Experiential motivation and the linguistics of sitting, standing, and lying

Newman, John

doi:10.1002/wcs.1592

Cited by 4 publications

(6 citation statements)

References 47 publications

(53 reference statements)

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“…At the same time, I can extend from English to other subjects and improve my language learning ability in an all-round way. In the process of university teaching, if teachers can properly use the theoretical knowledge of linguistics to teach, they can better connect theory with practice, and they can master the focus of English in theory, so as to make the teaching more efficient [6] ; however, if only from the surface of grammar and vocabulary, English teaching will face many difficulties.…”

Section: An Overview Of English Linguistics Theorymentioning

confidence: 99%

Exploration of English teaching Strategy based on English linguistics theory

Wang

2024

SHS Web Conf.

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At present, the development speed of international economic and cultural integration is accelerating. As one of the world’s common languages, English is of great significance in university teaching. As the foundation of English education, linguistics plays an irreplaceable role in the study of the nature, law and application of language. Studying linguistics can enable students to better understand and use English. Therefore, guided by the basic principles of English linguistics, discussing the countermeasures of English teaching plays a very important role in improving college students’ comprehensive ability of English listening, speaking, reading and writing and their ability to carry out cross-cultural communication in universities. This study will take English linguistics theory as the research object, and from the construction of reasonable teaching task, create reasonable teaching environment, build team linguistics learning model three aspects put forward the English linguistics theory in college English teaching strategy, for the development of college English teaching to provide certain guidance.

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Section: An Overview Of English Linguistics Theorymentioning

confidence: 99%

Exploration of English teaching Strategy based on English linguistics theory

Wang

2024

SHS Web Conf.

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“…Nendest 1500-st asendiverbiga lausest viitas vaid 10-15% prototüüpsele kehaasendile (Lemmens 2002: 106), mis tähendab, et 85-90% kasutustest olid tähenduselt laienenud. Asendiverbide tähenduse laienemise hierarhia on üldiselt järgmine: inimese asend → muu elus olendi asend → mitte elusa asend → eksistentsiaal (here is/are) ( Newman 2022; täpsemalt on grammatiseerumisahelat kirjeldanud Heine, Claudi & Hünnemeyer 1991: 117-118;Kuteva 1999). Seismissõnade polü seemia uurijad on välja toonud seisma-lekseemide/morfeemide tähendus laiendused, mis on seotud jõu, vastupidavuse ja toetusega, nii et seismisverbe saab kasu tada ka muu elusolendi või mitteelusa asendi märkimiseks (Newman 2002a(Newman , 2002b(Newman , 2022.…”

Section: Asendiverbide Uurimisestunclassified

“…Asendiverbide tähenduse laienemise hierarhia on üldiselt järgmine: inimese asend → muu elus olendi asend → mitte elusa asend → eksistentsiaal (here is/are) ( Newman 2022; täpsemalt on grammatiseerumisahelat kirjeldanud Heine, Claudi & Hünnemeyer 1991: 117-118;Kuteva 1999). Seismissõnade polü seemia uurijad on välja toonud seisma-lekseemide/morfeemide tähendus laiendused, mis on seotud jõu, vastupidavuse ja toetusega, nii et seismisverbe saab kasu tada ka muu elusolendi või mitteelusa asendi märkimiseks (Newman 2002a(Newman , 2002b(Newman , 2022. Tüpoloogilised uurimused on omakorda näidanud, et asendiverbid on sagedasti grammatiseerunud aspekti markeriteks (nt duratiiv, habituaal või progressiiv), nende asenditähendus on aja pikku kulunud ja laienenud aspektiliseks (Newman & Rice 2004).…”

Section: Asendiverbide Uurimisestunclassified

“…Teise etapina lisasime nendele seitsmele tunnusele (sisaldumine, vastupanu, kontakt, tasakaal, vertikaalsus, võimelisus, liikumistee) veel viis potentsiaalselt olulist tunnust, mida on nimetatud kas asendiverbide uurimustes -jõupingutus, muutumatus-püsivus, liikumisvõime (lähtekoht liikumiseks) (Lemmens 2002;Newman 2022) -või kehalise kogemusega seotud tunnuste ehk kujundskeemide loeteludes: protsess (process; Johnson 1987), toetus (support;Mandler 2004).…”

Section: Tunnuste Hindamise Eelkatseunclassified

“…Sagedasti kirjeldatakse lihtsalt olemisena Pajusalu katses näiteks lauseid L02 (Ema süda seisab vaevas), L13 (Õpikus seisab selle kohta ainult paar rida), L17 (Uks seisab öösel lukus) ja L20 (Surm seisab silma ees) (Pajusalu 2001a: 256). Selline tähendusnihe kinnitab eri keelte and metel leitud asendiverbide grammatisatsiooni tendentsi, mille järgi võivad asendiverbidest saada eksistentsiaalid (Heine jt 1991: 117-118;Kuteva 1999;Newman 2022).…”

