Within the framework of cognitive linguistics metonymy exists only between concepts belonging to the same Idealized Cognitive Model (ICM). Metonymic relationships between concepts are not chaotic but ...regulated by a set of cognitive and communicative principles. They dictate the choice of metonymic source and metonymic target. Cognitive linguistics also assume, that we think in terms of metaphor and metonymy, so they are not examples of our creativity in figurative language, but regular, standard and default. This fact is proven by numerous data from text corpora. The case study of the article is the ICM ‘Hollywood’ and its metonymic models.
Speech events showing disagreement such as controversies, polemics, conflicts and disputes are forms of communication. This view implies a set of more specific assumptions: (a) to contribute to this ...kind of speech event is to perform linguistic acts according to one’s goals and the rules governing this specific form of communication; (b) there is a typical linguistic or pragmatic form of this type of communication. This study investigates the conflict talk used in the Turkish adaptation of a TV game show “Çırak” (“the Apprentice”). The data consist of conversations including disagreement among participants, collected from 5 episodes of Turkish versions of the program. Based on an analytic approach to the nature of the language used in a competitive environment, it is revealed how participants in the show construct their personal impressions in terms of (a) types of moves, (b) types of linguistic expressions showing disagreement and (c) the communicative principles that the other participants seem to follow.
The paper considers the problems of applying the Russian as a foreign language teaching technique for teaching literature at pre-university department. In spite of the reduced scope of additional ...educational program in literature as provided for by the new requirements, in this audience, studying the Russian writers’ works corps is coupled with difficulties of both linguistic and mental nature. The teaching starts in groups having A1 mastery level of Russian, and, alongside with the non-mother tongue, the attendees have to master a course of Russian literature ranging from folklore and Old Russian literature to that of the 20th century within an incomplete academic year. The specific character of students’ audience and program requirements prescribe the necessary use of the main principles of RFL teaching – communicative, linguistic, didactic and psychological ones. The authors of the paper pay a special attention to practical application of the said principles giving numerous examples of study assignments and exercises of various types. The paper can be targeted to RFL teachers, students of philology and to everyone interested in problems of techniques of teaching literature in a non-mother tongues.
This article is devoted to the theoretical and practical aspects of foreign language teaching of the future hospitality and tourism specialists in terms of professional intercultural communication. ...First of all, we have analyzed the peculiarities of professional activities and job specification of tourism specialists, then on these grounds we have selected professional foreign competences, which are necessary to develop while teaching this type of specialists foreign languages. Taking into consideration the nature of the tourism specialists’ professional activities and the training objectives of professional foreign language communication, we have worked out the fundamental methodological principles of teaching foreign languages for special purposes, namely the professional communicative principle and the professional intercultural principle. At the same time, we have presented linguistic-didactic basics of tourism specialists’ language training. Particular emphasis is put on the use of the materials, containing regional component, which facilitate to develop the ability to represent native culture during professional intercultural communication.
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