John Kerry’s Political Rhetoric: An Account of the Main Rhetorical Features of His Oral Delivery

Decenes Jornades de Foment de la Investigació de la FCHS (Any 2004-2005)An accurate use of language is a key factor in achieving personal and public objectives in all spheres of our everyday interaction, but the exploitation of the appropriate linguistic resources becomes crucial for those professionals involved in the field of politics. Obtaining the support of the masses, legitimising political policies, or succeeding in public debates and parliamentary negotiations may depend to a great extent on the kind of language a politician employs and its adequacy to each political event. This paper analyses the oral delivery of senator John F. Kerry –the favourite Democratic Party candidate for the US presidency in the 2004 presidential elections– in four public events (two debates and two speeches) celebrated before the election day. Our study focuses particularly on the analysis of a series of rhetorical patterns and linguistic devices employed by the senator in order to empower his argumentations, namely: three-part statements, contrastive pairs, lexical and syntactic repetition, purposive selection and use of pronouns, addressing formulae, introductory formulae for personal opinion and ideology, and the usage of discourse organisers. The results of this study hint, inter alia, that behind the apparent spontaneity of Kerry’s oral delivery there is a selective use of linguistic devices, which is necessarily the product of prior consideration and thoughtful discourse elaboration

Metonymy and Anaphoric Reference: Anaphoric Reference to a Metonymic Antecedent in Dude, Where’s My Country, Stupid White Men, The Da Vinci Code and Deception Point

Departing from the postulates of Ruiz de Mendoza and his collaborators on metonymic anaphora (Ruiz de Mendoza 1997, 1999; Ruiz de Mendoza; Otal 2002; Ruiz de Mendoza; Díez 2004), this paper analyzes some of the most outstanding cases of anaphoric reference to a metonymic antecedent in four best sellers. Antecedent selection turns up problematic in certain cases. These difficulties are considerably reduced, however, by means of the distinction between simple and double metonymies, and some constraints and principles that govern the selection of the anaphoric referent: Constraint on Metonymic Anaphora, Domain Availability Principle, Domain Combinability Principle, and Domain Precedence Principle. The operation of mappings and principles is described through the analysis of real language examples. The phenomenon of metonymic anaphora is surveyed along with cases of implicative reference, through which these scholars account for otherwise problematic cases of anaphoric reference. Ruiz de Mendoza’s is a highly comprehensive approach as far as metonymic anaphora is concerned, but further research should be carried out regarding its relationship with implicative reference.Partiendo de los postulados sobre anáfora metonímica de Ruiz de Mendoza y sus colaboradores (Ruiz de Mendoza 1997, 1999; Ruiz de Mendoza; Otal 2002; Ruiz de Mendoza; Díez 2004), el presente artículo analiza algunos de los casos más significativos de referencia anafórica a antecedentes metonímicos en cuatro best sellers. La selección del antecedente se muestra problemática en algunos casos; sin embargo, estas dificultades se ven reducidas considerablemente con la distinción entre metonimias simples y dobles, así como varias constricciones y principios que gobiernan la selección del referente anafórico: Constricción de Anáfora Metonímica, Principio de Disponibilidad de Dominios, Principio de Combinabilidad de Dominios y Principio de Precedencia de Dominios. La operabilidad de estos mapeos y principios se describe detalladamente en este artículo mediante una selección de ejemplos reales. El fenómeno de anáfora metonímica se analiza en conjunción con casos de referencia implicativa mediante los que estos académicos dan cuenta de casos de referencia anafórica que podrían llegar a ser problemáticos. El enfoque de Ruiz de Mendoza demuestra ser exhaustivo y completo en lo que respecta a la anáfora metonímica, aunque parece necesario llevar a cabo más estudios versados en su relación con casos de referencia implicativa

Usos y funciones de la metáfora conceptual en discurso pedagógico sobre meditación