Section: Aruteluunclassified

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Kas moos ja buss seisavad endiselt? <i>seisma</i>-verbi polüseemia ja seismise kehaline kogemus

Veismann,

Proos,

Taremaa

2023

ESUKA-JEFUL

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Artiklis käsitleme asendiverbi seisma polüseemiat. Kasutame mõisteliste tunnuste hindamise katset uurimaks, kuidas eesti keele kõnelejad seisma eri tähendusi tajuvad. Palusime eesti keele kõnelejatel hinnata seisma tähenduste seotust viie tunnusega, mis peegeldavad füüsilise seismise kogemust: vertikaalsus, kontakt, tasakaal, võimelisus ja liikumisvõime. Kasutasime katses samu lauseid nagu Renate Pajusalu (2001a. Kas moos ja buss seisavad sarnaselt ehk väike katse verbiga „seisma“. Toim Reet Kasik, Keele kannul. Pühendusteos Mati Erelti 60. sünnipäevaks, 250–274. Tartu: Tartu Ülikooli Kirjastus). Tulemusi analüüsisime klasteranalüüsi ja segamudeldamise teel. Klasteranalüüsis jagunesid laused rühmadesse, põhihargnemisega konkreetseteks ja abstraktseteks kasutusteks, mis omakorda jagunesid väiksemateks tähenduslikeks rühmadeks. Segamudelite abil leidsime, et rühmade tekkimisel olid statistiliselt olulised kõik viis tunnust (vertikaalsus, tasakaal, kontakt, võimelisus ja liikumisvõime). Erinevate statistiliste analüüside tulemusi kombineerides järeldasime, et kõige tugevamalt olid eesti keele kõnelejate jaoks füüsilised seisma tähendused seotud vertikaalsuse ja liikumisvõimega, kuid abstraktsete seisma tähenduste seotus tunnustega ei olnud nii selgepiiriline. See tulemus viitab asjaolule, et seisma abstraktsed tähendused ei tugine üheselt seismise füüsilisele kogemusele ning seos füüsilise seismise ja seisma abstraktsete tähenduste vahel vajab edasist uurimist. Abstract. Ann Veismann, Mariann Proos, Piia Taremaa: Are jam and bus still standing? Polysemy of seisma ‘to stand’ in Estonian and the physical experience of standing. The present paper takes the polysemy of the Estonian position verb seisma ‘to stand’ as its focus. We use a conceptual feature rating task to find out how Estonian speakers perceive the different meanings of seisma ‘to stand’. We used sentences from Renate Pajusalu (2001a. Kas moos ja buss seisavad sarnaselt ehk väike katse verbiga „seisma“. In Reet Kasik (ed.), Keele kannul. Pühendusteos Mati Erelti 60. sünnipäevaks, 250–274. Tartu: Tartu Ülikooli Kirjastus) to represent the meanings and asked native Estonian speakers to rate the connection of these sentences to five features: verticality, contact, balance, enablement, and mobility. We applied hierarchical clustering and mixed-effects modelling to analyse the results. For Estonian speakers, verticality and ability to move are the features most connected to the physical experience of standing. Abstract meanings of seisma, however, did not show such uniform behaviour. This result suggests that the abstract meanings of seisma ‘to stand’ are not based on the physical experience of standing in a clear-cut manner, and that the connection between abstract meanings of seisma and the physical experience of standing requires more research attention.

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Experiential motivation and the linguistics of sitting, standing, and lying

Newman

2022

WIRES Cognitive Science

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The three human at‐rest postures of sitting, standing, and lying are basic, recurring features of human behavior and may reasonably be called primary postures. The three postures share the property of being stable through time, but they are also differentiated in terms of their overall shape, their physiological properties, and typical associated behaviors such as the association of sitting with social interaction, and lying with sleeping. The experiential realities of the three postures underlie and motivate a range of cross‐linguistic phenomena involving morphemes with meanings of “sit”, “stand,” and “lie”. The relevant linguistic phenomena include higher frequencies of occurrence compared with other kinds of posture verbs and differential behavior with respect to some morphosyntactic patterns involving notions such as agentivity. The posture morphemes can also be the source for a variety of semantic extensions reflecting experiential realities of the postures, such as the extension of “lie” to mean “sleep” in some languages. Extensions also include grammaticalizations of the posture morphemes to locative and aspectual markers which reflect the temporal stability and spatial fixedness of the postures themselves. This article is categorized under: Linguistics > Cognitive Linguistics Linguistics > Language in Mind and Brain

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Experiential motivation and the linguistics of sitting, standing, and lying

Cited by 4 publications

References 47 publications

Exploration of English teaching Strategy based on English linguistics theory

Exploration of English teaching Strategy based on English linguistics theory

Kas moos ja buss seisavad endiselt? <i>seisma</i>-verbi polüseemia ja seismise kehaline kogemus

Experiential motivation and the linguistics of sitting, standing, and lying

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