Abstract The main objective of this corpus-based study is to research the most frequent two-word collocations in the corpus of nursing scientific articles and compare this newly assembled list of nursing collocations with the Academic Collocation List (ACL). The nursing scientific articles corpus (NSAC) used in this study comprises 1,119,441 words from 262 articles of 10 high-quality journals from the Medical Library Association list which nursing students can freely access. The focus is on noun-noun and noun-adjective collocations. The selected articles were converted into txt files using the ABBYY Fine Reader. WordSmith Tools 7.0 and TermeX were used for noun and collocation extraction. The newly assembled Nursing Collocation List (NCL) and the ACL were compared using Microsoft Excel 2016. A total of 488 collocations were identified in the NSAC and the NCL contains 234 (47.9%) noun + noun and 254 (52.1%) adjective + noun collocation combinations. The most frequent two-word collocation is health care and it appeared 618 times in the NSAC. The ACL (2,469) and the NCL (488) share 123 two-word collocations. Although there are some correspondences between collocations in the two corpora, key nursing collocations with notably higher frequencies are identified in the NSAC (365). Despite the fact that the ACL is the most extensive collocation list across different academic fields and it certainly plays an important role in teaching English as a foreign language, this study suggests that it does not provide key nursing collocations for improvement of nursing collocation competence.
摘要本研究的主要目的是研究护理科学文章语料库中最常见的双词搭配，并将其与学术搭配表(ACL)进行比较。本研究使用的护理科学论文语料库(NSAC)包含护理学生可自由存取的医学图书馆协会列表中10种高质量期刊262篇文章，共1,119,441字。重点是名词与名词和名词与形容词的搭配。所选文章使用ABBYY Fine Reader转换为文本文件。使用WordSmith Tools 7.0和TermeX进行名词和搭配提取。使用Microsoft Excel 2016对新组装的护理搭配表(NCL)和ACL进行比较。NSAC共有488种搭配，其中名词+名词组合234种(47.9%)，形容词+名词组合254种(52.1%)。两词搭配中出现频率最高的是health care，在NSAC中出现了618次。ACL(2469)和NCL(488)共有123个双字搭配。尽管两个语料库中的搭配之间存在一些对应关系，但在NSAC中确定了频率明显较高的关键护理搭配(365)。尽管ACL是跨学术领域最广泛的搭配表，在对外英语教学中发挥着重要作用，但本研究表明，ACL并没有为护理搭配能力的提高提供关键的护理搭配。
{"title":"Collocations of high frequency words in nursing research articles and The Academic Collocation List: Similarities and differences","authors":"Kaja Mandić, Izabela Dankić","doi":"10.2478/exell-2020-0011","DOIUrl":"https://doi.org/10.2478/exell-2020-0011","url":null,"abstract":"Abstract The main objective of this corpus-based study is to research the most frequent two-word collocations in the corpus of nursing scientific articles and compare this newly assembled list of nursing collocations with the Academic Collocation List (ACL). The nursing scientific articles corpus (NSAC) used in this study comprises 1,119,441 words from 262 articles of 10 high-quality journals from the Medical Library Association list which nursing students can freely access. The focus is on noun-noun and noun-adjective collocations. The selected articles were converted into txt files using the ABBYY Fine Reader. WordSmith Tools 7.0 and TermeX were used for noun and collocation extraction. The newly assembled Nursing Collocation List (NCL) and the ACL were compared using Microsoft Excel 2016. A total of 488 collocations were identified in the NSAC and the NCL contains 234 (47.9%) noun + noun and 254 (52.1%) adjective + noun collocation combinations. The most frequent two-word collocation is health care and it appeared 618 times in the NSAC. The ACL (2,469) and the NCL (488) share 123 two-word collocations. Although there are some correspondences between collocations in the two corpora, key nursing collocations with notably higher frequencies are identified in the NSAC (365). Despite the fact that the ACL is the most extensive collocation list across different academic fields and it certainly plays an important role in teaching English as a foreign language, this study suggests that it does not provide key nursing collocations for improvement of nursing collocation competence.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86097140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The use of synonymy and near-synonymy allows us to differently express similar ideas and meanings, as well as perspectives. However, their use and nuances may be unclear to language learners, such as the selected case of the verbs explain and clarify. This paper examines the usage of the two verbs by looking into corpus data and uses Sinclair's methodological procedure as an alternative to dictionary references. Also included is a discussion of aspects and criticisms of corpus linguistics, mentions (and uses of) computer technologies for the analysis of language by discovering usage patterns, significant exceptions and semantic prosody, and exploring whether using corpora in the classroom would be beneficial to language learners.
