@incollection{LutStarenkova2022, author = {Lut, Kateryna and Starenkova, Hanna}, title = {The Relationship between Language, Culture, and Development of Society}, series = {Studies in Modern English}, booktitle = {Studies in Modern English}, editor = {Lazebna, Nataliia and Kumar, Dinesh}, publisher = {W{\"u}rzburg University Press}, address = {W{\"u}rzburg}, doi = {10.25972/WUP-978-3-95826-199-0-63}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-296484}, publisher = {W{\"u}rzburg University Press}, pages = {63-72}, year = {2022}, abstract = {The paper analyses specific characteristics of language that influence the development of culture and societies. The problem of the connection between language and culture has occupied the minds of many famous scientists: some believe that language is a part of the culture as a whole; others think that language is only a form of cultural expression. Undoubtedly, language constitutes a vital component of the cultural background underlying social development. Language is an essential means of communication and interaction. However, language is at the same time sovereign about culture as a whole and can be separate from culture or compared to culture as an equal element (i.e., that language is neither a form nor a component of culture).}, language = {en} } @incollection{Kushch2022, author = {Kushch, Elina}, title = {The aphoristic potential of presidential rhetoric of G. Bush Jr.}, series = {Studies in Modern English}, booktitle = {Studies in Modern English}, editor = {Lazebna, Nataliia and Kumar, Dinesh}, publisher = {W{\"u}rzburg University Press}, address = {W{\"u}rzburg}, doi = {10.25972/WUP-978-3-95826-199-0-25}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-296456}, publisher = {W{\"u}rzburg University Press}, pages = {25-39}, year = {2022}, abstract = {This research paper concentrates on the analysis of the aphoristic potential of G. W. Bush's presidential rhetoric. Aphorisms are the most ancient laconic forms of expressing original and completed thoughts which reveal the peculiarity of their authors' world perception and worldview. From this perspective, these units can serve as the means of values codification. Repeatability and widespread use of aphorisms in various communications contribute to transmitting the values and ideas between the generations. Political aphorisms, which are a combination of aphoristic expressions from political communication and discourse, play an important role in this process. The authors of these expressions are not only politicians, but also philosophers, historians, writers, celebrities of different nationalities and generations. Presidential rhetoric is an integral and significant part of political discourse. The use of aphorisms as the means of codification of national and common human values in President G. W. Bush's formal addresses and speeches is intentional. It makes them concise and original, influential and convincing. Aphoristic expressions denoting common human values show the ideas and beliefs of their authors, as well as the politician, about life, justice, equality, freedom, faith, family. Aphorisms defining national values become the means of updating concepts of democracy, unity and diversity, freedom and security, success, and opportunity to fulfill one's potential in American society. The distinctive feature of G.W. Bush's rhetoric is the frequent use of aphorisms whose authors are the Founding Fathers.}, language = {en} } @book{OPUS4-28242, title = {Studies in Modern English}, editor = {Lazebna, Nataliia and Kumar, Dinesh}, publisher = {W{\"u}rzburg University Press}, address = {W{\"u}rzburg}, isbn = {978-3-95826-198-3}, doi = {10.25972/WUP-978-3-95826-199-0}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-282426}, publisher = {W{\"u}rzburg University Press}, pages = {VIII, 125}, year = {2022}, abstract = {The book "Studies in Modern English" interprets English-language communication in the humanitarian paradigm of knowledge within the linguistic and psycho-sociocultural study of speech activity prioritizing cognitive and communicative paradigms. Digital discourse as the formation of new semiotic phenomena has crowned the rapid scientific and technological progress. Researchers' scientific achievements represented in the book are systemic and valid in terms of evidence-based narratives, which reflect the transformational horizon of information theory, communication theory, and theory of linguodidactics in modern English verbal, creative and digital environments. The book represents an integrated approach to the study of modern English as an open synergetic system, which requires a description of the relationship between verbal and nonverbal notions in digital space. The book integrates such innovative perspectives as the interaction of natural English and programming languages, cyber aggression as a communicative pattern in English-language digital discourse, ethics, and democratization of modern English language, relevant developments in the field of English language as a Foreign Language, and other related issues. A complex focus of the book in the realm of modern English-language communication concerns verbal and nonverbal notions analyzed in the context of socio-cultural and digital communicative spaces.