scholarly journals Composing narrative discourse for stories of many characters: A case study over a chess game

2014 ◽  
Vol 29 (4) ◽  
pp. 511-531 ◽  
Author(s):  
Pablo Gervás
Keyword(s):  
Narrative Discourse ◽  
Chess Game

From text-linguistics to literary actants—The force dynamics of (emotional) vampirism

2011 ◽  
Vol 3 (2) ◽  
pp. 235-282 ◽  
Author(s):  
Michael Kimmel
Keyword(s):  
Scale Up ◽  
Linguistic Analysis ◽  
Full Scale ◽  
Narrative Discourse ◽  
Text Linguistics ◽  
Force Dynamics ◽  
Dynamic Web ◽  
Coherence Patterns ◽  
Shed Light

AbstractThis article provides some groundwork for applying the cognitive linguistic theory of force dynamics (Talmy 1988, 2000) to narrative discourse. It proposes that Talmy's analytic apparatus is suitable for revealing character-related dynamics in literature, especially by exploiting the previously unnoticed convergence with the notion of actancy proposed by the narratologist Greimas (1966). Force imagery both in ordinary action descriptions and in metaphor opens a vista on how readers infer, stabilize, and elaborate narrative macro-representations of “who wants what” and “who does what to whom?” Hence, texts subtly encode aspects of higher-level story logic through forces, enabling readers (and scholars) to detect and scale up coherence patterns that shed light on character motives, protagonist interaction, and plot dynamics. A full-scale text linguistic analysis is proposed. My case study of about 500 text units found in Joseph Sheridan LeFanu's novella Carmilla (1872) reveals a dynamic web of driving, penetrating, manipulating, attracting, and erupting forces between the two main protagonists, a beautiful girl vampire and her 19 year-old victim.

scholarly journals A Case Study of MasterMind Chess: Comparing Mouse/Keyboard Interaction with Kinect-Based Gestural Interface

2016 ◽  
Vol 2016 ◽  
pp. 1-10 ◽  
Author(s):  
Gabriel Alves Mendes Vasiljevic ◽  
Leonardo Cunha de Miranda ◽  
Erica Esteves Cunha de Miranda
Keyword(s):  
Lessons Learned ◽  
Control Mechanisms ◽  
Skill Levels ◽  
Board Games ◽  
Gestural Interfaces ◽  
Gestural Interaction ◽  
Gestural Interface ◽  
Chess Game ◽  
New Type

As gestural interfaces emerged as a new type of user interface, their use has been vastly explored by the entertainment industry to better immerse the player in games. Despite being mainly used in dance and sports games, little use was made of gestural interaction in more slow-paced genres, such as board games. In this work, we present a Kinect-based gestural interface for an online and multiplayer chess game and describe a case study with users with different playing skill levels. Comparing the mouse/keyboard interaction with the gesture-based interaction, the results of the activity were synthesized into lessons learned regarding general usability and design of game control mechanisms. These results could be applied to slow-paced board games like chess. Our findings indicate that gestural interfaces may not be suitable for competitive chess matches, yet it can be fun to play while using them in casual matches.

scholarly journals Interlanguage: A Case Study of English Narrative Discourse of an Indonesian Studying in the U.S.

2019 ◽  
Vol 6 (1) ◽  
pp. 48
Author(s):  
Stefanus Angga B. Prima
Keyword(s):  
United States ◽  
The United States ◽  
Narrative Discourse ◽  
Oral Narrative ◽  
Past Tense ◽  
English Speaker ◽  
Present Perfect ◽  
Present Tense ◽  
The U.S

The aim of this study is to see how an Indonesian studying in the U.S. uses English tense and aspects to produce meaning oral narrative discourses. The Indonesian’s verbatim of narrative discourse is compared to that of a Minnesota-born English speaker studying in a university in the midwestern of the United States. The audio-recorded narrative discourses are transcribed, then foregrounding and backgrounding clauses of each participant’s oral narrative discourse are analyzed to count the number of verbs produced by each participant. The verbs are categorized into past verbs (simple, progressive, pluperfect) and non-past verbs (base forms, present tense, present progressive, present perfect). By analyzing the morphology distribution, the researcher recorded that the Minnesotan participant used past tense more frequently in foregrounding and backgrounding clauses in both narrative tasks, while the Indonesian used more temporal adverbs than that of the Minnesotan.

The Significance of Emphasis in Latina Case Study from Caesar's Bellum Gallicum

1992 ◽  
Vol 39 (1) ◽  
pp. 66-77 ◽  
Author(s):  
Mollie ◽  
John Dixon
Keyword(s):  
Word Order ◽  
Narrative Discourse ◽  
The Other ◽  
Recent Developments ◽  
Bellum Gallicum ◽  
General Linguistics ◽  
The One

As a contribution to the study of ‘Latin in use’, we focus in this article on the ways a writer indicates what s/he wants to emphasize within the sentence; the specific linguistic signs s/he uses to that end; and the range of effects that these may have for an alert reader. We have used, on the one hand, recent developments in the study of narrative, discourse and general linguistics and, on the other, the work of earlier pioneers in the field of word order in Latin.