{"title":"Corpus based study of verbs explain and clarify as an example of assistance in pedagogical settings","authors":"Maja Séguin","doi":"10.2478/exell-2021-0003","DOIUrl":"https://doi.org/10.2478/exell-2021-0003","url":null,"abstract":"Abstract The use of synonymy and near-synonymy allows us to differently express similar ideas and meanings, as well as perspectives. However, their use and nuances may be unclear to language learners, such as the selected case of the verbs explain and clarify. This paper examines the usage of the two verbs by looking into corpus data and uses Sinclair's methodological procedure as an alternative to dictionary references. Also included is a discussion of aspects and criticisms of corpus linguistics, mentions (and uses of) computer technologies for the analysis of language by discovering usage patterns, significant exceptions and semantic prosody, and exploring whether using corpora in the classroom would be beneficial to language learners.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80141579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Rhetorical questions (RQs), as a cross-breed of questions and statements, represent an effective tool in putting forward the Speaker’s ideas, as well as influencing the ideas and opinions of other people. Because of their communicative effectiveness and multifunctionality, they are frequently used in different contexts and for different purposes, and, as such, they represent an interesting topic for further research. The aim of this paper is threefold: (i) to explore the nature of the implied answer to RQs, (ii) to offer a classification of RQs based on the Speaker’s communication style, and (iii) to examine whether (or to what extent) the Speaker-Addressee relationship (peer-to-peer, superior-to-inferior, inferior-to-superior) influences the selection and frequency of use of different types of RQs. Using Stalnaker’s (2002) model of Common Ground and Caponigro and Sprouse’s (2007) concepts of Speaker’s and Addressee’s Beliefs, the author redefines the nature of the answers implied by RQs, claiming that they are imposed on the Addressee rather than mutually recognized as obvious. Based on the model of communication styles as defined by Yuan et al. (2018), RQs are classified into aggressive, friendly and sarcastic/ironical questions with imposed answers. The analysis of the corpus, which consisted of 275 RQs taken from ten American movie scripts, showed that friendly RQs are more common than the other two types, and that, in instances where one of the interlocutors is in a superior position, superior-to-inferior RQs are by far more common than vice versa. The finding that RQs asked by inferiors make up less than a third of RQs occurring between interlocutors with different social standing is in line with the view that answers to RQs are imposed on Addressees.
{"title":"Rhetorical questions as aggressive, friendly or sarcastic/ironical questions with imposed answers","authors":"Džemal Špago","doi":"10.2478/exell-2020-0014","DOIUrl":"https://doi.org/10.2478/exell-2020-0014","url":null,"abstract":"Abstract Rhetorical questions (RQs), as a cross-breed of questions and statements, represent an effective tool in putting forward the Speaker’s ideas, as well as influencing the ideas and opinions of other people. Because of their communicative effectiveness and multifunctionality, they are frequently used in different contexts and for different purposes, and, as such, they represent an interesting topic for further research. The aim of this paper is threefold: (i) to explore the nature of the implied answer to RQs, (ii) to offer a classification of RQs based on the Speaker’s communication style, and (iii) to examine whether (or to what extent) the Speaker-Addressee relationship (peer-to-peer, superior-to-inferior, inferior-to-superior) influences the selection and frequency of use of different types of RQs. Using Stalnaker’s (2002) model of Common Ground and Caponigro and Sprouse’s (2007) concepts of Speaker’s and Addressee’s Beliefs, the author redefines the nature of the answers implied by RQs, claiming that they are imposed on the Addressee rather than mutually recognized as obvious. Based on the model of communication styles as defined by Yuan et al. (2018), RQs are classified into aggressive, friendly and sarcastic/ironical questions with imposed answers. The analysis of the corpus, which consisted of 275 RQs taken from ten American movie scripts, showed that friendly RQs are more common than the other two types, and that, in instances where one of the interlocutors is in a superior position, superior-to-inferior RQs are by far more common than vice versa. The finding that RQs asked by inferiors make up less than a third of RQs occurring between interlocutors with different social standing is in line with the view that answers to RQs are imposed on Addressees.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80171029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lina Miloshevska, Elżbieta Gajek, Nihada Delibegović Džanić, Çiler Hatipoğlu
Abstract In spring 2020 both teachers and learners experienced the interruption of education as it had been established for over 150 years and seemed to be unchangeable. The paper focuses on students’ perspectives on how they perceive the changes in learning due to the pandemic educational emergency response based on the results of a survey of students in four countries: Bosnia and Herzegovina, North Macedonia, Poland and Turkey. We aim at discussing the data collected at the end of the 2019-2020 Spring semester. The research focuses on the accessibility of the tools for learning, modes of instruction, as well as interaction patterns. In addition, we present students’ opinions on the difficulties they experienced, the learning strategies they adopted and what aspects of online learning should remain as a regular educational practice after the pandemic period.