In mindfulness and meditation instructional contexts, conceptual metaphor is a powerful facilitator of intersubjective communication about inner events and first-person experiences. Previous studies in meditation discourse have described space as a productive source domain that is used by meditation teachers to characterise metaphorically inner events and abstract concepts related to the meditative practice (Silvestre-López 2019, 2020). This study examines the discourse manifestations of the space source domain used to metaphorically characterise the most representative metaphorical topics (targets) in a corpus of introductory talks about meditation addressed to an audience of non-expert meditators. The analysis is sensitive to the communicative dimension of the use of metaphors in that it distinguishes between non-deliberate and deliberate uses (Steen 2015) and considers the functions they fulfil in discourse (Semino 2008; Goatly 2011). The corpus was analysed qualitatively following a bottom-up approach. Metaphor identification was carried out using DMIP (Reijnierse et al. 2018). Target and source domain coding was done with the help of dictionary information and the domains already identified in a metaphor compendium created in previous meditation discourse analyses (see Coll-Florit & Climent 2019; Silvestre-López & Navarro 2017; Silvestre-López 2020). This approach allowed different layers of domain specificity to be unveiled, with remarkable differences found between non-deliberate and deliberate metaphor use. Among them, differences in degree of source domain granularity (Langacker 2008) ranging from vaguer notions like undefined space or spaciousness to conceptually richer and finer-grained scenarios like the home and shelter, ocean, landscape, or sky models. The speakers were found to use these source domains consistently with explanatory purposes (explanatory function) to help their audience reconceptualise some of the most frequent target topics in their talks (e.g., the present moment, the meditator, the mind, awareness, or meditation) from more mindfully-oriented perspectives, hence allowing to become aware of and get rid of potential misconceptions. Deliberate uses proved particularly useful in promoting understanding through reconceptualisation, which was in turn facilitated by the vivid imagery evoked through detailed elaborations of source-domain scenery. Besides ideational functions, deliberate metaphors were also found to facilitate positive attitudinal changes towards the practice, as well as to provide for argument structuring and create textual cohesion. Overall, non-deliberate and deliberate uses were found to combine in the speakers’ production to aid them in skilfully achieving their own communicative intentions, which underscores the need for further studies that explore potential ways of applying similar findings to real meditation practice, and in instructional settings.La metáfora conceptual es un potente facilitador de la comunicación de eventos internos y experiencias en primera persona en contextos de instrucción de mindfulness y meditación. Estudios previos sobre el discurso de la meditación han descrito la noción del espacio como un dominio productivo en el discurso de maestros de meditación utilizado como fuente para caracterizar metafóricamente eventos y conceptos abstractos relacionados con la práctica meditativa (Silvestre-López 2019, 2020). Este artículo explora las manifestaciones discursivas del dominio fuente del espacio utilizadas para caracterizar metafóricamente temas metafóricos (dominios meta) representativos en un corpus de charlas introductorias sobre meditación dirigidas a una audiencia de no expertos. El análisis es sensible a la dimensión comunicativa del uso de las metáforas y para ello distingue entre usos no deliberados y deliberados (Steen 2015), y considera también sus funciones principales en el discurso (Semino 2008; Goatly 2011). El corpus fue analizado cualitativamente siguiendo un enfoque inductivo. La identificación de metáforas se llevó a cabo aplicando DMIP (Reijnierse et al. 2018). La codificación de los dominios meta y fuente se realizó con la ayuda de la información del diccionario y de los dominios ya identificados en un compendio de metáforas elaborado en anteriores estudios sobre el discurso de la meditación (véase Coll-Florit & Climent 2019; Silvestre-López & Navarro 2017; Silvestre-López 2020). El enfoque aquí adoptado ha permitido desvelar diferentes grados de especificidad en los dominios metafóricos, con diferencias relevantes entre metáforas deliberadas y no deliberadas. Entre ellas, los resultados revelan diferentes grados de granularidad de los dominios fuente (Langacker 2008) desde nociones menos definidas como espacio no definido o espaciosidad hasta escenarios conceptualmente más ricos como los modelos casa y refugio, océano, paisaje o cielo. El estudio ha permitido desvelar cómo los hablantes utilizan estos dominios fuente de forma coherente con fines explicativos (función explicativa) para ayudar a su audiencia a reconceptualizar algunos de los temas (dominios meta) más frecuentes en sus charlas (por ejemplo, el momento presente, el meditador, la mente, la consciencia o la meditación), aportando perspectivas más cercanas a la filosofía del mindfulness, facilitando de este modo que la audiencia pueda tomar de conciencia de posibles ideas erróneas sobre la práctica. En concreto, los usos metafóricos deliberados se han revelado especialmente útiles para promover la comprensión a través de la reconceptualización, facilitada ésta por las imágenes vívidas evocadas a del dominio fuente. Además de las funciones ideacionales, las metáforas deliberadas también son utilizadas para facilitar cambios de actitud positivos hacia la práctica, así como proporcionar estructura argumental y facilitar la cohesión textual. En general, el estudio ilustra cómo los usos deliberados y no deliberados se combinan en la producción de los hablantes para alcanzar sus propias intenciones comunicativas, subrayando la necesidad de llevar más estudios que exploren posibles formas de aplicar resultados similares a la práctica real de la meditación y su instrucción.This research was carried out within the framework of the projects GV/2019/101 (Generalitat Valenciana) and UJI-B2018-59 (Universitat Jaume I)

Conceptual Metaphor in Meditation Discourse: An Analysis of the Spiritual Perspective

