The article deals with an interdisciplinary perspective to a political discourse presenting conceptual metaphors as a powerful and effective means for conceptualising life experience of modern society. The focus of the study is on the analysis of topics of intense interest in the political communications and especially the mass media which is considered to be in the centre of political continuum. The research presupposes the analysis the conceptual metaphors which are built up on mappings concerning such source domains as HUMAN BEING, NATURAL PHENOMENON, DISEASE that provides a way to structure target domain of the concept BREXIT. Being produced by world politicians and political journalists these conceptual metaphors are both directly and indirectly aimed at distributing political power on perceiving and understanding such a concept as BREXIT. Under the Conceptual metaphor theory framework, this paper discusses the dynamic and flexible features of such metaphors as BREXIT IS A HUMAN BEING, BREXIT IS A NATURAL PHENOMENON, and BREXIT IS A DISEASE which can influence the audience and transform themselves into one of the effective tools of conceptualisation of reality. Of special interest is the mapping which is viewed as the sets of systematic correspondences between the source and the target domains.
The study aims at describing COVID-19 metaphorical representations in media discourse. The analysis of conceptual metaphors in political and medical discourse enables a reconstruction of metaphorically based knowledge of coronavirus in English speech communities. Being produced by world political leaders and media presenters these conceptual metaphors influence the socialunderstanding of the novel disease both directly and indirectly. The study is based on the Conceptual Metaphor theory, Conceptual Integration theory and Discourse analysis. The range of the target domain COVID-19 includes the following source domains: WAR and PERSON. The latter is further elaborated as GUEST, INTRUDER, ENEMY, CRIMINAL, SPY, TEACHER. The focus is on the cross-space mappings which present the sets of systematic correspondences between the target and source domains. The novel conceptualisations based on the conventional use of metaphoric patterns are analysed within the framework of the following cognitive devices: extending, elaboration, questioning, and combining. The conceptual blends and emergent structures that provide additional layers of COVID-19 interpretation are represented by means of Conceptual Integration Networks, namely, double- and multiple-scope models. The analysis reveals that the conceptual metaphor COVID-19 PANDEMIC IS WAR is mostlyrepresented in political discourse that refers to the disease as a general threat to the world. In medical discourse the metaphor COVID-19 IS PERSON is objectified, with further elaboration of the source domain. The correlation COVID-19 IS TEACHER reveals positive connotations of the phenomenon.
The article examines the multimodal metaphors which actualise the concept of CHORNOBYL in the five episodes of the miniseries Chernobyl. The procedure of the analysis includes identifying and selecting the multimodal metaphors following the Filmic Metaphor Identification Procedure, construing and describing the structure of key and sub-metaphors with the target domain CHOR-NOBYL, distinguishing the modes of the domains, interpreting the meanings and attitudes that are mapped onto the target domain. The source domains DETECTIVE STORY, ESPIONAGE, DISEASE, HOSPITAL are cued via the combination of visual, auditory (sonic and musical), and verbal (written and spoken) modes.
The article deals with the techniques of how to involve university first-year students in speaking using the activities for small groups. The experiment was carried out at Vasyl Stefanyk Precarpathian National University with the freshmen of the Department of Foreign Languages. The focus of the research was on speaking skills as they are considered to play a significant role in enhancing students’ communicative competence. The experiment is of high methodological value as it was based on two types of studying, namely online and in class. The aim of developing speaking skills is threefold. It is a splendid opportunity to practice real-life communication. Any speaking activity can be provided feedback, which will make learners understand the level, progress, and language difficulties they face. The teacher’s productive feedback can evoke students’ great satisfaction from a speaking activity and positively influence their wish to take part in the discussion. It is crucial to find the most suitable ways to help learners speak English fluently and adjust methods and techniques how to engage them in speaking activities. To carry out the experiment qualitative and quantitative methods were used successfully. The observation was selected to do the qualitative research, namely for observing the learners’ participation during their work in small groups, which were selected as a means of conducting speaking activities in the class. The quantitative method in this research was represented by two questionnaires. The purpose of them was to find out students’ attitudes toward this kind of work before and after the experiment. The overall results proved to be positive and the experiment confirmed the hypothesis that engaging students in small group work could contribute to their greater participation in discussion activities. The data of the observation and questionnaires revealed that the learners felt more confident in small teams and they understood some responsibility for their work.
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