{"title":"Emergency online learning during the first Covid-19 period: students’ perspectives from Bosnia and Herzegovina, North Macedonia, Poland and Turkey","authors":"Lina Miloshevska, Elżbieta Gajek, Nihada Delibegović Džanić, Çiler Hatipoğlu","doi":"10.2478/exell-2021-0002","DOIUrl":"https://doi.org/10.2478/exell-2021-0002","url":null,"abstract":"Abstract In spring 2020 both teachers and learners experienced the interruption of education as it had been established for over 150 years and seemed to be unchangeable. The paper focuses on students’ perspectives on how they perceive the changes in learning due to the pandemic educational emergency response based on the results of a survey of students in four countries: Bosnia and Herzegovina, North Macedonia, Poland and Turkey. We aim at discussing the data collected at the end of the 2019-2020 Spring semester. The research focuses on the accessibility of the tools for learning, modes of instruction, as well as interaction patterns. In addition, we present students’ opinions on the difficulties they experienced, the learning strategies they adopted and what aspects of online learning should remain as a regular educational practice after the pandemic period.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91180553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The main aim of education is to provide students with academic knowledge and skills. In this process, some students experience burnout, which negatively affects their productivity and effectiveness. This study experimentally examines the impact of mindfulness-based instruction on burnout and students’ achievement in receptive language skills among 64 learners of English as a foreign language (EFL) via a mixed-methods approach (QUAN→ qual) within a single framework. The techniques implemented in the experimental group, i. e. 32 participants, included observance of all experience, analyzing, planning, judging, reasoning, and fantasizing (van Vreeswijk et al., 2014). Furthermore, the techniques were inspired by Pirson et al. (2012) conceptualization that mindfulness comprises novelty producing, novelty seeking, engagement, and flexibility. The results of posttest revealed these techniques efficiently enhanced the abovementioned variables.
教育的主要目的是为学生提供学术知识和技能。在这个过程中，一些学生经历了倦怠，这对他们的生产力和效率产生了负面影响。本研究通过单一框架下的混合方法(QUAN→equal)，实验考察了正念教学对64名英语学习者倦怠和接受性语言技能成就的影响。实验组(即32名参与者)采用的技术包括对所有经验的观察、分析、计划、判断、推理和幻想(van Vreeswijk et al.， 2014)。此外，这些技术的灵感来自于皮尔逊等人(2012)的概念，即正念包括新奇产生、新奇寻求、参与和灵活性。后验结果表明，这些技术有效地增强了上述变量。
{"title":"Differences in EFL learners’ burnout levels and receptive language skills with regard to the mindfulness-based instruction","authors":"H. Moghadam, A. Ghanizadeh, B. Ghonsooly","doi":"10.2478/exell-2021-0004","DOIUrl":"https://doi.org/10.2478/exell-2021-0004","url":null,"abstract":"Abstract The main aim of education is to provide students with academic knowledge and skills. In this process, some students experience burnout, which negatively affects their productivity and effectiveness. This study experimentally examines the impact of mindfulness-based instruction on burnout and students’ achievement in receptive language skills among 64 learners of English as a foreign language (EFL) via a mixed-methods approach (QUAN→ qual) within a single framework. The techniques implemented in the experimental group, i. e. 32 participants, included observance of all experience, analyzing, planning, judging, reasoning, and fantasizing (van Vreeswijk et al., 2014). Furthermore, the techniques were inspired by Pirson et al. (2012) conceptualization that mindfulness comprises novelty producing, novelty seeking, engagement, and flexibility. The results of posttest revealed these techniques efficiently enhanced the abovementioned variables.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86290401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In academic writing stance is often conveyed by means of extraposed that-clauses (It is possible that the results were misinterpreted.). The impersonal form of a matrix predicate allows writers to express attitudes without assuming responsibility for the claim, which renders extraposition particularly convenient for hedging (Biber et al., 1999). The equivalent clause type in Croatian refers to declarative subject da-clauses (Moguće je da su rezultati krivo protumačeni.). The study examines the hedging potential of the target clauses in research articles in English and Croatian. Raising awareness of the way hedged stance is conveyed in cross-cultural academic writing may provide important implications for academic writing instruction particularly in a non-native English context.