}, subject = {Englischunterricht}, language = {en} } @misc{Ferschke2009, type = {Master Thesis}, author = {Ferschke, Oliver}, title = {Semantic Relations in WordNet and the BNC}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-46188}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2009}, abstract = {From the introduction: It is not always easy to define what a word means. We can choose between a variety of possibilities, from simply pointing at the correct object as we say its name to lengthy definitions in encyclopaedias, which can sometimes fill multiple pages. Although the former approach is pretty straightforward and is also very important for first language acquisition, it is obviously not a practical solution for defining the semantics of the whole lexicon. The latter approach is more widely accepted in this context, but it turns out that defining dictionary and encyclopaedia entries is not an easy task. In order to simplify the challenge of defining the meaning of words, it is of great advantage to organize the lexicon in a way that the structure in which the words are integrated gives us information about the meaning of the words by showing their relation to other words. These semantic relations are the focal point of this paper. In the first chapter, different ways to describe meaning will be discussed. It will become obvious why semantic relations are a very good instrument to organizing the lexicon. The second chapter deals with WordNet, an electronic lexical database which follows precisely this approach. We will examine the semantic relations which are used in WordNet and we will study the distinct characteristics of each of them. Furthermore, we will see which contribution is made by which relation to the organization of the lexicon. Finally, we will look at the downside of the fact that WordNet is a manually engineered network by examining the shortcomings of WordNet. In the third chapter, an alternative approach to linguistics is introduced. We will discuss the principles of corpus linguistics and, using the example of the British National Corpus, we will consider possibilities to extract semantic relations from language corpora which could help to overcome the deficiencies of the knowledge based approach. In the fourth chapter, I will describe a project the goal of which is to extend WordNet by findings from cognitive linguistics. Therefore, I will discuss the development process of a piece of software that has been programmed in the course of this thesis. Furthermore, the results from a small\&\#8208;scale study using this software will be analysed and evaluated in order to check for the success of the project.}, subject = {WordNet}, language = {en} } @misc{Gwosdek2014, author = {Gwosdek, Hedwig}, title = {Nicholas Orme. English School Exercises, 1420-1530. Studies and Texts 181. Toronto: Pontifical Institute of Mediaeval Studies, 2013, xi + 441 pp., \$ 95.00.}, series = {Anglia}, volume = {132}, journal = {Anglia}, number = {3}, issn = {1865-8938}, doi = {10.1515/ang-2014-0063}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-195318}, pages = {607-610}, year = {2014}, abstract = {No abstract available.}, language = {en} } @phdthesis{Medynska2015, author = {Medynska, Thomas}, title = {Metaphorik in der ministeriellen Fragestunde in Parlamenten des Commonwealth of Nations - eine kontrastive Analyse unter spezieller Ber{\"u}cksichtigung von pragmatischen und interkulturellen Gesichtspunkten}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-112089}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2015}, abstract = {In demokratischen Regierungssystemen sind die Minister als Agenten der exekutiven Staatsgewalt gegen{\"u}ber dem Parlament f{\"u}r ihre Handlungen verantwortlich. Die ministerielle Fragestunde ist hierbei ein gewichtiges Kontollinstrument und Gegenstand der vorliegenden kontrastiven Metaphernanalyse unter spezieller Ber{\"u}cksichtigung von pragmatischen und kulturellen Gesichtspunkten. Neben einer Diskussion und Kontextualisierung kognitiver Metapherntheorien wird vor allem im Rahmen einer Korpusanalyse festgestellt, welche Quelldom{\"a}nen in diesem Diskursgenre quantitativ am h{\"a}ufigsten und qualitativ am bedeutsamsten f{\"u}r das zum Zeitpunkt der globalen Wirtschafts- und Finanzkrise relevante Makrotopik der Wirtschaftsrezession auftreten; außerdem welche interkulturellen Variationen und Konventionali{\"a}ten in den konzeptuellen Metaphern bestehen.}, subject = {Englisch}, language = {de} } @incollection{Shtaltovna2022, author = {Shtaltovna, Yuliya}, title = {Linguistic Democratization of the Modern English Language: Functional Parameters of English Youth Slang Neologisms}, series = {Studies in Modern English}, booktitle = {Studies in Modern English}, editor = {Lazebna, Nataliia and Kumar, Dinesh}, publisher = {W{\"u}rzburg University Press}, address = {W{\"u}rzburg}, doi = {10.25972/WUP-978-3-95826-199-0-105}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-296514}, publisher = {W{\"u}rzburg University Press}, pages = {105-115}, year = {2022}, abstract = {No abstract available.}, language = {en} } @incollection{Bach1992, author = {Bach, Ulrich}, title = {From private writing to public oration: The case of Puritan wills. Cognitive discourse analysis applied to the study of genre change}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-47211}, publisher = {Universit{\"a}t W{\"u}rzburg}, year = {1992}, abstract = {No abstract available}, language = {en} } @incollection{Mangada2022, author = {Mangada, Gladys G.