Chapter 6. Empirical stylistics in an EFL teaching context

Chesnokova, Anna

doi:10.1075/lal.24.06che

Cited by 3 publications

(3 citation statements)

References 32 publications

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“…In practical terms, the tradition of empirical studies maintained by a specific group of contemporary linguists is followed (Paliichuk 2011;Chesnokova 2016;Kuijpers & Hakemulder 2017;Miall 2018;Peer & Chesnokova 2019) with a focus on the investigation of the readerʼs response. In particular, the focus was on verifying a hypothetical dependency of the readerʼs impression on the use of IS-charged language units and on establishing effective IS in terms of the pragmatic value of the texts.…”

Section: Methodsmentioning

confidence: 99%

Cognitive “warning signs” in human trafficking media texts

Палійчук¹

2022

Crossroads

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This paper focuses on image schema manifestations in media texts on human trafficking, which may perform the role of “warning” signals in anti-trafficking media campaigns. For this, a conceptual analysis was done to establish profiled image schemas, and a survey was conducted to measure the readerʼs response to two types of texts on human trafficking (HT), different in genre and schemata organ-isation. The texts were selected as experimental material representing typical human trafficking media discourse. The participants were divided into control (G1) and experimental (G2) groups according to the type of text they were exposed to. G1 read an expository text (T1) and G2 read a media narrative (T2). The respondents of G2 showed a significant tendency for a higher degree of involvement in the problem of human trafficking when reading T2 as contrasted to the responses of G1 to T1. G2 identified their reaction as a feeling being in danger. Looking back to T2, it was clear that respondents reacted to verbal manifesta-tions of prevailing CONTAINMENT and SCALE/ PROCESS/UP schemata clusters. G1 gave the weaker emo-tional response toT1 with verbal manifestations of UP, BLOCKAGE, and COUNTERFORCE schemata. It can be assumed that CONTAINMENT is the image schema organising spatial representation of human traffick-ing from the victimʼs perspective, conveying the feeling of being contained, being in a difficult situation, being in an enclosed space, supported with other schemata manifestations through the lens of the concept of big-ness, large scale, growing process, etc. The results may be used in anti-trafficking content as a new method-ology for raising awareness in a target audience vulnerable to HT.

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Section: Methodsmentioning

confidence: 99%

Cognitive “warning signs” in human trafficking media texts

Палійчук¹

2022

Crossroads

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“…(Paliichuk 2023). Routine activities provide suitable conditions for obtaining empirical data (Chesnokova 2016) in a seamless educational process while stirring the trainees' emotions and encouraging moral judgments through storytelling, sensory modelling, metaphors, and other techniques that can simultaneously provide educators with observations, insights, and empirical data.…”

Section: Ukrainian Context: Migration Vulnerability and Academiamentioning

confidence: 99%

A spiderweb of human trafficking: An empirical linguistic study

Paliichuk

2023

Crossroads

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The state of the art in human trafficking (HT) prevention requires the elaboration of subtle verbal techniques that can enhance informative awareness campaigns. The paper explores the representations of metaphors in the media about HT through the SPIDERWEB construal and its impact on the youth in Ukraine. Compared to previous decades (Paliichuk 2011), the SPIDERWEB metaphor can be observed more frequently in recent publications, encouraging the study of whether it contributes to a stronger reader response. The methods embrace conceptual analysis and an experiment, in which 60 undergraduates (grouped into G1, G2, and G3) took part. Four media fragments were used in three modes: authentic (A), weakened (W), and enhanced (E). In total, twelve variables were tested. The Paired Samples T Test revealed the changes in student post-reading perceptions, with the highest response to E texts (identifying oneself with trafficked persons; imagining oneself being in the same situation; imagining sounds/voices; being emotionally affected). Used for the differences between A–W; A–E; and W–E, the Independent Samples T Test revealed higher degrees for imagining oneself being enslaved in the HT situation; being secluded or isolated; emotionally affected; and being more careful about personal safety, which points to the feasibility of designing anti-trafficking educational content based on the SPIDERWEB metaphor.

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“…Nevertheless, much can be done in a traditional educational setting, through immersive reading and watching learning activities incorporated into academic courses in linguistics, pedagogy, psychology, social science, and social health . These learning activities can be impactful for trainees' increased awareness achieved through storytelling, sensory modelling, metaphors, schemata, scenarios, and other techniques, which can simultaneously provide educators with empirical data (Chesnokova, 2016), observations, and insights.…”

Section: Introductionmentioning

confidence: 99%

Human Trafficking and War in Ukraine: Resilience in Exploring Student Response

Paliichuk

2023

TMHER

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This paper meets challenges in exploring the problems of human trafficking awareness among Ukrainian youth under war conditions. The mission of this social and pedagogical linguistic initiative has been reconsidered in the framework of the CEFRES fellowship, given the general and specific pre-conditions of vulnerability to human trafficking among Ukrainian youth. The paper highlights physical, psychological, technical, and pedagogical difficulties and offers solutions for resilient research. Attention is drawn to adjusting the methods under limitations such as a reduced sample of volunteering respondents and measuring the war impact. The solutions include accumulating empirical data for significant measurements for two academic years and upcoming surveying possibilities regarding the “war vs. no war” factors. Other outcomes of tackling impediments imply the possibility of retaining students’ attention to human trafficking under war conditions through immersive experiences and reflexive activities with simultaneous collecting empirical data, introducing the awareness activities into the e-course (Moodle), and encouraging students to explore cases and evaluate the message. These solutions can help filter the significant results under four parameters of the CEFRES-supported project such as metaphor, storytelling, schemata, and sensory language for registering effective ways of immersive learning experiences.

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Chapter 6. Empirical stylistics in an EFL teaching context

Cited by 3 publications

References 32 publications

Cognitive “warning signs” in human trafficking media texts

Cognitive “warning signs” in human trafficking media texts

A spiderweb of human trafficking: An empirical linguistic study

Human Trafficking and War in Ukraine: Resilience in Exploring Student Response

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