V prispevku predstavljamo analizo Terencijeve komedije Evnuh, ki izhaja iz jezikovne pragmatike in s pomočjo teorije o implicitnosti skuša osvetliti tisto, kar v izbranem besedilu ostaja neizrečeno. S pomočjo Griceove teorije o implikaturah ter Austinove in Searlove teorije govornih dejanj, ki se deloma opira tudi na analizo antičnih dramskih konvencij, analiziramo odlomke v Evnuhu, kjer kot ena od ključnih oseb nastopa parazit Gnaton, in skušamo pojasniti tudi, zakaj je implicitnost pomembna sestavina rimske komedije. V prispevku predlagamo interpretacijo v smeri razumevanja implicitnosti kot konstitutivnega elementa besedil rimske komedije, s katero je mogoče utemeljeno zavrniti tiste pomisleke, ki tovrstnim besedilom danes odrekajo polnokrvnost in jih skušajo reducirati zgolj na situacijsko komiko.
In the article, we discuss the role played by language and multilingualism as relevant contexts for promoting a positive youth development perspective (i.e., PYD). Today, multilingualism is generally seen as individuals' mastering of a complex linguistic repertoire associated with cognitive, social, personal, academic and (expected) professional benefits (Herzog-Punzenberger et al., 2017). Europe's education policies identify multilingualism as one of the main pillars of global and multicultural education. EU institutions therefore encourage the member states to develop new "multilingual and whole-school approaches that equally include the language of schooling, foreign languages and home languages of students across all school subjects, curriculum, as well as involving parents and the wider school community in their learning process" (Staring & Broughton, 2020, p. 17). In the article, we present contemporary notions of multilingualism that underpin relevant EU recommendations to integrate multilingual approaches in education. We also search for points of intersection that could establish possibilities for conceptualising the language context of PYD with theories of multilingualism and its various dimensions in the school environment (especially those of the language of schooling, first language, foreign languages) with emphasis on students with an immigrant background. 1 1 The Slovenian Research Agency supported this article as part of the project Positive Youth Development in Slovenia: Developmental Pathways in the Context of Migration (PYD-SI Model) [J5-1781] that was led by Ana Kozina.
Category: 1.01 Original scientific paper Language: Original in English (Abstract in English and Slovenian, Summary in Slovenian) Key words: rhetorical ethos, implicit meaning, early Roman rhetoric, authority, argumentation Abstract: The paper explores the possibilities of the interdisciplinary relationship between classical rhetoric and linguistic pragmatics. It presents one of the most popular rhetorical notions (i.e., rhetorical ethos) and its relation to implicit meaning (i.e., another popular notion of pragmatics). The primary objective is to analyze the rhetorical strategy of a speaker's favorable character presentation in the socio-cultural context of early Roman rhetoric. In the analysis, the Aristotelian and the socio-cultural viewpoint on rhetorical ethos is adopted and combined with Verschueren's model of linguistic pragmatics. Rhetorical ethos is further explored in terms of persuasive strategy in the context of different social roles of the orator in ancient Rome with a particular focus on the identification of ethotic strategies, which are related to the notion of authority. A case study based on the notion of types of implicit meaning is presented, focusing on the role of implicitness in the construction of rhetorical ethos in early Roman rhetoric.
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