Pub Date : 2022-12-29DOI: 10.18778/1731-7533.20.2.02
Agnieszka Bryła-Cruz
The aim of the present paper is to shed more light on using L1 (Polish) orthographic spelling to represent the pronunciation of English words in English-Polish dictionaries (e.g. journey /dżerni/, ship /szyp/) and discuss multiple drawbacks of this practice. While there are numerous advantages of using the International Phonetic Alphabet (IPA) in foreign language teaching, some Polish lexicographers insist on, what they call, a “simplified” phonetic transcription. In my paper I conduct an overview of three English-Polish dictionaries which use orthographic transcription instead of the IPA and exemplify inevitable confusion and serious problems they present the learner with. The analysis reveals that orthographic transcription intensifies interference between L1 and L2 and contributes to the fossilization of the most persistent mispronunciations stemming from phonetic transfer. Inconsistent and inaccurate transcription prevents learners from spotting patterns and rules (such as e.g. non-rhoticity, vowel reduction, silent letters, etc.). It is argued that relying on ordinary spelling rather than the IPA is a short-sighted alternative which presents more problems than solutions.
{"title":"More Harm than Good: Why Dictionaries Using Orthographic Transcription Instead of the IPA Should Be Handled with Care","authors":"Agnieszka Bryła-Cruz","doi":"10.18778/1731-7533.20.2.02","DOIUrl":"https://doi.org/10.18778/1731-7533.20.2.02","url":null,"abstract":"The aim of the present paper is to shed more light on using L1 (Polish) orthographic spelling to represent the pronunciation of English words in English-Polish dictionaries (e.g. journey /dżerni/, ship /szyp/) and discuss multiple drawbacks of this practice. While there are numerous advantages of using the International Phonetic Alphabet (IPA) in foreign language teaching, some Polish lexicographers insist on, what they call, a “simplified” phonetic transcription. In my paper I conduct an overview of three English-Polish dictionaries which use orthographic transcription instead of the IPA and exemplify inevitable confusion and serious problems they present the learner with. The analysis reveals that orthographic transcription intensifies interference between L1 and L2 and contributes to the fossilization of the most persistent mispronunciations stemming from phonetic transfer. Inconsistent and inaccurate transcription prevents learners from spotting patterns and rules (such as e.g. non-rhoticity, vowel reduction, silent letters, etc.). It is argued that relying on ordinary spelling rather than the IPA is a short-sighted alternative which presents more problems than solutions.","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45276974","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}
Pub Date : 2022-12-29DOI: 10.18778/1731-7533.20.1.06
Safi Eldeen Alzi'abi
Compound words are ubiquitous in English. Stressing compounds is difficult for EFL learners and native speakers, especially when the meaning is not a sum of the constituent parts. This study explores Arab EFL learners’ stress strategies and outlines their difficulties. It examines whether any of these factors (a) word class, (b) orthography, (c) understanding of phonetics and phonology, (d) age and (e) grade point average (GPA) influence their behaviour and levels of success. It involves 130 second and third-year Jordanian English majors in reading 50 opaque non-frequent compound words, 25 with right-stress and 25 with left-stress. The majority opted for right-stress, producing about half of the stimuli correctly. They right-stressed more often in compound verbs, nouns and adjectives of all spelling forms. Their performance was slightly influenced by the study of phoneticsandphonology, training in stress and GPA. However, there was no noticeable relationship between their stress performance and age. Notably, the subjects needed more training in compound word stress production.
