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Pragmatics & beyond ;.
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Оглавление
- Emotion in Discourse
- Editorial page
- Title page
- Copyright page
- Dedication page
- Table of contents
- Acknowledgements
- Introduction
- 1. Emotion processes in discourse
- 1. Linguistic approaches to emotion
- 1.1 Main research questions motivating this work
- 1.2 Emotion as a discourse-pragmatic phenomenon
- 2. Emotion processes in discourse: towards a definition
- 2.1 The terms used
- 2.2 Emotion as state or as process?
- 2.3 Our approach to emotion in discourse
- 2.3.1 Our definition
- 3. The sections and chapters in this book
- References
- 1. Linguistic approaches to emotion
- Section I. Emotion, syntax and the lexicon
- 2. The multifunctionality of swear/taboo words in television series
- 1. Introduction
- 2. Swear/taboo words
- 2.1 Terminology and conceptualization
- 2.2 Functions
- 3. Analyzing swear/taboo words in US TV series
- 3.1 Introducing the Sydney Corpus of Television Dialogue
- 3.2 US rules, regulations, attitudes
- 4. Analysis
- 4.1 Key swear/taboo words
- 4.2 The multifunctionality of swear/taboo words
- 4.2.1 Creating realism
- 4.2.2 Constructing setting and happenings
- 4.2.3 Characterization
- 4.2.4 Exploitation of the resources of language: humor
- 5. Concluding remarks
- Acknowledgments
- References
- 3. The syntax of an emotional expletive in English
- 1. Introduction
- 2. Functional Discourse Grammar
- 3. Classification of the use of swearwords
- 4. Methodology
- 5. Non-expletive uses of ‘fuck’
- 5.1 Literal representational use
- 5.2 Single discourse act use
- 5.3 Metaphorical representational use
- 5.4 Lexical substitution use
- 6. Expletive use
- 7. Syntactic distribution of expletives
- 7.1 Expletives in the noun phrase
- 7.2 Expletives in the adjective phrase
- 7.3 Expletives in the adverb phrase
- 7.4 Tmesis
- 7.5 Expletives and prepositional phrases
- 7.6 Expletives in the verb phrase
- 7.7 Expletives and pronouns
- 8. Toward an explanation
- 9. Conclusion
- References
- 4. Interjections and emotions
- 1. Introduction
- 2. Background
- 2.1 Primary and secondary interjections
- 2.2 The semantics of interjections
- 2.3 From ‘God’ to ‘gosh’
- 2.4 Interjections as pragmatic markers
- 2.5 Grammaticalization
- 3. Data and method
- 4. ‘Gosh’ in British and American spoken discourse
- 4.1 ‘Gosh’: Phrases and position
- 4.2 ‘Gosh’: Semantic meanings and discourse/pragmatic functions
- 4.2.1 ‘Gosh’ as an expression of emotion and cognition
- 4.2.2 Discursive and pragmatic uses of ‘gosh’
- 4.3 ‘Gosh’ as a pragmatic marker
- 5. Conclusions
- References
- 5. Expressing emotions without emotional lexis
- 1. Introduction
- 2. A preliminary issue: Absence and presence of feeling
- 3. The presence of strong emotion: The inability to speak
- 4. Expressing emotional impact without emotional lexis
- 5. Expressing vague emotions without emotional lexis
- 6. Conceptualizing emotional control
- 7. Conclusions
- References
- 6. The value of left and right
- 1. Introduction
- 2. Left and right in cognition
- 2.1 Left-right and unconscious behavioral preferences
- 2.2 Is left-right an image schema?
- 2.3 Image schemas and axiology
- 3. Left and right in languages
- 3.1 Words for left and right
- 3.2 Taboo and euphemisms for left
- 3.3 Figurative extensions
- 4. Left and right in art and culture
- 4.1 Politics
- 4.2 Traffic
- 4.3 Discrimination of left-handers and reversal of values
- 5. Explanations for evaluative differences between left and right
- 5.1 Handedness
- 5.2 Emotional processing in the brain
- 5.3 An upgrade for the right hemisphere
- 6. Conclusions and outlook
- Acknowledgements
- References
- Section II. Pragmatics and emotion
- 7. A cognitive pragmatics of the phatic Internet
- 1. Phatic communication
- 2. The phatic internet
- 3. Reinterpreting phaticness on the internet
- 3.1 Phatic communication is intentional (but it may be unintentional)
- 3.2 Phatic communication is propositional (but it may be non-propositional)
- 3.3 Phatic utterances may be more or less phatic (and they may also produce joint phatic and non-phatic interpretations)
- 3.4 Phatic communication is speaker-centered (but it may be hearer-centered)
- 3.5 In phatic communication the explicit content is irrelevant (but it may be relevant)
- 4. Concluding remarks
- References
- 8. Humor and mirth
- 1. Introduction
- 2. Humor is marked
- 3. Keying and its scope
- 3.1 Scope of keying
- 4. Vicious and virtuous circles
- 5. Humor and emotion
- 5.1 The manifestation of emotion
- 5.2 Embodied cognition and facial expressions
- 5.3 Facial expression as social communication
- 6. Humor markers
- 6.1 Humor markers and indices
- 6.2 Smiling
- 6.3 Smiling voice
- 6.4 Smiling intensity
- 6.5 Smiling synchronicity
- 6.6 Embodied cognition and “contagious” smile/laughter
- 7. The mirth/smile feedback loop
- 8. Conclusion
- References
- 9. ‘My anger was justified surely?’