}, title = {ESL/EFL in Teaching and Learning Process}, series = {Studies in Modern English}, booktitle = {Studies in Modern English}, editor = {Lazebna, Nataliia and Kumar, Dinesh}, publisher = {W{\"u}rzburg University Press}, address = {W{\"u}rzburg}, doi = {10.25972/WUP-978-3-95826-199-0-73}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-296490}, publisher = {W{\"u}rzburg University Press}, pages = {73-79}, year = {2022}, abstract = {Teaching comprises all types of disciplines and teachers need to look outside the confines of English as a Second Language. The acquisition of knowledge comes in a variety of the learners' educational potential. English as a Second Language in teaching and learning, focuses on active learner's involvement and reduction of coercion. Indeed, Gibran's thoughts remain true that "wisdom leads one to discuss his or her potentials. To realize this, teachers in all educational levels have to portray a less dominant classroom role in accord with the importance of classroom interaction in the teaching learning process. N.A. Flaunders retorted that "in the average classroom someone is talking for two-thirds of the time, two-thirds of the task is direct influence." What does this mean? Students' participation or interaction in the classroom has a significant content to enhance their linguistic competence and its core basis is how to use the language as the most important factor in the classroom. Comprehending the information caters one to establish a fair and well-balanced condition that teachers are facilitators, and the learners are to stay in the frontline. In today's classroom setting, the adoption-adaption of teaching strategies focuses on the learners' ability to have a strong command or fluency of the language. ESL is learned around the globe and the learners' interests are the primary goals in the teaching and learning pro� cess. Colin Blakemore once said that "True knowledge, as Plato argues, must be within us all, and learning consists of solely of discussing what we already know." In an ESL classroom, discovery of knowledge is not a new game. Teachers do perform their tasks and the learners serve not as passive listeners but as active recipients in the transformation-sharing of all the five macro skills namely speaking, reading, writing, listening, and viewing. In fact, if commitment, knowledge of subject-matter for independent learning, and management of learning are packaged in one big box, both the teachers and the learners will operate a mutual process of generating a lively culture and quality of educational life. With the aforementioned views I had experienced in teaching ESL, the teacher's passion for teaching and attitude in dealing with the learners create a strong impact on the learners cognitive, affective, and psychomotor domains.}, language = {en} } @phdthesis{Fischer2004, author = {Fischer, Anne-Rose}, title = {Erlesene Stimmen : semantische und funktionale Analyse von Stimmdarstellungen in englischen fiktionalen Texten}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-11520}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2004}, abstract = {Die Arbeit ist eine korpusbasierende Analyse von Stimmbeschreibungen in englischsprachigen fiktionalen Texten, die sowohl einen sprachwissenschaftlich-semantischen als auch einen literaturwissenschaftlichen Ansatzpunkt w{\"a}hlt. Ersterer geht dabei auf den "Pool" des Stimmbeschreibungsmaterials ein, letzterer untersucht die Funktion von Stimmdarstellungen in der Gesamtkonzeption von Figuren und Texten und betrachtet dabei auch Aspekte wie das Verh{\"a}ltnis von Autor-Figur-Leser und die Informationsvergabe in fiktionalen Texten. F{\"u}r die Analyse wurde ein Korpus aus Romanen, Kurzgeschichten und Dramen des 20. Jahrhunderts erstellt. Um ein m{\"o}glichst breites Spektrum zu erlangen, wurden Texte von britischen, amerikanischen und Commonwealth-Autoren gew{\"a}hlt. Zudem wurden Trivialromane genauso ber{\"u}cksichtigt wie Werke der "h{\"o}herstehenden" Literatur. Im Zentrum von Teil I der Analyse steht die semantische Klassifizierung von Stimmbeschreibungen nach klangbeschreibenden (z.B. shrill, rumbling, husky)und sprecherbezogenen Angaben, bei denen auch emotionale, pragmatische und machtstrukturierende Stimmangaben (z.B. happy, apologizing, condescending) eingeschlossen sind, die dem Leser Aufschluß {\"u}ber das Innenleben und die Beziehungsstrukturen von fiktionalen Charakteren geben. Da die Schwierigkeit der Stimmklangwiedergabe f{\"u}r Autoren geradezu eine willkommene Einladung f{\"u}r das Spiel mit Metaphern und ungew{\"o}hnlichen Vergleichen ist, wird den metaphorisch-bildhaften Stimmdarstellungen in Teil II ein Sonderkapitel gewidmet. Teil III geht schließlich auf die funktionalen Aspekte der Stimmdarstellungen ein. So dient das Zusammenspiel von Meta- und Objektsprache als Verst{\"a}ndnissicherung f{\"u}r den Leser, kann aber auch Einblick in den Figurencharakter geben. Entscheidend ist jedoch die Wirkung der Stimme in der Gesamtkonzeption von Figuren, denn h{\"a}ufig gehen optische und akustische Figurenbeschreibungen Hand in Hand, so daß {\"u}ber die beiden Wahrnehmungskan{\"a}le ein komplexes Charakterbild entsteht, {\"u}ber das Sympathie und Antipathie des Lesers gesteuert werden k{\"o}nnen. Autoren arbeiten dabei h{\"a}ufig mit Stereotypen und Klischeebr{\"u}chen. Letzlich dienen die Stimmdarstellungen der Verlebendigung von Figuren und unterst{\"u}tzen somit die Pseudo-Realit{\"a}t von fiktionalen Texten. Die scheinbar unendliche F{\"u}lle von Stimmbeschreibungen zeigt, daß Figuren f{\"u}r den Leser nicht nur durch ihr Aussehen, sondern auch durch ihre habituelle und situationelle Stimme "lebendig" werden.}, subject = {Englisch}, language = {de} }