Meditation has spread beyond the frontiers of religion to go global in other areas of social practice, including secular and spiritual-but-not-religious contexts. Conceptual metaphor, as proposed by Lakoff (1993) has been described as a powerful mechanism to facilitate the communication of first-person experiences connected to religious and lay contemplative practice, including meditation and enlightenment, as reported in several studies. Despite the detachment of the spiritual-but-not-religious movement from other areas of practice, the question of how metaphor is used in discourse about meditation within this perspective has not been addressed. This paper investigates the role of conceptual metaphor in spiritual-but-not-religious meditation discourse through a bottom-up qualitative analysis of a corpus of talks about meditation given by three highly-recognized spiritual teachers. Results chart the topics that are addressed more frequently through metaphor in the corpus (metaphor target domains), describe the range of areas of experience (source domains) used to characterise metaphorically the three most frequent target domains (THOUGHT, THE PRESENT MOMENT, MEDITATOR), and discuss fundamental differences in non-deliberate and deliberate conceptual metaphor use with the help of a selection of examples from the corpus. The findings provide evidence of relevant metaphors used to model the experience and practice of meditation in spiritual-but-not-religious settings and how they are rendered in discourse. Comparisons with metaphorical models already identified in religious and secular discourse contexts are also established, with a special focus on the models that have been transferred from traditional religious meditation spheres to current contexts of social practice

Functional Approach to Multiliteracy

This paper presents a cybertask designed to be performed by students of journalism within the subject “English for Journalists”. As a departure point, students were provided with a website which gives access to all the British newspapers and magazines. In the paper, we also present the structure of that site and the results obtained through a self-assessment questionnaire completed by the students. Finally, we offer an overview of the potential future results that can be obtained after the analysis of all the data collecte

Three-dimensional metaphorical objects in street advertising

This paper aims at unravelling the role of metaphor in three street marketing campaign advertisements. Each advertisement is the product of a creative process involving metaphorical mappings from an urban object (shelter, bench, ramp) onto a target domain (a billboard). The study draws on two approaches from the fields of cognitive linguistics (Forceville 2009) and industrial design (Cila 2013) in order to provide a qualitative analysis of metaphor and modality in the so-called three-dimensional metaphorical objects involved in each advertisement. A new version of the interaction mode (Cila 2013: 18) is proposed as an analytical mode for those threedimensional metaphorical entities whose real-word materialisation establishes new sets of sensory-motor interactional pathways with human beings. Results show how metaphors combine to yield the desired interactive effects through different patterns of modality. The paper concludes that this combination is a key campaign asset and calls for further work on the deliberate use of metaphor in creative processes.P1.1A2014-2. Department of English Studies (Universitat Jaume I). IULMA (Institut Interuniversitari de Llengües Modernes Aplicades de la Comunitat Valenciana

Metáfora conceptual y vocabulario de emociones en el aula de inglés para fines específicos.

The bulk of studies dealing with conceptual metaphors in the language classroom describe conceptual metaphor-based pedagogical proposals to teach vocabulary (e.g., Boers, 2000, 2013; Littlemore, 2009; Cortés de los Ríos and Sánchez, 2017). All these are substantial contributions to the field of English language teaching and learning. Despite the growing interest in the field, the effects of conceptual metaphor-based vocabulary instruction on learners still require further attention (Boers, 2013). This paper is an attempt to advance this line of research by exploring the effects of instruction of a pedagogical proposal to teach metaphorical vocabulary belonging to two basic emotions (happiness and sadness). The study is set in a Spanish higher education context, particularly in an English for Specific Purposes subject offered in the Bachelor’s Degree in Psychology. A pre-experimental design consisting of pre-test and post-test measures was adopted to gauge participants’ previous knowledge and progress after instruction. In order to analyse participants’ performance, a paired-sample T-test was used, and effect size was calculated by applying Cohen’s d. Results show statistically significant effects of the pedagogical approach as well as a large size effect, which reveals the efficacy of the instruction. This exploratory study suggests that this area deserves further investigation and its findings set the ground for future research involving experimental designs.Buena parte de los estudios que abordan la metáfora conceptual en el ámbito docente describen propuestas pedagógicas centradas en la enseñanza de vocabulario (por ejemplo, Boers, 2000, 2013; Littlemore, 2009; Cortés de los Ríos and Sánchez, 2017). Estas propuestas aportan contribuciones significativas al campo de la enseñanza y aprendizaje del inglés. A pesar de interés que suscitan en el campo, no se ha prestado suficiente atención a los efectos de la instrucción de vocabulario basada en metáforas conceptuales (Boers, 2013). Este estudio trata de contribuir a esta línea de investigación explorando los efectos de una propuesta pedagógica centrada en la enseñanza de vocabulario metafórico relativo a dos emociones básicas (alegría y tristeza). El estudio se enmarca en el contexto de la educación superior en España, concretamente en una asignatura de inglés para fines específicos impartida en un grado universitario de psicología. Para evaluar el conocimiento previo de los participantes y su progreso tras la instrucción recibida se adoptó un diseño pre-experimental basado en medidas pre y post-test. Para analizar el rendimiento de los estudiantes se utilizó una prueba de T y se calculó la magnitud del efecto con la d de Cohen. Los resultados muestran efectos significativos del enfoque pedagógico empleado y una gran magnitud del efecto, indicando de este modo eficacia de la instrucción. Los resultados de este estudio desvelan el potencial de esta área, así como la necesidad de llevar a cabo futuras investigaciones con diseños experimentales

