Pub Date : 2021-06-30DOI: 10.18778/1731-7533.19.2.03
Catherine Way
For some time now I have implemented a manageable combined assessment approach emphasising competence and decision-making (Way 2008, 2009). To do this, we must be able to monitor trainees’ planning, monitoring, regulating, evaluating, recognition of flawed and successful processes and task variables during their assignments. The question is: How can translator trainers assess such a vast range of complex processes? One possible solution is through rubrics for each trainee project management role and for the final translation. In this proposal we attempt to counterbalance the multiple demands of trainee assessment, whilst also addressing the time constraints on trainers and the opinions of trainees. In our paper we will present the rationale for the rubrics (after the pilot trial February-June 2020), one rubric example, an example of the Support Sheets for trainees and the outline for a platform which, once constructed, will only require periodical updating by trainers.
{"title":"Developing Manageable Individualised Formative Assessment of Translator Trainees Through Rubrics","authors":"Catherine Way","doi":"10.18778/1731-7533.19.2.03","DOIUrl":"https://doi.org/10.18778/1731-7533.19.2.03","url":null,"abstract":"For some time now I have implemented a manageable combined assessment approach emphasising competence and decision-making (Way 2008, 2009). To do this, we must be able to monitor trainees’ planning, monitoring, regulating, evaluating, recognition of flawed and successful processes and task variables during their assignments. The question is: How can translator trainers assess such a vast range of complex processes? One possible solution is through rubrics for each trainee project management role and for the final translation. In this proposal we attempt to counterbalance the multiple demands of trainee assessment, whilst also addressing the time constraints on trainers and the opinions of trainees. In our paper we will present the rationale for the rubrics (after the pilot trial February-June 2020), one rubric example, an example of the Support Sheets for trainees and the outline for a platform which, once constructed, will only require periodical updating by trainers.","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46926126","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 : 2021-06-30DOI: 10.18778/1731-7533.19.2.01
Paulina Pietrzak, Michał Kornacki
A learner-based approach to translator training has already been recognised and discussed in translator education for the last few years (González-Davies 2004; Kelly 2005; Kiraly 1995, 2000; Massey et al. 2019). With the main focus on learning rather than training and the translator rather than the product or the process of translation, the observed trend in translation studies can be called ‘translator studies’ (Chesterman 2009). The tendency has been for the teacher-centred approach to be gradually replaced by manners of teaching which favour learner autonomy (Gonzalez Davies 2004). Nonetheless, due to the multiple demands that translator teachers must fulfil, they still happen to be regarded as the main active performers in the educational process. Invaluable as the teacher’s agency is for shaping the educational reality that translation trainees experience, translator education requires ensuring that student-oriented education actually involves freeing teachers and students from their traditional roles, to break out of the routine in which they have been rooted for years. It is worth emphasising that the roles and responsibilities of the translator teacher and student are equally important. The article looks at the translation educational process with the main focus on trainees who are supposed to build their career in the uncertain and indeterminate translation industry of the future.
