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Multimodality in investigating strategic construal of meanings of English particle verbs


Geld, Renata; Stanojević, Mateusz-Milan
Multimodality in investigating strategic construal of meanings of English particle verbs // Metodologija i primjena lingvističkih istraživanja / Cergol Kovačević, Kristina ; Udier, Sanda Lucija (ur.).
Zagreb: Hrvatsko društvo za primijenjenu lingvistiku, 2015. str. 41-42 (predavanje, domaća recenzija, sažetak, znanstveni)


Naslov
Multimodality in investigating strategic construal of meanings of English particle verbs

Autori
Geld, Renata ; Stanojević, Mateusz-Milan

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
Metodologija i primjena lingvističkih istraživanja / Cergol Kovačević, Kristina ; Udier, Sanda Lucija - Zagreb : Hrvatsko društvo za primijenjenu lingvistiku, 2015, 41-42

ISBN
978-953-7963-26-2

Skup
Metodologija i primjena lingvističkih istraživanja, 29. međunarodni znanstveni skup Hrvatskog društva za primijenjenu lingvistiku

Mjesto i datum
Zadar, Hrvatska, 24-26. 04. 2015

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Domaća recenzija

Ključne riječi
Strategic construal; multimodality; particle verbs; English

Sažetak
Strategic construal – the process of constructing meaning in a second language – has been studied as an offline process through the use of linguistic explications (Geld 2009, 2011). In the study, learners of English were asked to report on how they made sense of figurative meanings of phrasal verbs, which combined a number of schematic and specific verbs with two particles (in and out ; e.g. go out 'stop burning'). The analysis, which used a mix of qualitative and quantitative methodology, showed that learners' construals depend, among other things, on the schematicity of the verb and the informativeness of the particle. In this paper we take a qualitative view into strategic meaning construal based on multimodal evidence. We look into the same set of phrasal verbs, this time asking learners to explicate meaning using both language and drawings. Given that the drawings have to depict relations (i.e. schemas that help learners make sense of phrasal verbs) as well as that pictorial representations tend to be concrete even for figurative senses (Forceville 2009), we expected to find scenario-based representations. The results confirm this: in their drawings the learners clearly rely on a number of more or less conventional metaphorical and non-metaphorical scenarios, which is how they "concretize" the schematic meanings of the verbs (e.g. to depict go down 'worsen, deteriorate' one learner used a number of phases of a stick person from standing upright to being more and more stooped). Moreover, the text and the picture anchor each other (Forceville 1996), in some cases producing true multimodal metaphors (the picture without the text, or vice-versa, would not be metaphorical). Overall, in addition to providing rich multimodal data, the methodologically innovative technique of asking learners to provide linguistic and pictorial explications may prove to be a way of facilitating deeper processing of figurative meaning.

Izvorni jezik
Engleski

Znanstvena područja
Filologija



POVEZANOST RADA


Ustanove
Filozofski fakultet, Zagreb