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Coping with an Idea of Ecological Grammar
This book summarizes scholarly achievements of the author by confronting two descriptive models of linguistic research. Against the background of a language-centered view dealing with its external conditionings in the life of nations and nationalities the author puts forward a human-centered conception of grammar which focuses on the ecosystem of communicating individuals who aggregate into interpersonal and intersubjective groupings for the realization of common tasks. Such a grammar manifests itself in linguistic-communicational properties of people through changeable practices of meaning-creation and stabilizing patterns of meaning-interpretation: firstly, when they create observable relationships while transmitting and receiving the meaning-bearers, and, secondly, when they contribute to the formation of assumable associations while coding and decoding the meanings to the approximately similar extent.
A Critical Search for Values in George W. Bush's State of the Union Addresses
The book critically explores values in the State of the Union addresses delivered by George W. Bush. It examines pragmalinguistic tools applied in political legitimization, such as proximization, metaphor or assertion. The analysis reveals that prevalent are three values, invoked in the context of foreign policy: security, terrorism and freedom.
Cognitive Pragmatics
Speakers tend to compose their utterances in such a way that the message they want to get across is hardly ever fully encoded by the meanings of the words and the grammar they use. Instead speakers rely on hearers adding conceptual and emotive content while interpreting the contextually appropriate meanings and intentions behind utterances. This insight, which is of course particularly relevant in all kinds of indirect, figurative or humorous talk, lies at the heart of the linguistic discipline of pragmatics. If pragmatics is the study of meaning-in-context, then cognitive pragmatics can be broadly defined as encompassing the study of the cognitive principles and processes involved in the co...
Correspondences and Contrasts in Foreign Language Pedagogy and Translation Studies
The book constitutes a selection of 18 papers on foreign language pedagogy (11 papers) and translation studies (9 papers). The first part of the book is devoted to foreign language pedagogy. The articles in this part focus on issues such as English as lingua franca, foreign language teacher training, the role of individual learner differences in language learning and teaching especially with respect to strategies of language learning as well as psychological and socioaffective factors. The part focusing on translation studies comprises articles devoted to a variety of topics. It places a wide range of readings within the context of varying translation domains such as translation competence, literary translation, translation strategies, translation teaching (including strategies of dictionary use) and translator training. The combination of the above aspects intends to underline the truly interdisciplinary nature of translation.
Metamorphoses of the Absolute
This collection of essays is devoted to the diversity of the conceptual and terminological definitions of the notion of the “absolute”. Absolute comprises both the concepts of the Western world related to God and the verbal constructions flowing from these ideas in the spheres of law, philosophy, linguistics, politics, medicine, literature, and arts. Over time, absolute and its neologisms have undergone various modifications, assuming the associated characteristics of syntactic ambiguity and inflation. Absolute can imply an increase in the degree of a quality attached to some object or phenomenon and can be used as either an adverbial modifier or a proper noun. In its appearances as a procedural term, absolute mostly conveys a negative connotation when evaluating some action. The question posed in this book is not what absolute is, but what possibilities exist with regard to perceiving and conceptualizing it in human terms, both historically and in the present.
Elicited Metaphor Analysis in Educational Discourse
The ability to recognise, discuss and evaluate one’s educational beliefs and working practices in metaphoric terms has for several years been seen as a highly valuable tool for increasing self-awareness, facilitating learning (or teaching), and/or predicting behaviour. This is the first edited book solely devoted to the topic of researching elicited metaphor in education, and brings together key researchers from China, Poland, Puerto Rico, South America, UK and USA. The 12 chapters involve overviews and state-of-the-art articles, articles focussing on methodology and validation, as well as reflections on the effectiveness of techniques and research reports of recent empirical studies. The bulk of the articles relate to literacy (L1 and L2) and teacher education, but science education is also addressed. The book offers useful models for academics, professionals and PhD students in these areas, and provides solutions for improving the validity of elicited metaphor techniques in educational research.
Studies in Gothic
This volume investigates a wide range of topics in the study of Gothic, the oldest Germanic language to be attested in any substantial texts, some three centuries before the earliest Old English. It covers issues in sociolinguistics, historical linguistics, phonology, derivational morphology, verbal syntax, and discourse structure. Individual chapters examine Gothic-Latin bilingualism in sixth-century Italy, some hitherto undiscovered aspects of the production of the first edition of the Codex Argenteus associated with England, and the translations of Greek nominal compounds in the Gospels. Phonological and morphological topics covered include vowel lowering (?breaking?), the distinction bet...