{"title":"Focus on the Translation Trainee","authors":"Paulina Pietrzak, Michał Kornacki","doi":"10.18778/1731-7533.19.2.01","DOIUrl":"https://doi.org/10.18778/1731-7533.19.2.01","url":null,"abstract":"A learner-based approach to translator training has already been recognised and discussed in translator education for the last few years (González-Davies 2004; Kelly 2005; Kiraly 1995, 2000; Massey et al. 2019). With the main focus on learning rather than training and the translator rather than the product or the process of translation, the observed trend in translation studies can be called ‘translator studies’ (Chesterman 2009). The tendency has been for the teacher-centred approach to be gradually replaced by manners of teaching which favour learner autonomy (Gonzalez Davies 2004). \u0000Nonetheless, due to the multiple demands that translator teachers must fulfil, they still happen to be regarded as the main active performers in the educational process. Invaluable as the teacher’s agency is for shaping the educational reality that translation trainees experience, translator education requires ensuring that student-oriented education actually involves freeing teachers and students from their traditional roles, to break out of the routine in which they have been rooted for years. It is worth emphasising that the roles and responsibilities of the translator teacher and student are equally important. The article looks at the translation educational process with the main focus on trainees who are supposed to build their career in the uncertain and indeterminate translation industry of the future.","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44634525","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 : 2021-06-30DOI: 10.18778/1731-7533.19.2.05
Sonja K. Kimovska, Vladimir Cvetkoski
The purpose of this paper is to investigate the effect of emotions and some personality traits on translation performance. It builds on Rojo and Ramos’s (2016) findings and is broadly based on their methodology, but introduces some methodological changes. It replicates their experiment with translation students in another language pair (English L2>Macedonian L1) following their three step procedure: resiliency test, translation-bogus feedback-translation, self-reporting questionnaire. Following their recommendations (ibid.), the change in methodology involves using comparatively easier translation tasks. The paper aims to provide answers as to: the effect of positive and negative emotions on overall translation performance; the effect of positive and negative emotions on different aspects of translation performance (accuracy vs. creativity) and the role of the personality trait of resilience in regulating negative emotions.
{"title":"The Effect of Emotions on Translations Performance","authors":"Sonja K. Kimovska, Vladimir Cvetkoski","doi":"10.18778/1731-7533.19.2.05","DOIUrl":"https://doi.org/10.18778/1731-7533.19.2.05","url":null,"abstract":"The purpose of this paper is to investigate the effect of emotions and some personality traits on translation performance. It builds on Rojo and Ramos’s (2016) findings and is broadly based on their methodology, but introduces some methodological changes. It replicates their experiment with translation students in another language pair (English L2>Macedonian L1) following their three step procedure: resiliency test, translation-bogus feedback-translation, self-reporting questionnaire. Following their recommendations (ibid.), the change in methodology involves using comparatively easier translation tasks. The paper aims to provide answers as to: the effect of positive and negative emotions on overall translation performance; the effect of positive and negative emotions on different aspects of translation performance (accuracy vs. creativity) and the role of the personality trait of resilience in regulating negative emotions.","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46090031","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 : 2021-06-30DOI: 10.18778/1731-7533.19.2.06
María del Mar Haro Soler
Due to the COVID-19 pandemic, traditional face-to-face learning was suddenly replaced by online learning in universities all over the world. This sudden switch posed a wide variety of challenges to teachers and students. This paper focuses on one teaching practice, teachers’ feedback, and on a students’ form of self-perception, self-efficacy beliefs, both inherent to the teaching-learning process, whether it occurs in the classroom or a virtual environment. An action-research mixed-method study was performed to analyze how teachers’ feedback can impact translation students’ self-efficacy beliefs in three educational modes: face-to-face lessons, blended learning and online learning. This study was performed in two phases. Firstly, a quasi-experimental field study was performed before the outbreak of the pandemic in three groups of the same course: one offered traditional classes, whereas the other two included blended learning. Following the essence of action-research, the results of this first phase were implemented in an online translation course during the pandemic. After comparing and contrasting the results obtained in these two phases, we can conclude that indirect, elaborate and dialogic feedback fostered the students’ self-efficacy beliefs, irrespective of the educational mode.