{"title":"Arab Efl Learners’ Stress of Compound Words","authors":"Safi Eldeen Alzi'abi","doi":"10.18778/1731-7533.20.1.06","DOIUrl":"https://doi.org/10.18778/1731-7533.20.1.06","url":null,"abstract":"Compound words are ubiquitous in English. Stressing compounds is difficult for EFL learners and native speakers, especially when the meaning is not a sum of the constituent parts. This study explores Arab EFL learners’ stress strategies and outlines their difficulties. It examines whether any of these factors (a) word class, (b) orthography, (c) understanding of phonetics and phonology, (d) age and (e) grade point average (GPA) influence their behaviour and levels of success. It involves 130 second and third-year Jordanian English majors in reading 50 opaque non-frequent compound words, 25 with right-stress and 25 with left-stress. The majority opted for right-stress, producing about half of the stimuli correctly. They right-stressed more often in compound verbs, nouns and adjectives of all spelling forms. Their performance was slightly influenced by the study of phoneticsandphonology, training in stress and GPA. However, there was no noticeable relationship between their stress performance and age. Notably, the subjects needed more training in compound word stress production.","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49178711","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}
Pub Date : 2022-12-29DOI: 10.18778/1731-7533.20.1.05
Marta A. Nowacka
This paper examines the perspectives of Polish university students of English (n=110) on selected aspects after the pronunciation instruction they underwent during their phonetics course. It shows qualitative questionnaire results obtained by means of four open-ended statements. It sheds light on: English accent preference, reasons why they favoured and disfavoured the course and expectations from the course tutor. The students reported a positive impact of the training on their speaking and overall English/language skills, sounding native-like, good, and being understood. They admitted to disliking rules, theory of phonetics, unexpected pronunciation of words. In addition, the expected responsibilities of a pronunciation tutor comprised: correction of students’ pronunciation and helping them improve this skill. It confirms that the nativeness principle to pronunciation learning still prevails as the students wish to sound nativelike and expect the teacher to give them corrective accuracy-based feedback.
{"title":"English Phonetics Course: University Students’ Preferences and Expectations","authors":"Marta A. Nowacka","doi":"10.18778/1731-7533.20.1.05","DOIUrl":"https://doi.org/10.18778/1731-7533.20.1.05","url":null,"abstract":"This paper examines the perspectives of Polish university students of English (n=110) on selected aspects after the pronunciation instruction they underwent during their phonetics course. It shows qualitative questionnaire results obtained by means of four open-ended statements. It sheds light on: English accent preference, reasons why they favoured and disfavoured the course and expectations from the course tutor. The students reported a positive impact of the training on their speaking and overall English/language skills, sounding native-like, good, and being understood. They admitted to disliking rules, theory of phonetics, unexpected pronunciation of words. In addition, the expected responsibilities of a pronunciation tutor comprised: correction of students’ pronunciation and helping them improve this skill. It confirms that the nativeness principle to pronunciation learning still prevails as the students wish to sound nativelike and expect the teacher to give them corrective accuracy-based feedback.","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47092426","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}
Pub Date : 2022-12-29DOI: 10.18778/1731-7533.20.1.01
A. Jarosz, I. Witczak-Plisiecka
The text reviews selected current issues related to native and non-native accents of English, including the status of English as a global language, the value of varieties of English and the question of a possible supremacy of one accent over other varieties. The text links theoretical and applied issues addressing the question of which variety should be used in EFL education. Focusing on the phonetic dimension it weights the conflicting reasons given in classic works, such as Kachru’s and McArthur’s to eventually point to novel research programmes as exemplified in other texts included in the special issues of Research in Language, i.e. vol. 20, issues 1 and 2, most of which were inspired by Accents 2021, an annual conference organised by the Department of English Language and Applied Linguistics, Institute of English Studies, University of Lodz, Poland.