- 1. Introduction
- 2. Theoretical background
- 2.1 Un-/certainty
- 2.2 A contrastive perspective – EM in (British) English and German
- 2.3 Emotion Events
- 2.3.1 A cognitive semantic model
- 2.3.2 Epistemic markers in emotion events – an extended model
- 3. Corpus and methodology
- 3.1 The AWE corpus
- 3.2 Coding and analysis
- 4. Contrastive findings
- 4.1 Emotion Events and ANGER events across British English and German
- 4.2 EM + [ANGER] – qualitative analysis
- 4.3 EM + [EMOTION]/ [ANGER] – forms and functions
- 5. Discussion
- 5.1 EM in British and German Emotion Events Differ
- 5.2 Revisiting models on emotion discourse
- 6. Conclusion
- References
- Section III. Interdisciplinary studies
- 10. Emotion and language ‘at work’
- 1. Introduction
- 2. Definition of terms: What is emotional intelligence (EI) and what is pragmalinguistic competence (PC)?
- 3. Linguistic theories of emotion and appraisal
- 4. Psychological theories of emotional intelligence
- 5. The relationship between emotional intelligence and communicative competence
- 6. The survey: Instrument and methodology of research
- 7. Criteria and scoring used for rating PC in the survey responses
- 8. Criteria and scoring used for the TEI test in Section 4 of the survey
- 9. Results and discussion
- 10. Conclusions
- References
- 11. The effects of linguistic proficiency, Trait Emotional Intelligence and in-group advantage on emotion recognition by British and American English L1 users
- 1. Introduction
- 2. Universal or culture-specific emotions?
- 2.1 Visual channel
- 2.2 Vocal channel
- 2.3 Verbal channel
- 2.4 Trait Emotional Intelligence
- 3. Research hypotheses
- 4. Method
- 4.1 Participants
- 4.2 Materials
- 4.3 Procedure
- 5. Results
- 5.1 Effects of country of origin, linguistic proficiency and Trait EI on ERA scores
- 6. Discussion
- 7. Conclusion
- 8. Compliance with Ethical Standards
- References
- 12. Rethinking Martin & White’s AFFECT taxonomy
- 1. Introduction
- 2. Appraising and re-appraising AFFECT
- 2.1 Rethinking ATTITUDE
- 2.2 Rethinking EMOTION
- 2.2.1 Do we not feel pleasure when we are happy?
- 2.2.2 Do we not feel satisfied when we are happy? Why is happiness not also goal-related?
- 2.2.3 Do we not feel momentarily happy after enjoying a good meal?
- 2.2.4 Why are happiness and sadness treated as moods?
- 2.2.5 Do our feelings of affection and antipathy derive from happy and sad moods respectively?
- 2.2.6 Do we feel satisfied when something interests us?
- 3. Towards a more psychologically-inspired EMOTION taxonomy
- 3.1 Goal-seeking emotions
- 3.2 Goal-achievement emotions
- 3.3 Goal-relation emotions
- 4. Conclusion
- References
- Section IV. Emotion in different discourse types
- 13. Victims, heroes and villains in newsbites
- 1. Introduction
- 2. Emotions in the written press
- 3. The present study
- 3.1 Research questions
- 3.2 The context: The case of the news on Spanish “desahuciados”
- 3.3 Method, data and procedure
- 3.3.1 The transitivity system
- 3.3.2 Appraisal Theory
- 4. Results
- 4.1 Participants
- 4.2 News actors’ social role in the conflict
- 4.3 Language choices to represent news actors
- 5. Discussion
- 6. Conclusion
- References
- 14. ‘Promoemotional’ science?
- 1. Introduction: Towards an ‘emotional turn’ in the professions?
- 2. Point of departure: Communicative expectations in academic communities of practice
- 2.1 Register expectations in written scholarly discourse
- 2.2 Medium and mode expectations: The visuals of science
- 2.3 Genre expectations: The role of abstracts in academia
- 3. Transduction-generated challenges: Emotion as distracter and intersemiosis enhancement
- 3.1 Analytical procedure
- 3.2 Examples, analysis and findings
- 4. A closing thought: The birth of a ‘promoemotional’ science?
- References
- Sources of samples
- Name index
- Subject Index
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