{"title":"Teachers’ Feedback and Trainees’ Confidence: Do They Match?","authors":"María del Mar Haro Soler","doi":"10.18778/1731-7533.19.2.06","DOIUrl":"https://doi.org/10.18778/1731-7533.19.2.06","url":null,"abstract":"Due to the COVID-19 pandemic, traditional face-to-face learning was suddenly replaced by online learning in universities all over the world. This sudden switch posed a wide variety of challenges to teachers and students. This paper focuses on one teaching practice, teachers’ feedback, and on a students’ form of self-perception, self-efficacy beliefs, both inherent to the teaching-learning process, whether it occurs in the classroom or a virtual environment. An action-research mixed-method study was performed to analyze how teachers’ feedback can impact translation students’ self-efficacy beliefs in three educational modes: face-to-face lessons, blended learning and online learning. This study was performed in two phases. Firstly, a quasi-experimental field study was performed before the outbreak of the pandemic in three groups of the same course: one offered traditional classes, whereas the other two included blended learning. Following the essence of action-research, the results of this first phase were implemented in an online translation course during the pandemic. After comparing and contrasting the results obtained in these two phases, we can conclude that indirect, elaborate and dialogic feedback fostered the students’ self-efficacy beliefs, irrespective of the educational mode.","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49532162","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 : 2021-03-30DOI: 10.18778/1731-7533.19.1.04
M. Włodarczyk
This paper investigates the question whether implicative verbs should be considered as soft presupposition triggers, i.e., as triggers activating optional context repairs. I present the results of an experiment in which test subjects were asked to read short dialogues containing either presupposition triggers or conversational implicatures and, next, answer the questions regarding the information communicated on the level of presupposition or implicatures, respectively. The results of within-subject ANOVA show that presuppositions activated by the use of implicative verbs are significantly less accessible and illicit significantly longer response times than presuppositions activated by the use of hard triggers, suggesting that they can be classified as soft presupposition triggers. The obtained results also show that presuppositions activated by the use of different triggers are heterogenous in regards to the accessibility of information.
{"title":"Processing Presuppositions. Are Implicative Verbs Soft Triggers?","authors":"M. Włodarczyk","doi":"10.18778/1731-7533.19.1.04","DOIUrl":"https://doi.org/10.18778/1731-7533.19.1.04","url":null,"abstract":"This paper investigates the question whether implicative verbs should be considered as soft presupposition triggers, i.e., as triggers activating optional context repairs. I present the results of an experiment in which test subjects were asked to read short dialogues containing either presupposition triggers or conversational implicatures and, next, answer the questions regarding the information communicated on the level of presupposition or implicatures, respectively. The results of within-subject ANOVA show that presuppositions activated by the use of implicative verbs are significantly less accessible and illicit significantly longer response times than presuppositions activated by the use of hard triggers, suggesting that they can be classified as soft presupposition triggers. The obtained results also show that presuppositions activated by the use of different triggers are heterogenous in regards to the accessibility of information.","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47506159","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 : 2021-03-30DOI: 10.18778/1731-7533.19.1.01
A. Porzuczek, A. Rojczyk
This paper analyses the way that Polish learners of English articulate plosive and affricate consonants preceding another obstruent occlusive in both L1 and L2. Considering that English allows unreleased plosives before any stop, that is in a wider range of contexts than Polish, a Polish learner may find it confusing that it is regarded unacceptable to block the affricate release before another (in English always homorganic) affricate. In Polish the first of two homorganic affricates is often reduced to the occlusion phase, while unreleased plosives appear very rarely in non-homorganic contexts. This apparent paradox in the treatment of affricate and plosive consonant clusters may lead to complicated transfer patterns, which we examine by observing the release suppression tendencies in Polish and English phrases and sentences read by phonetically trained and untrained Polish learners of English. The results indicate strong negative transfer tendencies and suggest a connection between gemination patterns and unreleased occlusive distribution in a language.
