Suchergebnisse

Статья посвящена репрезентации образа Дональда Трампа в современной документальной прозе на примере произведения Г. Миллера "Кандидат: Трамп, Россия и подрыв американской демократии". ; The article deals with representation of Donald Trump's image in the modern documentary prose on the example of the work by G. Miller "he Apprentice: Trump, Russia and the Subversion of American Democracy". This publication is a compilation of interviews, articles and appeals in mass media, and testimonies of witnesses and direct participants of events and covers a long stretch of time - literally from the birth of D. Trump, depicting the development of Trump as a businessman and the facts related to Trump's election campaign and the first third of his presidency.

Master's thesis in Literacy studies ; This thesis examines the early modern debates surrounding the incorporation of French loanwords into the English vocabulary through an analysis of the prefaces of a variety of early modern English dictionaries and a selection of Restoration plays, political pamphlets and periodical essays. It considers the long seventeenth century, starting with Robert Cawdrey's dictionary of 'hard words', A Table Alphabeticall (1604) and ending with Samuel Johnson's A Dictionary of the English Language (1755). The thesis is not concerned with whether particular words are in fact French loans, nor with the chronology of their usage, but rather examines the debates surrounding linguistic borrowing identified as French by contemporaries. Neither is the emphasis on the actual words themselves, as much as on the attitudes towards their use and the portrayal of those that use them. The thesis analyses the representation of French linguistic borrowing in three domains of discourse (dictionaries, Restoration satire, political pamphlets and periodical essays), paying particular attention to the metaphors and images that are employed in these representations. Taking into consideration ideas of linguistic purism and language corruption, it explores how representations of French borrowing can be situated within a larger historical context of English nation building and fluctuating Anglo-French relations.

This article examines the constitution of 'Japanese women's language,' or joseego, as a prescriptive linguistic norm for women through an analysis of scholarly and media representations of linguistic femininity in contemporary Japan. We distinguish two kinds of interrelated norms as constituting linguistic femininity: norms centered around general stylistic features such as politeness, gentleness, and refinement (the first-order norms) and those specificying particular linguistic forms including phonological, morphological, and lexical features (the second-order norms). Our analysis shows that both scholarly and media representations tend to share the dominant ideology of feminine speech in terms of general stylistic features and that they both link those features to specific linguistic forms in terms of Standard Japanese, but that the media representations are relatively more flexible in this linkage than the former and allows more room for contestation and the negotiation of alternative femininities. Through this analysis, we discuss the complex indexical process in which linguistic forms are ideologically linked to femininity as well as the tenuous nature of this linkage.

Intro -- Preface and Acknowledgements -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- Introduction: Language and Sexuality Studies Are Crucial for Inclusive Education -- The Rising Prominence of Sexuality in Language and Education Studies -- Necropolitics: Genocide Is a Process, Not an Event -- Homophobia as a Transnational Sport? Global Publishing Houses Versus Local Needs -- Ethical Issues in Researching Non-heteronormativity in Educational Settings -- The Structure and Contents of the Book: The Shared Contention That Language Matters -- References -- Part I: Heteronormativity in Learning Materials -- Foreign Language Textbooks and Degrees of Heteronormativity: Representation and Consumption -- Introduction -- Heteronormativity and the Limited Representation of Sexuality -- Desiderata: How Should Sexuality Be Represented in Language Textbooks? -- Textbook 'reception and use' -- Conclusion -- References -- Foreign Language Learning and Sexuality-Related Inclusion: A Multimodal Analysis of Representational Practices in the German Textbook Series Navi Englisch -- Introduction -- Sexuality and Representational Linguistic Barriers in Foreign Language Education -- Data and Method -- Analysis of the Unit "About Me: Love and Friendship" from Navi Englisch -- Conclusion and Recommendations -- References -- Heteronormativity and Dictionaries: A Look Back -- Dictionaries of/and Sexuality: From Reasons to Compile to Reasons to Critique -- The Power of Dictionaries and Hegemonic Sexualities: The UAD -- Dictionary Critique: What's Queer Got to do with it? -- QCM: Modest Beginnings, Diverse Audiences -- Dictionaries, Rationale Behind Choosing Them, and Methods: the Study -- Selecting Entries for Scrutiny: Practices and Identities -- Practices: Proscribing Sex in the Big Five -- The MEDAL Set -- The OALD Set -- The LDOCE Set.

This study examines the extent to which college freshmen compositions seek to reflect and construct differences between the self and the other. The data sample consists of over 100 freshmen compositions on a variety of topics spanning a period of three years. The framework of analysis is derived from critical discourse analysis (Fairclough, 1994; Riggins, 1997; van Dijk, 1993). This study demonstrates that lexicalizations of outsiders, of others, in freshmen writing can often reflect univocal attitudes of ambivalence, derision, or impersonalization. Usually, differences in social groups are resolved via linguistic categorizations that absolve feelings of guilt or shame particularly if the student writes as a member of the powered group. Sometimes, however, lexicalizations reflect a unique critical stance on the part of the student writer who creatively utilizes such linguistic representations of 'others' to challenge status quo othering practices. Access to and the use of othering strategies, it is argued, is a powerful rhetorical tool. As the excerpts examined in this study will demonstrate, overt as opposed to covert lexicalizations of othering—encoded in language evocative of hierarchy, subordination, and dominance—often reflect differential rhetorical ability on the part of the student writer. The implications of this study are pedagogical, and call for a re-imagining of the teaching of writing via an examination of the actual discursive tools accessible to different writers, and how these serve in judgments of rhetorical skills in particular, and creative and critical thinking in general.

Considered in cognitive-linguistic perspective, "American Dream" is a represented in media discourse stereotype that embodies ideal of happiness in a prosperous democratic society. The research methodology rests on the premise of cognitive-linguistic approach to study of sociocultural stereotypes, which are seen as complex phenomena of social and cultural experience, manifested in behavioural, material, and verbal codes. Methodological tools of discursive and corpus analysis proved the variability of meaning of the stereotype. In the course of time, it shows semantic changes, conditioned by socio-economic and cultural factors. Empirical study eventuates in distinguishing three periods that correlate with transformation of the stereotype. The period of formation outlines the ideal of freedom and equality. The next period, which started in the 1950s, manifested changes toward obtaining happiness only in virtue of wealth. In recent years, "American Dream" is being associated more with freedom of choice than mere financial success.

В статье рассматриваются языковые средства, объективирующие концепт "победа" в высказываниях американских дипломатов. ; This article deals with the linguistic representation of the concept of "victory" in the American foreign policy discourse.