{"title":"Native and Non-Native Accents of English: Different Perceptions of English as a Global Language in a Phonetic Perspective. An Editorial to RiL Special Issue Vol. 20.1 and 20.2.","authors":"A. Jarosz, I. Witczak-Plisiecka","doi":"10.18778/1731-7533.20.1.01","DOIUrl":"https://doi.org/10.18778/1731-7533.20.1.01","url":null,"abstract":"The text reviews selected current issues related to native and non-native accents of English, including the status of English as a global language, the value of varieties of English and the question of a possible supremacy of one accent over other varieties. The text links theoretical and applied issues addressing the question of which variety should be used in EFL education. Focusing on the phonetic dimension it weights the conflicting reasons given in classic works, such as Kachru’s and McArthur’s to eventually point to novel research programmes as exemplified in other texts included in the special issues of Research in Language, i.e. vol. 20, issues 1 and 2, most of which were inspired by Accents 2021, an annual conference organised by the Department of English Language and Applied Linguistics, Institute of English Studies, University of Lodz, Poland. ","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48316124","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}
Pub Date : 2022-12-29DOI: 10.18778/1731-7533.20.1.03
Kristýna Červinková Poesová, Klára Lančová
In the current pilot report, we draw on and further develop our previous research examining pre-service teachers’ attitudes and beliefs about accents, in which we proposed a pedagogical intervention reflecting certain aspects of our research outcomes, mainly the positive trend of embracing one’s non-nativeness. A set of four classroom activities, namely Nativeness perception test, Four corners, Bank of experiences and Sociodynamic teacher, were incorporated into three different online graduate courses in the winter and summer semesters 2020/2021 at the Department of the English Language and Literature, Faculty of Education in Prague. The piloting process was partly replicated in face-to-face classes of the following academic year. The overarching goal was to raise awareness of accent variation, especially in such a linguistically homogenous country as the Czech Republic and cultivate future teachers’ ability to address accent-related issues confidently, objectively and sensitively. The subsequent scrutiny of participants’ recorded discussions, written and/or oral feedback, submitted tasks as well as teachers’ observations indicated increased awareness of accent variability and a raised level of pedagogical confidence in approaching accent in the classroom context. Particularly, the respondents proved to be highly creative when devising adequate and supportive reactions to imagined negative comments related to accents or preventing them by specifically designing their lesson plans. Furthermore, the pedagogical intervention was appraised by the participating graduate students in their reflective assessment one year later.
{"title":"Developing Unbiased Teacher Identity in Pluri-Accent Reality: Research-Based Classroom Activities","authors":"Kristýna Červinková Poesová, Klára Lančová","doi":"10.18778/1731-7533.20.1.03","DOIUrl":"https://doi.org/10.18778/1731-7533.20.1.03","url":null,"abstract":"In the current pilot report, we draw on and further develop our previous research examining pre-service teachers’ attitudes and beliefs about accents, in which we proposed a pedagogical intervention reflecting certain aspects of our research outcomes, mainly the positive trend of embracing one’s non-nativeness. A set of four classroom activities, namely Nativeness perception test, Four corners, Bank of experiences and Sociodynamic teacher, were incorporated into three different online graduate courses in the winter and summer semesters 2020/2021 at the Department of the English Language and Literature, Faculty of Education in Prague. The piloting process was partly replicated in face-to-face classes of the following academic year. The overarching goal was to raise awareness of accent variation, especially in such a linguistically homogenous country as the Czech Republic and cultivate future teachers’ ability to address accent-related issues confidently, objectively and sensitively. The subsequent scrutiny of participants’ recorded discussions, written and/or oral feedback, submitted tasks as well as teachers’ observations indicated increased awareness of accent variability and a raised level of pedagogical confidence in approaching accent in the classroom context. Particularly, the respondents proved to be highly creative when devising adequate and supportive reactions to imagined negative comments related to accents or preventing them by specifically designing their lesson plans. Furthermore, the pedagogical intervention was appraised by the participating graduate students in their reflective assessment one year later.","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47316227","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}
Pub Date : 2021-12-30DOI: 10.18778/1731-7533.19.4.03
A. Milostivaya
The article is dedicated to studying communicative and pragmatic evidential constructions in newspaper political narrative. Based on the assumption that a communicative subject is represented as chain cooperation (“orderer” – editor – journalist – source – journalist), markers of evidentiality are matched with reference to the information about the events described on behalf of the source of relevant information. Correlation between an evidential discourse marker and an indication of the source of information in the narrative, as well as the possibility of indirect deictic reference to second-hand information with the help of modal verbs and lexical markers have been identified. Using evidential constructions in newspapers is determined pragmatically and connected with the narrator’s desire to distance him- or herself from unreliable or axiologically negative factors.