{"title":"Complex Patterns in L1-to-L2 Phonetic Transfer: The Acquisition of English Plosive and Affricate Fake Geminates and Non-Homorganic Clusters by Polish Learners","authors":"A. Porzuczek, A. Rojczyk","doi":"10.18778/1731-7533.19.1.01","DOIUrl":"https://doi.org/10.18778/1731-7533.19.1.01","url":null,"abstract":"This paper analyses the way that Polish learners of English articulate plosive and affricate consonants preceding another obstruent occlusive in both L1 and L2. Considering that English allows unreleased plosives before any stop, that is in a wider range of contexts than Polish, a Polish learner may find it confusing that it is regarded unacceptable to block the affricate release before another (in English always homorganic) affricate. In Polish the first of two homorganic affricates is often reduced to the occlusion phase, while unreleased plosives appear very rarely in non-homorganic contexts. This apparent paradox in the treatment of affricate and plosive consonant clusters may lead to complicated transfer patterns, which we examine by observing the release suppression tendencies in Polish and English phrases and sentences read by phonetically trained and untrained Polish learners of English. The results indicate strong negative transfer tendencies and suggest a connection between gemination patterns and unreleased occlusive distribution in a language.","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44881639","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 : 2021-03-30DOI: 10.18778/1731-7533.19.1.03
J. Waliński
This paper discusses the duality of metaphorical conceptualizations of time focusing in particular on time as a pursuerand time as an object of pursuit metaphors, which are based the Figure–Ground reversal of each other. Using examples taken from the British National Corpus, it argues that these metaphorical conceptualizations of time are inconsistent with each other. This inconsistency resembles the discrepancy between the moving time and moving observer metaphors, which are, in strict terms, also inconsistent with each other. Looking at such contrasts between metaphorical representations of time from a broader perspective suggests that the concept of time arises from different, both physical and socio-cultural, dimensions of human experience.
{"title":"Time Metaphorization: Duality of Time as a Pursuer vis-à-vis Object of Pursuit","authors":"J. Waliński","doi":"10.18778/1731-7533.19.1.03","DOIUrl":"https://doi.org/10.18778/1731-7533.19.1.03","url":null,"abstract":"This paper discusses the duality of metaphorical conceptualizations of time focusing in particular on time as a pursuerand time as an object of pursuit metaphors, which are based the Figure–Ground reversal of each other. Using examples taken from the British National Corpus, it argues that these metaphorical conceptualizations of time are inconsistent with each other. This inconsistency resembles the discrepancy between the moving time and moving observer metaphors, which are, in strict terms, also inconsistent with each other. Looking at such contrasts between metaphorical representations of time from a broader perspective suggests that the concept of time arises from different, both physical and socio-cultural, dimensions of human experience.","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45716885","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 : 2021-03-30DOI: 10.18778/1731-7533.19.1.05
Natalia K. Ivanova, Nadezhda E. Merkulova
The evolution of the English language, its changing in the situation of language contacts and functioning of English as an international means of communication have created a need for a more systematic analysis of related phenomena. In this paper, new English words which apparently appeared due to globalization and internationalization, have been considered. On the basis of authoritative theoretical approaches and several e-dictionaries, the words selected by means of continuous sampling method (more than 200 units) were analysed in terms of their semantics, morphology and spelling. Then they were classified into several thematic groups: 1) new words for naming natural and artificial versions of current English; 2) words classified with regard to social accents and dialects; 3) neologisms that reflect the English language domain and its interaction with indigenous languages. The morphological analysis revealed the application of different processes of word-formation, including neologisms and forms created according to traditional English patterns. Sometimes play on words and homo-acronyms were used in order to reinforce the meaning and connotation. Compounding and blending were found to be the most productive means of words formation within the corpus, and stylistic neologisms, used to mark a certain underlying sense proved to be the second most frequent process. It is demonstrated that studying of the currently active processes of word formation in the English language used as an international communication tool emphasizes the interdisciplinary aspect of such research programs.