Metaphor and metonymy in the development of the conceptual and linguistic space of mindfulness practices

El estudio de la experiencia del ser y de la consciencia no es nada nuevo; los conceptos tratados en este artículo, tampoco. Su aportación más relevante pretende ser la propuesta de un modelo de representación de parte de esta experiencia (esto es, la percibida mediante la práctica de la atención plena) a través de parámetros básicos, establecidos y reconocidos dentro del paradigma cognitivo. Partiendo de la perspectiva de la lingüística cognitiva, se presenta lo que se denomina el ‘Modelo Cognitivo Idealizado (MCI) de la contemplación’, cuya estructura se describe con la ayuda de ejemplos extraídos de un corpus que compila la producción lingüística de instructores y principiantes en cursos de formación en atención plena. Concretamente, el artículo introduce primero el espacio que se crea en el practicante y que posibilita la percepción de los fenómenos a observar durante los periodos de atención consciente; tras ello propone y describe, a través del mencionado MCI, la integración de estructura preconceptual y conceptual que permite experimentar este ‘escenario de observación’ y captar los fenómenos que en él acontecen. El artículo concluye con una serie de consideraciones sobre los datos en él manejados, así como diversas líneas de investigación derivadas de la aquí presentada y sus aplicaciones en diferentes campos.The study of consciousness and the ‘experience of being’ is not new, neither are the concepts addressed in this paper. One of its most relevant contributions is the introduction to a new model of representation of part of this experience (that is, the experience perceived by meditators during the practice of mindfulness) grounded on basic, well-established and acknowledged parameters within the cognitive paradigm. Departing from a cognitive linguistics perspective, the paper presents the ‘Contemplation’ Idealized Cognitive Model (ICM) and describes its structure with the help of a series of examples extracted from a corpus compiled out of the linguistic production of instructors and novices in mindfulness courses. More concretely, the paper firstly introduces the space that emerges in the meditator’s consciousness, a space that enables the perception of the observed phenomena during ‘mindful’ periods. Then it describes how the mechanics of the aforementioned ICM paves the way for the integration of preconceptual and conceptual structure, and how this very integration allows experiencing the ‘observer’s scenario’ and hence consciously apprehending the phenomena that occur therein. The paper concludes with a series of considerations concerning the data handled in it, different lines of research stemming from the one proposed in the study, and potential applications in different fields.Vayan mis agradecimientos a los maestros que han ayudado a que esta publicación sea posible, a los evaluadores de este artículo por sus valiosos comentarios y sugerencias, al instituto IULMA y a la Universitat Jaume I (proyecto P1.1A2014-2)

Diachronic change in the semantic configuration of six verb-preposition combinations

In this paper we analyse the semantic load that prepositions In and On contribute to six verb-preposition combinations following the syntactic pattern “V + prep. + n/pron.”. The analysis is grounded on real language use examples extracted from two different corpora belonging to two different historical periods of the English language (present Contemporary English and Early Modern English). Our main aim is to check whether the semantic configuration of each one of these combinations is maintained or has undergone some change over time. If diachronic change has been the case, the purpose of the paper is also to show the role of topology, dynamics and function in sense extensions, as well as the patterns of these extensions. Semantic extension grounded on basic topological senses may show a difference to those semantic changes originated in functional senses

Website Architecture, Information Flows and Cognitive Models

This paper explores the relation between new digital genres configuration and their users’ previous knowledge patterns from an interlinguistic perspective. More precisely, first we analyse two models that underlie the formal architecture of websites. For that purpose we introduce diverse pieces of software that allow for visualization of website organization in terms of nodes and links. Then, we show the most entrenched metaphoric models that provide cognitive tools for users to understand website configuration and usage, in an English speaking culture. Finally, we discuss to what extent these models can be transferred and learned by users from other cultures, particularly in Spanish speaking communitie