scholarly journals Litotes – an ironic or polyphonic figure of speech?

2019 ◽  
pp. 63
Author(s):  
Merete Birkelund
Keyword(s):  
Figure Of Speech

Metonymie is geen stijlfiguur: metonymie is overal

1970 ◽  
Vol 69 ◽  
pp. 137-149
Author(s):  
Josefien Sweep
Keyword(s):  
Figure Of Speech ◽  
Normal Language

Examples of metonymy in lexicons on literature have nothing to do with literary sentencesin which a figure of speech is used. Linguists have become aware that metonymyaffects normal language in many different ways: Not only the meaning of lexical wordscan be metonymical, but grammar also shows many metonymical shifts. This article providesan overview of many metonymical influences and it shows the importance of connectingliterary studies with linguistic ones.

Blessings and curses in Virgil's Eclogues

2021 ◽  
Vol 60 (3-4) ◽  
pp. 257-272
Keyword(s):  
Figure Of Speech ◽  
Folk Poetry ◽  
Special Case

Abstract In Virgil's Eclogues curses and blessings are the heritage of the Theocritean tradition, which in turn reproduced a common feature in folk poetry. But in comparison to Theocritus, who uses these topics to give his poems a folkloric flavour, the Latin poet treats them in a very different way, removing excessively vulgar phrases from his verses, and using curses and blessings in order to give voice to deep feelings on the part of his characters. Sometimes these τόποι express positive or negative hopes in a contrasting pattern (in ecl. 3. 89–91; 7. 21–28, and, first of all, 1. 59–66, which is a special case), while sometimes there is only a positive (ecl. 5. 60–61, 65 and 76–77; ecl. 9. 30–31) or negative (ecl. 8. 52–58) view. The most common figure of speech for curses and blessings is the adynaton.

Renewal: A figure of speech or a process sui generis?

Language ◽  
2017 ◽  
Vol 93 (2) ◽  
pp. 381-413 ◽  
Author(s):  
Uta Reinöhl ◽  
Nikolaus P. Himmelmann
Keyword(s):  
Figure Of Speech

scholarly journals A Contrastive Analysis of Chinese Humor and English Humor in Intercultural Communication

2019 ◽  
Vol 9 (12) ◽  
pp. 1595
Author(s):  
Sha Zhu
Keyword(s):  
Interpersonal Communication ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Contrastive Analysis ◽  
Cultural Backgrounds ◽  
Cross Cultural Communication ◽  
Transcultural Communication ◽  
Figure Of Speech ◽  
English Speaking ◽  
Chinese And English

Humor plays an important role in daily life and also quite useful in interpersonal communication. Nowadays, the cross-cultural communication between the English-speaking countries and China becomes more and more frequent while some humor is difficult to appreciate with diverse cultural backgrounds. Therefore, this paper aims at analyzing the Chinese and English humor from their similarities, like the use of ambiguity and figure of speech, as well as differences, especially in functions, topics and ways of expression. Related causes are further discussed the differences. Hopefully, the findings will help to reduce the obstacles in understanding humor in different culture and promote transcultural communication in a delightful manner.

scholarly journals Ortaöğretim Öğrencilerinin Tarih Kavramına İlişkin Sahip Oldukları Metaforlar / Secondary School Students’ Metaphors about the History Concept

2017 ◽  
Vol 6 (2) ◽  
pp. 507 ◽  
Author(s):  
Ahmet Sait Candan ◽  
Sezai Öztaş
Keyword(s):  
Secondary School ◽  
Research Method ◽  
Secondary School Students ◽  
Analysis Method ◽  
Education Students ◽  
City Center ◽  
School Students ◽  
Effective Factor ◽  
Content Analysis Method ◽  
Figure Of Speech

<p><strong>Abstract</strong></p><p>A metaphor is a figure of speech that refers to one thing by mentioning another thing via comparison, fictionalizing and expression.  This study is revealing, in terms of metaphor concept, what the perceptions of the secondary school students with relate to “History” term are. Accordingly, comments of 160 students who are educating in secondary schools in Karabük city center are referred. In this research, the secondary school students’ perceptions about “History” term are tried to be determined via metaphors. The obtained data were analyzed with content analysis method by using the phenomenological pattern in terms of qualitative research method. As a result of this analysis, it has been revealed that metaphor is an effective factor in determining and expressing the perceptions of the secondary education students about “History” term.</p><p><strong>Öz</strong></p><p>Metafor bir şeyi başka bir şey ile benzetmeye, kurgulamaya, anlatmaya yarayan mecazlardır. Bu çalışma ortaöğretim öğrencilerinin “Tarih” kavramına ilişkin algılarının neler olduğunu metaforlar bağlamında ortaya koymaya yöneliktir. Bu doğrultuda Karabük il merkezinde bulunan ortaöğretim okullarında öğrenim gören 160 öğrencinin görüşlerine başvurulmuştur. Araştırmada çalışma grubundaki öğrencilerin “Tarih” kavramına yönelik algıları metaforlar üzerinden belirlenmeye çalışılmıştır. Elde edilen veriler, nitel araştırma yöntemi bağlamında olgubilim deseni kullanılarak içerik analizi tekniği ile analiz edilmiştir. Bu analiz sonucunda, ortaöğretim öğrencilerinin “Tarih” kavramına ilişkin sahip oldukları algıları belirlemede ve açıklamada metaforların etkin bir araç olduğu ortaya çıkmıştır.</p>

