Reenactment: An embodied cognition approach to meaning and linguistic content

A central finding in experimental research identified with Embodied Cognition (EC) is that understanding actions involves their embodied simulation, i.e. executing some processes involved in performing these actions. Extending these findings, I argue that reenactment – the overt embodied simulation of actions and practices, including especially communicative actions and practices, within utterances – makes it possible to forge an integrated EC-based account of linguistic meaning. In particular, I argue: (a) that remote entities can be referred to by reenacting actions performed with them; (b) that the use of grammatical constructions can be conceived of as the reenactment of linguistic action routines; (c) that complex enunciational structures (reported speech, irony, etc.) involve a separate level of reenactment, on which characters are presented as interacting with one another within the utterance; (d) that the segmentation of long utterances into shorter units involves the reenactment of brief audience interventions between units; and (e) that the overall meaning of an utterance can be stated in reenactment terms. The notion of reenactment provides a conceptual framework for accounting for aspects of language that are usually thought to be outside the reach of EC in an EC framework, thus supporting a view of meaning and linguistic content as thoroughly grounded in action and interaction

"With 1 follower I must be AWESOME :P". Exploring the role of irony markers in irony recognition

Conversations in social media often contain the use of irony or sarcasm, when the users say the opposite of what they really mean. Irony markers are the meta-communicative clues that inform the reader that an utterance is ironic. We propose a thorough analysis of theoretically grounded irony markers in two social media platforms: $Twitter$ and $Reddit$. Classification and frequency analysis show that for $Twitter$, typographic markers such as emoticons and emojis are the most discriminative markers to recognize ironic utterances, while for $Reddit$ the morphological markers (e.g., interjections, tag questions) are the most discriminative.Comment: ICWSM 201

Differences in use and function of verbal irony between real and fictional discourse: (mis)interpretation and irony blindness

This paper presents a contrastive approach to the presence of two distinct types of verbal irony in real (natural, unscripted) versus fictional (scripted) discourse, with a special focus on irony blindness, i.e. the inability to recognize ironic utterances. Irony strategies are categorized into two general types, based on the relationship between the expressed and the intended meaning (Type 1: meaning reversal and Type 2: meaning replacement). First, the differences between these two types are discussed in terms of use, interpretation, and misinterpretation. It is found that the first type of irony strongly prevails in natural discourse, while the second type is considerably more present in fictional discourse than it is in natural discourse. At the same time, the first type of irony appears to be more at risk of misinterpretation in natural discourse, as opposed to the second type, which seems to be a safer (even though less frequently selected) option. These findings are then further analyzed in light of the discussion concerning fictional (comedic, in particular) irony blindness and the construction and role of the irony blind characters. Interestingly, the causes of fictional irony blindness are found to correlate more strongly with the (more humorous) misinterpretation of the second type of irony

A pragmatic approach to proverb use and interpretation

Proverbs are interesting pieces of popular wisdom and tradition belonging to any culture, which help us to foreground the values and shared beliefs held by a speech community. However, its study has received little attention up to now. Thus, this dissertation research aims to analyze the functions and uses of proverbs taking examples from English and Spanish them. In order to achieve this goal, we have applied Sperber and Wilson’s Relevant Theory to explain how proverbs allow the speaker to express his/her intention in an implicit way. The findings demonstrate that the main functions of proverbs are criticism, advice and warning. In addition, we have offered an explanation of how their often ironical and metaphorical nature affects proverbs’ understanding. Besides, we have studied the use of the ellipsis in proverbs, which takes place in familiar proverbs, analyzing how familiarity and unfamiliarity influences on proverb use. Finally, we summed up our conclusions to achieve a better comprehension of proverbs’ functions and usesLos proverbios son ejemplos de sabiduría popular y tradición de cualquier cultura que nos ayudan a descubrir los valores y creencias compartidas por una comunidad de hablantes. Sin embargo, este estudio ha recibido poca atención hasta ahora. Por lo tanto, el propósito del presente trabajo es describir las funciones y usos de los proverbios y refranes concentrándonos en refranes de la lengua inglés y española para analizar y explicar las funciones y usos de los proverbios en general. Para conseguir nuestro propósito hemos aplicado la Teoría de la Relevancia de Sperber y Wilson a este estudio para explicar como ellos permiten al hablante expresar su intención de forma implícita. Las conclusiones demostrarán que la mayor función de los proverbios es la crítica, el consejo y advertencia. Además, hemos ofrecido una explicación de cómo su frecuente naturaleza irónica y metafórica influye en la comprensión de los proverbios. También hemos estudiado el uso de la elipsis en los proverbios, que toma lugar en los proverbios familiares, analizando como la familiaridad o el desconocimiento influye en el uso de los proverbios. Finalmente, resumiremos nuestras conclusiones para llegar a una mejor comprensión de las funciones y usos de los proverbio

‘Dark am I, yet lovely’: Tracing diabolical evil and femininities in gothic fusion tribal belly dance

While belly dance as a dance genre has been recognised for its ‘ambivalence’ (Downey et al, 2010: 379) in terms of its empowerment of women’s identities and body types and essentialising of narrowly constructed femininities, it has nonetheless in the research literature generally been regarded positively in its influence on women’s spiritualities, corporalities, sexualities and overall well-being. But what about its attraction and allure in its ‘darker’ forms, as a way of empowering women, especially older women, and enabling them to negotiate and traverse a range of difficult, deviant, damaged and/or otherwise negative experiences? Based primarily on a participant observation of a six-week series of dance workshops held in the north of England and drawing on my other experiences as a dancer of other belly dance forms, this paper references Julia Kristeva’s psychoanalytic theory of horror and the monstrous feminine to explore the meanings, experiences and performances of ‘darkness’ in what is belly dance’s darkest genre, Gothic Fusion Belly Dance (GFBD)

Metaphoric competence and communicative language ability

Recent developments in cognitive linguistics have highlighted the importance as well as the ubiquity of metaphor in language. Despite this, the ability of second language learners to use metaphors is often still not seen as a core ability. In this paper, we take a model of communicative competence that has been widely influential in both language teaching and language testing, namely Bachman (1990), and argue, giving a range of examples of language use and learner difficulty, that metaphoric competence has in fact an important role to play in all areas of communicative competence. In other words, it can contribute centrally to grammatical competence, textual competence, illocutionary competence, sociolinguistic competence, and strategic competence. Metaphor is thus highly relevant to second language learning, teaching and testing, from the earliest to the most advanced stages of learning

Re-conceiving management education: Artful teaching and learning

Artists derive inspiration from daily life. According to John Dewey, common experiences are transformed into works of art through a process of compression and expression. In this paper we adopt this frame, showing how it is used within the pedagogical environment. Students were asked to reflect on their lives and offer an artful response to those experiences. Artfulness is defined here as a process which relies on the discursive practices of satire, and in particular irony and parody. We demonstrate the use of these rhetorical techniques as reflective tools, offering a service management class as an exemplar. In this class students were asked to consider their common experiences as both customers and service providers, and create an ironic artefact. We analyse a cartoon sequence produced by students in response to this assignment, where they parodied the fast-food service experience, illustrating how a business studies classroom can be transformed into an artful space

Bianca Looks from above the Book: Readings on the Margin of Bruno Schulz’s Ex-Libris for Stanisław Weingarten

The essay traces correspondences between the elements of the 1919 Pierrot ex-libris and the books from Weingarten’s collection which, with time, included and gave privileged position to the works of Bruno Schulz. Among the authors referred to are Rainer Maria Rilke, Alfred Kubin, and Jules Laforgue (in the critical appreciation of Jan Szarota)