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„Bezwolne” ubytki metaforyczne konstruktywistycznej teorii uczenia się

100%
Gorczyca W.
Studia Slavica
|
2013
|
vol. 17
|
issue 1
73-80
XX
The author of the article disputes with basic foundations of constructivist theory of learning. The polemics especially refers to dychotomic understanding of information processing ( first what was said, then what was intended) by the constructivist theorists of glottodidactics. According to the author, consensual , which means constructivist blending of proposotional model ( what was said) with mental model (what was intended) recalls the conception od surface and deep structures by Noam Chomsky and can not be applied in glottodidactically profiled analysis and interpretation of a poetic text including metaphor in absentia. The exemplifying material, which boosters author’s conclusions, is his intepretation of the poem by Joseph Brodsky with incipit Dieriewiannyj łaokoon … with a proposition of glottodidactic solutions in the background.
2
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Cognitive-Semiotic Mechanisms of Phraseme Building

86%
Alefirenko N. F.
Jazykovedný Casopis
|
2015
|
vol. 66
|
issue 2
81-99
EN
The article deals with the problems of idioms production and perception related to the foresign forms emergence of information accumulation and storage contained in the cognitive-based derivation of phraseme building. It is suggested that presign stage of the semiosis process and the phraseme understanding is a cognitive model that precedes not only the formation of the phraseme semantic structure, but its perception. Since the cognitive model of phrasemic semiosis is a diagram of discursive meaning embodiment and discourse itself is form of its indirectly derivative existence, there is a need to show how the cognitive-discursive mechanisms of phraseme building is associated with foresign forms of sense accumulation and storage.
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