scholarly journals SEMANTIC CLASSIFICATION OF METAPHORS IN UKRAINIAN AND ENGLISH INSCRIPTIONS ON CLOTHING

2021 ◽  
pp. 23-33
Author(s):  
Natalia STRIUK
Keyword(s):  
The Internet ◽  
Semantic Classification ◽  
Comparative Aspect ◽  
Figure Of Speech ◽  
Similar Images

The present research is an attempt to analyse metaphors in English and Ukrainian clothing inscriptions in a comparative aspect. The study focuses on providing a sufficient semantic classification of this versatile figure of speech in the discourse that has never been analysed in terms of metaphors. It deals with English and Ukrainian metaphorical inscriptions on clothing harvested on the Internet over a two-year period (2017-2019). The paper shows that metaphorisation is unevenly typical of English and Ukrainian linguocultural environments. The peculiarities of the source from which the units under analysis were collected allows us to identify seven main vehicle-driven categories of metaphors employed in clothing inscriptions: anthropic, zoomorphic, botanomorphic, creaturemorphic, artefactomorphic, ecomorphic and sensory. The research proves that both English and Ukrainian metaphorical clothing inscriptions have their peculiar sources; moreover, even if metaphors are built on the same or similar images, the focus is usually quite different. This study argues that metaphors on clothing inscriptions can serve as an applicable source to study social priorities, values and tendencies of two different European linguocultural environments. The outcome of the research can be used as an interesting material for sociolinguistics and linguocultural studies.

scholarly journals Pola Struktur dan Karakteristik Wacana Adat Tradisi Persembahan Kenduri Perkawinan dalam Bahasa Minangkabau

2018 ◽  
Author(s):  
Novia Juita
Keyword(s):  
Type I ◽  
Type Ii ◽  
Structural Patterns ◽  
Type Iii ◽  
Figure Of Speech ◽  
Traditional Marriage

This article discribes one of the Minangkabau tradition discourse i.e.: The discourse of Traditional Marriage Ritual in Minangkabau Language. The focus of the study is on the structural patterns and characteristics of the discourse consists of three types: type I, type II, and type III. The characteristics of discourse include simile, personification, metaphor (the figure of speech in general), and the classical poems general

scholarly journals Studi Fenomenologi: Penilaian Membaca dalam Pembelajaran Bahasa Indonesia di Sekolah Menengah Atas Pekanbaru

GERAM ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 117-128
Author(s):  
Desi Sukenti ◽  
Jamilin Tinambunan ◽  
Muhammad Mukhlis ◽  
Erlina
Keyword(s):  
Reading Assessment ◽  
Phenomenological Approach ◽  
Language Teachers ◽  
Sentence Structure ◽  
Reading Assessments ◽  
Depth Interview ◽  
Teachers Experiences ◽  
Assessment Activity ◽  
Figure Of Speech ◽  
Sentence Patterns

Reading assessment is a form of assessment activity carried out by educators in assessing students' reading. This study uses a phenomenological approach to explore teachers' experiences as participants in learning to read stories, read poetry and read descriptive texts in developing reading assessments. This study involved 15 Indonesian language teachers and conducted in-depth interviews about reading assessments in schools. The theories used in this research are Setiadi (2016), Abdul (2003), Tarigan (1994), Yunus (2012), Tampubolon (2015), Razak (2001), Nurhayati (2009), Djiwandono (2011), and the theory of Burhan Nurgiyantoro (2014). In-depth interview analysis in this study shows that the assessment of reading saga pays attention to the assessment of speech sounds, words, sentences, letters, language, readings, pays attention to reading pauses, sentence breaks, paragraph breaks, sentence content, letter content, punctuation marks, appreciates the content. In contrast, the construction of poetry reading assessment includes the assessment of diction sounds, sounds, letters, sentences, rhymes, rhythms, stanzas, the figure of speech, confidence, language style, appreciation. Descriptive text-based assessment is to assess the accuracy of diction (use of vocabulary, conjunctions between sentences, clarity of language sounds); the assessment of the accuracy of the sentence structure of the reading pays attention to 3 assessments, namely the arrangement of sentence patterns, stringing sentences and the form of sentences used; and assessing the spelling and writing used including the assessment of punctuation, use of capital letters. Educators can use this research recommendation on the construction of reading assessment in high school in the concept of reading assessment in schools.

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