{"title":"New English Words for Describing the International English as a Current World Language Reality","authors":"Natalia K. Ivanova, Nadezhda E. Merkulova","doi":"10.18778/1731-7533.19.1.05","DOIUrl":"https://doi.org/10.18778/1731-7533.19.1.05","url":null,"abstract":"The evolution of the English language, its changing in the situation of language contacts and functioning of English as an international means of communication have created a need for a more systematic analysis of related phenomena. In this paper, new English words which apparently appeared due to globalization and internationalization, have been considered. On the basis of authoritative theoretical approaches and several e-dictionaries, the words selected by means of continuous sampling method (more than 200 units) were analysed in terms of their semantics, morphology and spelling. Then they were classified into several thematic groups: 1) new words for naming natural and artificial versions of current English; 2) words classified with regard to social accents and dialects; 3) neologisms that reflect the English language domain and its interaction with indigenous languages. The morphological analysis revealed the application of different processes of word-formation, including neologisms and forms created according to traditional English patterns. Sometimes play on words and homo-acronyms were used in order to reinforce the meaning and connotation. Compounding and blending were found to be the most productive means of words formation within the corpus, and stylistic neologisms, used to mark a certain underlying sense proved to be the second most frequent process. It is demonstrated that studying of the currently active processes of word formation in the English language used as an international communication tool emphasizes the interdisciplinary aspect of such research programs.","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44441848","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 : 2021-03-30DOI: 10.18778/1731-7533.19.1.06
Olga Lykova, D. Gordeev
This article uses the material of anonymous Internet forums to analyse the semantic field of deception by the instrumentality of artificial neural networks. Two major imageboards were investigated: 2ch.hk and 4chan.org, being the most popular Russian and American imageboards. For the experiment an algorithm called Word2vec was used to examine 30 million word usages for either of the languages. This analysis revealed 10 words with the greatest semantic proximity to terms from semantic fields of «deception» for Russian and American English. The results showed the tendency among native Russian imageboard users to link the concept of deception with religion and spiritual sphere, while American forum users associate deception with politics and related concepts.
{"title":"A Comparative Analysis of the Semantic Field of ‘deception’: A Case Study Of Russian And American Imageboard Messages","authors":"Olga Lykova, D. Gordeev","doi":"10.18778/1731-7533.19.1.06","DOIUrl":"https://doi.org/10.18778/1731-7533.19.1.06","url":null,"abstract":"This article uses the material of anonymous Internet forums to analyse the semantic field of deception by the instrumentality of artificial neural networks. Two major imageboards were investigated: 2ch.hk and 4chan.org, being the most popular Russian and American imageboards. For the experiment an algorithm called Word2vec was used to examine 30 million word usages for either of the languages. This analysis revealed 10 words with the greatest semantic proximity to terms from semantic fields of «deception» for Russian and American English. The results showed the tendency among native Russian imageboard users to link the concept of deception with religion and spiritual sphere, while American forum users associate deception with politics and related concepts.","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47380221","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}
Metaphor can manifest itself in a variety of form including the visual one, which can be an extremely expressive means of communication. That is why visual metaphors are widely used by marketers and advertisers thus becoming a topical object of linguistic research programmes. The study of visual metaphor is tightly related to the study of conceptual metaphor as the target message delivered by a picture is derived from a certain source field that is employed for metaphorical representation. Another type of metaphor commonly used in visual representation is a multimodal metaphor. The present research dwells upon the study of metaphor use in animal rights protection advertisements. The hypothesis of the study is that visual metaphors present strong content that can activate emotions and contribute to the marketers’ desire to influence the audience.
{"title":"Metaphors Instrumental in Achieving the Pragmatic Effect in Animal Rights Advertisements","authors":"Ilze Oļehnoviča, Jeļena Tretjakova, Solveiga Liepa","doi":"10.18778/1731-7533.18.4.06","DOIUrl":"https://doi.org/10.18778/1731-7533.18.4.06","url":null,"abstract":"Metaphor can manifest itself in a variety of form including the visual one, which can be an extremely expressive means of communication. That is why visual metaphors are widely used by marketers and advertisers thus becoming a topical object of linguistic research programmes. The study of visual metaphor is tightly related to the study of conceptual metaphor as the target message delivered by a picture is derived from a certain source field that is employed for metaphorical representation. Another type of metaphor commonly used in visual representation is a multimodal metaphor. The present research dwells upon the study of metaphor use in animal rights protection advertisements. The hypothesis of the study is that visual metaphors present strong content that can activate emotions and contribute to the marketers’ desire to influence the audience.","PeriodicalId":38985,"journal":{"name":"Research in Language","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41666192","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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