{"title":"Evidential Constructions as Deictic Markers of a Communicative Subject in Newspaper Political Narrative","authors":"A. Milostivaya","doi":"10.18778/1731-7533.19.4.03","DOIUrl":"https://doi.org/10.18778/1731-7533.19.4.03","url":null,"abstract":"The article is dedicated to studying communicative and pragmatic evidential constructions in newspaper political narrative. Based on the assumption that a communicative subject is represented as chain cooperation (“orderer” – editor – journalist – source – journalist), markers of evidentiality are matched with reference to the information about the events described on behalf of the source of relevant information. Correlation between an evidential discourse marker and an indication of the source of information in the narrative, as well as the possibility of indirect deictic reference to second-hand information with the help of modal verbs and lexical markers have been identified. Using evidential constructions in newspapers is determined pragmatically and connected with the narrator’s desire to distance him- or herself from unreliable or axiologically negative factors.","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45621416","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}
Pub Date : 2021-12-30DOI: 10.18778/1731-7533.19.4.02
Mohamed Saki
This paper sets to analyse the hermeneutical process of highlighting at work in the preface written by the North Irish poet Seamus Heaney to his retranslations of Beowulf (1999). My analysis takes into account the generic identity of the preface by considering it as a textual subgenre where the translator becomes a metatranslator to voice herself out of invisibility, engages in a (self-reflexive) hermeneutical analysis and “justification” by commenting on the choice of the translated work and their translation choices. The analysis is carried out with the help of two concepts elaborated by Gadamer: situatedness and self-understanding to show how Seamus Heaney fuses different horizons in the process of his retranslation.
{"title":"Hermeneutics, Retranslation and Paratext: a Case Study of Seamus Heaney’s Preface to His Retranslation of „Beowulf”","authors":"Mohamed Saki","doi":"10.18778/1731-7533.19.4.02","DOIUrl":"https://doi.org/10.18778/1731-7533.19.4.02","url":null,"abstract":"This paper sets to analyse the hermeneutical process of highlighting at work in the preface written by the North Irish poet Seamus Heaney to his retranslations of Beowulf (1999). My analysis takes into account the generic identity of the preface by considering it as a textual subgenre where the translator becomes a metatranslator to voice herself out of invisibility, engages in a (self-reflexive) hermeneutical analysis and “justification” by commenting on the choice of the translated work and their translation choices. The analysis is carried out with the help of two concepts elaborated by Gadamer: situatedness and self-understanding to show how Seamus Heaney fuses different horizons in the process of his retranslation.","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46282100","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}
Pub Date : 2021-12-30DOI: 10.18778/1731-7533.19.4.01
Marta Lacková
The paper deals with the morphological and lexicosemantic characteristics of lexical units golovnaya bol', migren', tsefalgiya and headache, migraine, cephalgia. The research focuses on collocations, word combinations and concordances in which they appear. At the same time, we consider their grammatical relations, semantic restrictions and semantic prosody. The whole linguistic material is investigated in the framework of the text corpora Russian Web 2011 (ruTenTen11) and English Web 2015 (enTenTen15) with the help of the search tool Sketch Engine. To begin the research, the frequencies of these lexical units in individual styles are elaborated and we also look into the etymology of the studied words as these two factors influence their behaviour from the morphological and lexicological perspectives.