Individual and Social Meanings in the Classroom: Narrative Discourse as a Boundary Phenomenon

1994 ◽  
Vol 4 (3) ◽  
pp. 215-240 ◽  
Author(s):  
Deborah A. Hicks
Keyword(s):  
Classroom Discourse ◽  
Meaning Construction ◽  
Narrative Discourse ◽  
Developmental Study ◽  
Activity Settings ◽  
Social Meanings ◽  
History Of ◽  
The Moment ◽  
The Individual

Abstract This article explores narrative discourse in the classroom as individual and social meaning construction. Drawing largely on the work of Bakhtin—in particular, his theory of consciousness as a dialogic "boundary phenomenon"—the article positions classroom narrative discourses as co-constructions of meaning. The primary goal of the article is methodological in that it articulates how one might go about studying narratives as neither "inside" the individual nor "out there" in culture. A set of focusing questions are developed for exploring narratives in the classroom. Four focusing questions explore such aspects of narrative discourses as the sociocognitive history of activity settings, the moment-to-moment enactment of meaning, the individual child's reconstruction of meaning (his or her "internalization" of discourses), and developmental changes that occur in how children construct meaning from within textual contexts. These four questions are then applied to a case study of one child's classroom narrative discourses. This study of one first-grader serves as an exemplar of how such overlapping forms of textual inquiry could be applied to a developmental study of children's classroom discourse and learning. Last, issues of a societal-ethical nature are discussed as an important dimension of the theoretical and methodological positioning of narrative as a boundary phenomenon. (Classroom Discourse; Education)

scholarly journals Adapting Chess Game into Physical Activity in Teaching Speaking for EFL Learners

JET ADI BUANA ◽  
2020 ◽  
Vol 5 (02) ◽  
pp. 163-174
Author(s):  
Armelia Nungki Nurbani
Keyword(s):  
Physical Activity ◽  
High School Students ◽  
Language Games ◽  
School Students ◽  
Intermediate Students ◽  
Descriptive Case Study ◽  
Efl Learners ◽  
Chess Game ◽  
Senior High School Students

Study of language games has widely spread based on the teachers’ experience in facing students’ difficulties in speaking English. Colorless speaking activities, fear of making mistakes, and inadequate of mastering vocabularies are some of the causes. Be a creative and innovative teacher is needed to encourage the students to be more active, confident, and enjoy in the class. Game is believed as one of shortcut that used by the teachers which can attract students’ attention. Well-chosen game is invaluable to help the teacher in speaking class. This study aims to describe the steps and the implementation of adapted game. Also, investigate the students’ perception of adapted game in the EFL speaking classroom. This single descriptive case study was conducted at one of English private courses in Sidoarjo where eighteen Senior High School students in Intermediate level participated as subjects. Interview and class observation were done to eighteen Intermediate students to know their responses regarding to the new adapted game. The finding demonstrated that chess-like game has a great potential to encourage the students’ willingness to speak. The students started to talk, feel relax and provoke a lot likewise all along speaking class had alive atmosphere. This study is not only able to illustrate the positive impacts of using adapted game but also add teacher references in adapting various kinds of passive game in their daily live to active game for speaking.

How Autistic Children May Use Narrative Discourse to Scaffold Coherent Interpretations of Events: A Case Study

2005 ◽  
Vol 24 (3) ◽  
pp. 207-244 ◽  
Author(s):  
Elena T. Levy ◽  
Carol A. Fowler
Keyword(s):  
Human Development ◽  
Language Use ◽  
Narrative Discourse ◽  
Autistic Children ◽  
High Functioning ◽  
Pragmatic Account ◽  
Narrative Mode ◽  
The Right ◽  
As If

High-functioning autistic children often behave as if they fail to integrate information or seek out coherence. In this article we present a social-pragmatic account of this impairment, in which we propose that social and linguistic deficits tend to isolate autistic children from the experiences that promote the integration of information by other children. This hypothesis is based on the view that, in typical human development, language plays a central role in creating coherence, including the ability to infer the intentions of others. The proposal is supported by a case study of an autistic adolescent who, when provided with adult scaffolding as he repeatedly retells a story, shows the same kinds of changes shown by unimpaired, although younger, children. An implication is that the difficulty that autistic children have in pulling information together arises, in part, from problems with the narrative mode of discourse. We infer that, provided with the right kinds of language-use experiences, high-functioning autistic children may develop the ability to find coherence in the events they experience.

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