在学术写作中，立场通常是通过附加that-从句来表达的(这有可能导致结果被误解)。矩阵谓词的非人格化形式允许作者在不承担责任的情况下表达态度，这使得外置特别便于对冲(Biber et al.， 1999)。克罗地亚语中的对等子句类型指的是陈述性主语从句(Moguće je da su rezultati krivo prouma)。本研究考察了英语和克罗地亚语研究文章中目标从句的对冲潜力。提高对跨文化学术写作中模棱两可立场表达方式的认识，可能对学术写作教学，特别是在非英语母语环境下的学术写作教学具有重要意义。
{"title":"Hedging functions of extraposed that-clauses in English and declarative subject da-clauses in Croatian academic writing","authors":"Mirna Varga","doi":"10.2478/exell-2021-0001","DOIUrl":"https://doi.org/10.2478/exell-2021-0001","url":null,"abstract":"Abstract In academic writing stance is often conveyed by means of extraposed that-clauses (It is possible that the results were misinterpreted.). The impersonal form of a matrix predicate allows writers to express attitudes without assuming responsibility for the claim, which renders extraposition particularly convenient for hedging (Biber et al., 1999). The equivalent clause type in Croatian refers to declarative subject da-clauses (Moguće je da su rezultati krivo protumačeni.). The study examines the hedging potential of the target clauses in research articles in English and Croatian. Raising awareness of the way hedged stance is conveyed in cross-cultural academic writing may provide important implications for academic writing instruction particularly in a non-native English context.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81680105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article introduces and discusses an empirical investigation that aimed to establish how pre-service teachers of English (hereinafter “participants”) framed their perceptions of Canvas, a learning management system (LMS), in their studies of English as a Foreign Language (EFL). In the present study, the participants and their respective controls (i.e., non-teacher EFL students) were requested to write a short reflective essay associated with the use of the LMS in their EFL course. All participants and the control group used Canvas as their LMS. The corpus of the participants’ and controls’ reflective essays was analysed qualitatively by means of framing analysis. The results of the qualitative framing analysis revealed that whilst there were similarities in the participants’ and controls’ framing, the corpus of the participants’ essays involved instances of framing that were specific to the participants’ perceptions of Canvas. These findings and their linguo-didactic implications were further presented in the article.
{"title":"English goes digital: Framing pre-service teachers’ perceptions of a learning management system in their EFL studies","authors":"Oleksandr (Alexander) Kapranov","doi":"10.2478/exell-2020-0013","DOIUrl":"https://doi.org/10.2478/exell-2020-0013","url":null,"abstract":"Abstract This article introduces and discusses an empirical investigation that aimed to establish how pre-service teachers of English (hereinafter “participants”) framed their perceptions of Canvas, a learning management system (LMS), in their studies of English as a Foreign Language (EFL). In the present study, the participants and their respective controls (i.e., non-teacher EFL students) were requested to write a short reflective essay associated with the use of the LMS in their EFL course. All participants and the control group used Canvas as their LMS. The corpus of the participants’ and controls’ reflective essays was analysed qualitatively by means of framing analysis. The results of the qualitative framing analysis revealed that whilst there were similarities in the participants’ and controls’ framing, the corpus of the participants’ essays involved instances of framing that were specific to the participants’ perceptions of Canvas. These findings and their linguo-didactic implications were further presented in the article.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79681776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The paper examines the application of computer assisted language learning (CALL) in English language classes in Bosnia and Herzegovina. The research was designed as an empirical examination of the attitudes of teachers and students on the successful application of computer assisted language learning in English language classrooms in Bosnia and Herzegovina. Lack of motivation is one the problems that most teachers are faced with. There are many causes of poor motivation, but one of them is certainly the unattractiveness and dullness of traditional methods, teaching materials and resources. However, many authors with educational experience point out that the use of information technology can positively influence students’ motivation and encourage them to work actively. While adults, as digital immigrants, might not use modern information technology excessively, children and teens are true digital natives, who have grown up with the latest technologies and use them with great pleasure in all aspects of their lives adapting them to their needs (Prensky, 2001). The results obtained in this research are an indicator of the current attitude of teachers and students towards these issues, but they also highlight some important necessary reforms in the field of teacher education.