本文研究了golovnaya bol’、migren’、tsefargiya等词汇单位与头痛、偏头痛、头痛的形态和词汇语义特征。这项研究的重点是搭配、单词组合和它们出现的一致性。同时，我们考虑了它们的语法关系、语义限制和语义韵律。在搜索工具Sketch Engine的帮助下，在文本语料库Russian Web 2011（ruTenTen11）和English Web 2015（enTenTen15）的框架下对整个语言学材料进行了研究。首先，我们详细阐述了这些词汇单位在个体风格中的频率，并从形态学和词汇学的角度研究了所研究单词的词源，因为这两个因素影响了它们的行为。
{"title":"Morphological and Lexicosemantic Behaviour of Lexical Units “Golovnaya Bol', Migren', Tsefalgiya and Headache, Migraine, Cephalgia” in the Corpus Environment","authors":"Marta Lacková","doi":"10.18778/1731-7533.19.4.01","DOIUrl":"https://doi.org/10.18778/1731-7533.19.4.01","url":null,"abstract":"The paper deals with the morphological and lexicosemantic characteristics of lexical units golovnaya bol', migren', tsefalgiya and headache, migraine, cephalgia. The research focuses on collocations, word combinations and concordances in which they appear. At the same time, we consider their grammatical relations, semantic restrictions and semantic prosody. The whole linguistic material is investigated in the framework of the text corpora Russian Web 2011 (ruTenTen11) and English Web 2015 (enTenTen15) with the help of the search tool Sketch Engine. To begin the research, the frequencies of these lexical units in individual styles are elaborated and we also look into the etymology of the studied words as these two factors influence their behaviour from the morphological and lexicological perspectives.","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46073245","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}
Pub Date : 2021-12-30DOI: 10.18778/1731-7533.19.4.06
S. Serebriakova
This paper uses communicative-pragmatic analysis and a corpus-based method to investigate multidimensional axiological interpretation of Europäische Identität notion as a unifying political concept. The study focuses on European identity discourse as presented in German mass media. The study shows strategic relevance of the concept and its unifying potential both within the EU framework, and in wider European domain. The analysis reveals that primary and secondary collocators actualized with the notion convey both the topicality and inconsistency of the concept. Moreover, the results show that identity and personal / collective self-determination discourse is characterized by polemic nature and various evaluations that predominantly feature the tactics of doubt and mistrust to the unifying potential of European identity concept.
{"title":"Multidimensionality of “Europäische Identität” Notion in German Mass Media","authors":"S. Serebriakova","doi":"10.18778/1731-7533.19.4.06","DOIUrl":"https://doi.org/10.18778/1731-7533.19.4.06","url":null,"abstract":"This paper uses communicative-pragmatic analysis and a corpus-based method to investigate multidimensional axiological interpretation of Europäische Identität notion as a unifying political concept. The study focuses on European identity discourse as presented in German mass media. The study shows strategic relevance of the concept and its unifying potential both within the EU framework, and in wider European domain. The analysis reveals that primary and secondary collocators actualized with the notion convey both the topicality and inconsistency of the concept. Moreover, the results show that identity and personal / collective self-determination discourse is characterized by polemic nature and various evaluations that predominantly feature the tactics of doubt and mistrust to the unifying potential of European identity concept.","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42412801","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}
The study is carried out in the framework of Conceptual Metaphor Theory, but since it considers political cartoons that, apart from linguistic, involve also other modes, the findings of theoreticians researching visual and multimodal metaphors are applied. The purpose of the present study is to identify and analyse the visual and multimodal metaphors encountered in cartoons focusing on the European Union matters and to find out if political events are presented in cartoons in English and Latvian on the basis of the same conceptual metaphors.
{"title":"Metaphorical Representation of the European Union in Political Cartoons in English and Latvian","authors":"Solveiga Liepa, Vilma Šaudiņa, Dmitrijs Oļehnovičs","doi":"10.18778/1731-7533.19.4.04","DOIUrl":"https://doi.org/10.18778/1731-7533.19.4.04","url":null,"abstract":"The study is carried out in the framework of Conceptual Metaphor Theory, but since it considers political cartoons that, apart from linguistic, involve also other modes, the findings of theoreticians researching visual and multimodal metaphors are applied. The purpose of the present study is to identify and analyse the visual and multimodal metaphors encountered in cartoons focusing on the European Union matters and to find out if political events are presented in cartoons in English and Latvian on the basis of the same conceptual metaphors.","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44345167","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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