Bio: Eric Rundquist is an academic researcher from Pontifical Catholic University of Chile. The author has contributed to research in topics: Cognitive grammar & Consciousness. The author has an hindex of 3, co-authored 5 publications receiving 23 citations.
30 Nov 2017
TL;DR: In this paper, the authors focus on three novels that are central to the Modernist canon: Virginia Woolf's To the Lighthouse, D.H. Lawrence's The Rainbow and James Joyce's Ulysses.
Abstract: Free Indirect Style (FIS) is a linguistic technique that defies the logic of human subjectivity by enabling readers to directly observe the subjective experiences of third-person characters. This book consolidates the existing literary-linguistic scholarship on FIS into a theory that is based around one of its most important effects: consciousness representation. Modernist narratives exhibit intensified formal experimentation and a heightened concern with characters’ conscious experience, and this provides an ideal context for exploring FIS and its implications for character consciousness. This book focuses on three novels that are central to the Modernist canon: Virginia Woolf’s To the Lighthouse , D.H. Lawrence’s The Rainbow and James Joyce’s Ulysses . It applies the revised theory of FIS in close semantic analyses of the language in these narratives and combines stylistics with literary criticism, linking interpretations with linguistic features in distinct manifestations of the style.
TL;DR: Cognitive Grammar analyses the semantics of linguistic features in relation to human cognition; Free Indirect Style allows authors to represent their characters' cognition with language as mentioned in this paper. But it does not capture the complexity of human cognition.
Abstract: Cognitive Grammar analyses the semantics of linguistic features in relation to human cognition; Free Indirect Style allows authors to represent their characters’ cognition with language. This artic...
TL;DR: The authors explored the nature of linguistic meaning in different speech and thought presentation techniques primarily through the lens of Langacker's Cognitive Grammar, ultimately prioritizing the representational semantics of Free Indirect Thought.
Abstract: Abstract This article establishes the theoretical bases for a more direct and detailed exploration of fictional minds in cognitive stylistics. This discipline usually analyzes narrative discourse in terms of how readers process language and conceptualize narrative meaning, treating literary language more or less explicitly as a window into readers’ mental experiences. However, it is also possible to treat literary language as a window into characters’ minds, which, in spite of their obvious fictionality, could enhance the potential for cognitive linguistic analysis to inform our understanding of the human mind and consciousness more generally. This article explores the nature of linguistic meaning in different speech and thought presentation techniques primarily through the lens of Langacker’s Cognitive Grammar, ultimately prioritizing the representational semantics of Free Indirect Thought. It proposes a more precise understanding of the concept of ‘conceptualizer’ which would validate a type of mind style analysis that is more narrowly focused on illuminating the underlying mental activity of fictional characters instead of readers. It demonstrates this type of focus with a brief analysis of a passage from Charles Jackson’s The Lost Weekend.
30 Oct 2020
TL;DR: In this paper, the authors explore and describe Chilean EFL pre-service teachers' teaching practices with regards to classroom management skills, lesson plan implementation, teaching strategies, and the provision of feedback.
Abstract: espanolEl estudio tuvo como objetivo explorar y describir las practicas de ensenanza de los futuros profesores de ingles como lengua extranjera respecto de las habilidades de gestion del aula, implementacion de planificaciones de clases, estrategias de ensenanza y provision de retroalimentacion. Se observaron 160 clases en diferentes regiones del pais. El estudio siguio un diseno cuantitativo no experimental. Para obtener informacion demografica y detectar las practicas en el aula se diseno un instrumento compuesto de dos partes con una escala de observacion Likert. Despues de la recopilacion de datos, se calcularon estadisticos descriptivos, one-way ANOVA y pruebas post hoc de Tukey HSD. Los resultados indican que, aunque los puntajes tienden a ser relativamente similares y estables en todo el pais, existen algunas diferencias estadisticamente significativas teniendo en cuenta la relacion entre el genero y la gestion del aula, la dependencia escolar, el desempeno de los practicantes y la entrega de retroalimentacion. Los autores reconocen la necesidad de estudios adicionales que puedan explicar una correlacion entre estos resultados y las elecciones de los practicantes a traves de un enfoque cualitativo. EnglishThe following study aims to explore and describe Chilean EFL pre-service teachers’ teaching practices with regards to classroom management skills, lesson plan implementation, teaching strategies, and the provision of feedback. A total of 160 lessons were observed in different regions of the country. The study followed a quantitative non-experimental design. A two-part instrument was designed so as to obtain demographic information and detect classroom practices through a Likert observation scale. After data collection, descriptive statistics, one-way ANOVA and Tukey HSD post hoc tests were calculated. The results indicate that, although the scores tend to be relatively similar and stable throughout the country, there are some statistically significant differences considering the relationship between gender and classroom management, school dependence and pre-service teachers’ performance and the provision of feedback. In this sense, the authors acknowledge the necessity for further studies which could explain a correlation between these results and pre-service teachers’ choices through a qualitative approach.
TL;DR: In this article, Domsch and Mäyrä examined the role of dialogue in role-playing games and how voice semiotics (such as volume and tone) and multimodal modalities can add additional layers of meaning to the basic text of the interview.
Abstract: (a kind of ‘personality interview’). She examines how voice semiotics (such as volume and tone) and multimodality (such as the use of music) can add additional layers of meaning to the basic text of the interview. Part Three, ‘Playfulness and narrative functions of dialogue’, considers the ludic qualities of dialogue and its contributions in supporting narrativity in texts. Two chapters focus on games: Domsch examines game-playing dialogue in terms of the fictional world of the game (‘diegetic communication’) and in terms of player-directed dialogue (‘ludic communication’), suggesting we might reasonably expect future improvements in terms of Non-Player Characters’ communication, while Mäyrä highlights the diversity of dialogue in different Role-Playing Games (table-top, pen-and-paper, and single and multiplayer online computer), analysing both different levels of dialogue and different levels of player engagement. Mikkonen argues for a medium-specific understanding of the role of dialogue in comics (using examples such as speech balloons as a visual metaphor within this genre), and Bernaerts looks at the affordances and functions of radiophonic dialogue in two radio plays adapted from Harry Mulisch novels, discussing how this form of dialogue can add not only to the story as a whole but also to audience interpretations of conversations. In short, this book can be viewed as making three main contributions to the existing literature. Firstly, by focusing on contextualised dialogue, it gives priority to an underdeveloped, yet extremely relevant, area of research. In doing so, it lays the groundwork for future studies in this field. Secondly, it brings together an impressive range of original case studies from diverse scholars and practitioners working across different disciplinary boundaries and languages. Thirdly, the clarity and accessibility of the chapters, both in terms of how the authors explain their theoretical frameworks and how they guide the reader through their analysis and discussion, mean that this volume has the potential to engage a variety of readers at different levels and from multiple backgrounds. As this book aptly demonstrates, the study of dialogue is, in essence, a study of the richness and complexity of human interaction.
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