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| Autor/inn/en | Brdar-Szabo, Rita; Brdar, Mario |
|---|---|
| Titel | The Problem of Data in the Cognitive Linguistic Research on Metonymy: A Cross-Linguistic Perspective |
| Quelle | In: Language Sciences, 34 (2012) 6, S.728-745 (18 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0388-0001 |
| DOI | 10.1016/j.langsci.2012.04.012 |
| Schlagwörter | Cognitive Processes; Motivation; Contrastive Linguistics; Language Research; Case Studies; Speech Acts; Role; Psycholinguistics; Cooking Instruction; Second Languages |
| Abstract | The general goal of the present paper is to demonstrate how cross-linguistic (contrastive) data can broaden the perspective in cognitive linguistic research on metonymy, which may raise a host of questions calling for a revision of some widely accepted views. A more specific, methodological goal is to show how the introspection-driven research and the authentic-data driven research in cognitive linguistics can feed into each other in a cyclic way (cf. Kertesz and Rakosi, 2008b, p. 214ff). We highlight the role of contrastive research in the interaction between the introspection-driven and the authentic-data driven research in cognitive linguistics on two case studies. The first study is on the referential metonymy of the capital-for-government type. The second case study deals with the illocutionary metonymy motivating a range of constructions that realize the instructional speech act in cooking recipes. The two case studies have a number of things in common. In both of them the starting point is the question about the universality of a given metonymy. Similarly, in both studies we look for the motivation for the observed differences in the (non-)application of a given metonymy in a cross-linguistic perspective. After the analysis is extended to include a number of languages, the apparent impression in both studies is that the contrastive facts are ultimately motivated by some structural factors. Pursuing the analysis further, asking ourselves about the functional-cognitive background of the structural facts, we arrive at a deeper sort of motivation. (Contains 4 figures and 6 tables.) (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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