theory.

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ОСОБЛИВОСТІ ФОРМУВАННЯ ЛІНГВІСТИЧНИХ ПОНЯТЬ У МОЛОДШИХ ШКОЛЯРІВ

86%

Зіядінова Р.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 9(43)

168-174

EN

The article is devoted to thepeculiarities of formation of such linguistic concepts in primaryschool pupils, as theformationofscientificconcepts, the systemoftheseconcepts that isoneofthemainobjectivesofschoolinginallitsphases, andhencethequestionoffinding the ways of theirdeepandlasting understanding have alwaysbeenandremainrelevantissues of pedagogicaltheoryandpractice. The psychological-pedagogical andmethodologicalliteratureonthe research problem was studied and analyzed. Thearticledefinestheprocessofformationofscientificconceptsand gives definitionsof the notion «concept»,revealstherelationofconceptsandterms, points out two ways offormationof the concepts, distinguishes the differences betweenscientificandeducationalconcepts. Theauthorrevealsthemethodologicalconditionsthatensurethe learning andformationoflinguisticconcepts: 1) providinganactivementalactivityofpupils; 2) focused effort onthedevelopment in childrenoflinguisticrelationshiptowordsandsentences; 3) ensuringawarenessofessentialandnonessentialattributesoftheconcept; 4) inclusionof a newconcept to the previouslystudied system; 5) disclosure of the essence of languagecategoriesconnection intheprocessoflearning a newcategory; 6) a visualexaminationoftheconceptdescribesdifferentviewsonthecharacteristicsoftheprocessof learning theconcepts by the pupils, particularly stagesofworkontheformationoftheconceptsproposedbypsychologistM. N. Shardakov. The methodologicalstepsto learning theconceptsofprimaryschool pupils are shown. In the conclusion thenecessity of formation of linquistic concepts is proved andperspectivesforfurtherresearchanddevelopmentofthisproblem are determined. Therefore, solving the problem of formation of linguistic concepts in primary school pupils, it should be remembered that we are talking not about memorizing verbal definition or formulation of rules, but about the concept as a form of thought and knowledge, because only the knowledge of definitions, even supported by appropriate examples, does not indicate the formation of concepts. Thus, to ensure a high level of linguistic concepts in pupils you need to know not only learning, but also the methods of its implementation and depending on the specific conditions and stage of learning select the most rational way of forming concepts.

Refine search results

1 Res Rhetorica

1 Studia Romanica Posnaniensia

1 Педагогічні науки: теорія, історія, інноваційні технології

1 Haase F.-A.

1 Pirogowska E.

1 Зіядінова Р.

1 2015

2 2014

L’expression émotionnelle verbale et para-verbale de l’image linguistique du Juif dans le cyberespace français et polonais sur l’exemple de l’affaire DSK

The Concept of ‘Rhetoric’ in a Linguistic Perspective: Historical, Systematic, and Theoretical Aspects of Rhetoric as Formal Language Usage

ОСОБЛИВОСТІ ФОРМУВАННЯ ЛІНГВІСТИЧНИХ ПОНЯТЬ У МОЛОДШИХ ШКОЛЯРІВ