{"title":"Computer assisted language learning in English language classrooms in Bosnia and Herzegovina","authors":"Nihada Delibegović Džanić, Amila Hasanspahić","doi":"10.2478/exell-2020-0012","DOIUrl":"https://doi.org/10.2478/exell-2020-0012","url":null,"abstract":"Abstract The paper examines the application of computer assisted language learning (CALL) in English language classes in Bosnia and Herzegovina. The research was designed as an empirical examination of the attitudes of teachers and students on the successful application of computer assisted language learning in English language classrooms in Bosnia and Herzegovina. Lack of motivation is one the problems that most teachers are faced with. There are many causes of poor motivation, but one of them is certainly the unattractiveness and dullness of traditional methods, teaching materials and resources. However, many authors with educational experience point out that the use of information technology can positively influence students’ motivation and encourage them to work actively. While adults, as digital immigrants, might not use modern information technology excessively, children and teens are true digital natives, who have grown up with the latest technologies and use them with great pleasure in all aspects of their lives adapting them to their needs (Prensky, 2001). The results obtained in this research are an indicator of the current attitude of teachers and students towards these issues, but they also highlight some important necessary reforms in the field of teacher education.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88113174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Colour is one of the central categories of both a conceptual and a linguistic world of image, correlated with an axiological and an esthetic assessment, a semiotic and value world of image of a given national culture, which allows us to talk about colour preferences, ethnic colour mentality, colour gaps and colour universals, that is, about the colour world of image. In addition, colours have senses specific to particular fields, from physics over printing to senses used in everyday life. In the present article, I carry out an analysis of the colour term white in English, and its counterparts in Russian, Tajik and Uzbek from the lexicological and lexicographical point of view, starting with a semasiological perspective, following Steinvall’s (2002: 56) methodology. The conceptual space of the colour term white in lexicographic work tends to be kept compact rather than articulated in great detail, just like in the case of other types of colours, i.e. in an attempt to minimize polysemy, its senses are typically lumped, rather than split. The main aims were to investigate the differences in the representation of adjectives denoting white colour across languages and to compare monolingual and bilingual dictionaries with respect how they structure their meanings, as well as collocations and idiomatic expressions (often based on metaphors and metonymies). A number of field-like clusters of concepts related to the colour terms for white were established. Based on these findings, I proceed to make some suggestions for the improvement of the approach to colour terms for white and other colours in general use and pedagogical dictionaries.
{"title":"The polysemy of the colour term white in English, Russian, Tajik and Uzbek","authors":"Daler Zayniev","doi":"10.2478/exell-2020-0009","DOIUrl":"https://doi.org/10.2478/exell-2020-0009","url":null,"abstract":"Abstract Colour is one of the central categories of both a conceptual and a linguistic world of image, correlated with an axiological and an esthetic assessment, a semiotic and value world of image of a given national culture, which allows us to talk about colour preferences, ethnic colour mentality, colour gaps and colour universals, that is, about the colour world of image. In addition, colours have senses specific to particular fields, from physics over printing to senses used in everyday life. In the present article, I carry out an analysis of the colour term white in English, and its counterparts in Russian, Tajik and Uzbek from the lexicological and lexicographical point of view, starting with a semasiological perspective, following Steinvall’s (2002: 56) methodology. The conceptual space of the colour term white in lexicographic work tends to be kept compact rather than articulated in great detail, just like in the case of other types of colours, i.e. in an attempt to minimize polysemy, its senses are typically lumped, rather than split. The main aims were to investigate the differences in the representation of adjectives denoting white colour across languages and to compare monolingual and bilingual dictionaries with respect how they structure their meanings, as well as collocations and idiomatic expressions (often based on metaphors and metonymies). A number of field-like clusters of concepts related to the colour terms for white were established. Based on these findings, I proceed to make some suggestions for the improvement of the approach to colour terms for white and other colours in general use and pedagogical dictionaries.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78241753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The paper investigates the evocation of the figurative meanings of English phrasal verbs of the form: component verb come + component particle up when they are employed in resultative constructions. Four instances of come up are discussed. It is suggested that the figurative meanings of come up are rooted to conceptual metaphors.
{"title":"Figuration, constructions and English phrasal verbs: The instances of come up","authors":"Efthymia M. Tsaroucha","doi":"10.2478/exell-2020-0008","DOIUrl":"https://doi.org/10.2478/exell-2020-0008","url":null,"abstract":"Abstract The paper investigates the evocation of the figurative meanings of English phrasal verbs of the form: component verb come + component particle up when they are employed in resultative constructions. Four instances of come up are discussed. It is suggested that the figurative meanings of come up are rooted to conceptual metaphors.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76605650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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