Ainur Kushkimbayeva; Altynay Tymbolova; Aigul Murzinova; Ainur Kuchshanova; Sholpan Akchambayeva; Ainur Bostekova
Abstract
This article aims to explore pedagogical technologies used to develop the language competence of students based on the verbal-semantic level of the linguistic personality. With socio-political and economic changes in Kazakhstan, individualizing education has become a crucial aspect of improving personal ...
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This article aims to explore pedagogical technologies used to develop the language competence of students based on the verbal-semantic level of the linguistic personality. With socio-political and economic changes in Kazakhstan, individualizing education has become a crucial aspect of improving personal training quality at all levels. Language centers on linguistic personality, which accumulates values of linguistic, cultural, and communicative knowledge. Language and words are revealed in modern anthropologically relevant levels of linguistic science through language cognition and participial communication. This article introduces a number of techniques and strategies on how to increase students’ linguistic competence through linguistic personalities. To this aim, Auezov’s literary works were considered a source of inspiration on how to help students to enhance their linguistic competence. In the end, some suggestions were made on how to use linguistic personality in language education.
Sukirman Sukirman; Firman Firman; Nurul Aswar; Mirnawati Mirnawati; Rusdiansyah Rusdiansyah
Abstract
This study aims to reveal the utilization of the form of metaphorical meaning in learning interactions at IAIN Palopo. This descriptive qualitative research uses data sources in the form of utterances/interactions in learning that produce data in words and phrases containing the meaning of metaphorical ...
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This study aims to reveal the utilization of the form of metaphorical meaning in learning interactions at IAIN Palopo. This descriptive qualitative research uses data sources in the form of utterances/interactions in learning that produce data in words and phrases containing the meaning of metaphorical forms obtained through recording instruments. Before analyzing the data, it was first categorized depending on the data features required by the study object. Then, data were analyzed using description, interpretation, and explanation techniques. The results showed that the form of metaphoric language features used in the discourse of learning interactions contained euphemistic meanings, censorship, experiential values, relational values, and expressive values. Each form of metaphorical meaning that is expressed forms the idea of character shape in the form of (1) perseverance/loyalty, (2) generosity/wisdom, (3) caring, (4) inappropriateness, (5) completeness, (6) complexity/ difficulty, (7) reinforcement/motivation, and (8) identity. Thus, metaphors are a representation and formulation of educational, ethical values that are produced in learning interactions.
Kamshat B. Zhumasheva; Meiramgul E. Sapargaliyeva; Damira S. Sarkulova; Rimma M. Kuzhentayeva; Ansagan G. Utarova
Abstract
The paper aims to explore the role of gender metaphors in constructing a language picture of the world on the basis of figurative appellations of human beings. The linguistic corpus obtained by the method of continuous sampling from the Dictionary of the Kazakh Literary Language comprises 249 metaphorical ...
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The paper aims to explore the role of gender metaphors in constructing a language picture of the world on the basis of figurative appellations of human beings. The linguistic corpus obtained by the method of continuous sampling from the Dictionary of the Kazakh Literary Language comprises 249 metaphorical nominations both of a person in general (gender-unmarked metaphors) and men and women in particular (gender-marked metaphors). Based on the obtained data, it is possible to identify culturally significant features that are conveyed through gender-specific metaphors. The results show that gender-unmarked metaphors are more typical of Kazakh culture. Among the features derived from gender-marked and unmarked metaphors, the most numerous group is human character and behavior. Moreover, in the metaphorical nominations of men, the second most important group of features is social status, while in the metaphorical descriptions of women, appearance plays an essential role. This paper contributes to cross-cultural research on gender differences and linguistic means of constructing gender in lexicography.
Montserrat Martinez-Vazquez
Volume 5, Issue 2 , September 2017, , Pages 1-14
Abstract
This paper investigates the conceptualization of emotional release from a cognitive linguistics perspective (Cognitive Metaphor Theory). The metaphor weeping is a means of liberating contained emotions is grounded in universal embodied cognition and is reflected in linguistic expressions in English and ...
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This paper investigates the conceptualization of emotional release from a cognitive linguistics perspective (Cognitive Metaphor Theory). The metaphor weeping is a means of liberating contained emotions is grounded in universal embodied cognition and is reflected in linguistic expressions in English and Spanish. Lexicalization patterns which encapsulate this conceptualization include the caused-motion construction, the resultative construction, and the reaction object construction (Goldberg, 1995; Levin, 1993). These patterns are common in English but atypical or non-existent in Spanish and other Romance languages. Results from a corpus analysis, however, reveal that syntactic manifestations of this metaphor are abundant in Spanish, but rare in English. I argue that specific socio-cultural rules are imposed on universal human schemas and particular linguistic availability in this specific domain. In line with recent research on the culture-language interface (Kövecses, 2005; Sharifian, 2011; Wierzbicka, 1999, 2002) this article attempts to show how cultural filters restrain English speakers from using typologically ‘preferred’ constructions in this specific emotional domain.