Articulação Semântico-Cognitiva por Meio de Papéis Semânticos realiza a comparação de enunciados retirados do meio jornalístico nas línguas portuguesa e inglesa, analisados com base nas teorias propostas pela gramática de casos e semântica cognitiva. A partir das idéias de background e foreground propostas por Fillmore, é possível a interpretação de tais enunciados como eventos. Pretende-se, aqui, categorizar os predicadores, verificar seus possíveis efeitos de sentido dentro do contexto em estudo, determinar as relações temáticas que envolvem os núcleos preposicionais, analisar e dimensionar os dados qualitativamente. A análise procedeu-se tendo como corpus editorial da revista National Geographic, nas versões em língua portuguesa e inglesa, donde se concluiu que o ambiente enunciativo tanto na fala quanto na escrita sofre alterações, mas, apesar de flutuações sintáticas (como indicações de tempo e gênero), o campo semântico mantém-se inalterado, ou seja, estável e produtivo. / Cognitive -Semantic Articulation by Semantic roles compares sentences from publications in Portuguese and English Languages, analyzing them through the theories proposed by The Case Grammar and Cognitive Semantics. The concepts of background and foreground presented by Fillmore allow an interpretation of such sentences as events. The intention is to categorize the verbs, verify their possible effects within the analyzed context, determine the thematic relations involved in the prepositional nucleons and qualitatively analyze the data. The analyses had the Portuguese and English versions of a National Geographic editorial as a corpus, from which we concluded that although the discourse environment can differ, the semantic field remains unaltered.

BARRETO, Dulcilene Rodrigues da Silva. A conceitualização de educação à luz da teoria dos modelos cognitivos idealizados: percorrendo veredas entre mente e linguagem dos alunos da educação básica. 2011. 142f. Dissertação (Mestrado em Linguistica) – Universidade Federal do Ceará, Departamento de Letras Vernaculas, Programa de Pós-Graduação em Linguística, Fortaleza-CE, 2011. / Submitted by nazareno mesquita (nazagon36@yahoo.com.br) on 2012-07-04T16:49:58Z No. of bitstreams: 1 2011_diss_DBARRETO.PDF: 24801017 bytes, checksum: 38335b2b2bc18d29fe8275fb6864bcd8 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-08-03T16:34:47Z (GMT) No. of bitstreams: 1 2011_diss_DBARRETO.PDF: 24801017 bytes, checksum: 38335b2b2bc18d29fe8275fb6864bcd8 (MD5) / Made available in DSpace on 2012-08-03T16:34:47Z (GMT). No. of bitstreams: 1 2011_diss_DBARRETO.PDF: 24801017 bytes, checksum: 38335b2b2bc18d29fe8275fb6864bcd8 (MD5) Previous issue date: 2011 / This research aimed to analyze, through the structured principals of Idealized Cognitive Models Theory (LAKOFF, 1987), embodied, socio cognitive situated meanings attributed to the concept of EDUCATION by thirty-three final year high school students of a government school in Fortaleza, Ceara, Brazil, who participated of the research as unpaid volunteers. In order to achieve the mentioned aim, it was analyzed the responses provided by the students in answering two tasks – a questionnaire and a writing task aimed at eliciting data which allowed to explore the category prototypical nature and its metaphoric and metonymic extensions. The methodological approach follows the principals proposed by lakofian Cognitive Semantics which posits that people concepts are not arbitrary but emerge from the nature of their bodies in dynamic interactions with the ecological and social cultural world. The qualitative data analysis was supported by Lakoff’s (1987) Idealized Cognitive Models Theory (ICMT) and Lakoff and Johnson’s (1980/[2002]) Conceptual Metaphor Theory (CMT). The texts produced by the participants made possible the analysis of the ORIGIN – TRAJECTORY – TARGET and CONTAINER image schemas in the structuring of the EDUCATION concept, the most salient proposition models (frame and scripts) to represent the school routine and the EDUCATION metaphors. The data gathered were organized in table and graphs in order to allow for comparisons between semantically close expressions and the distribution of the analyses about the EDUCATION concept structuring cognitive models. Such organization has also facilitated the metaphoric projections and their entailments. The most relevant metaphors were EDUCATION IS AN ACQUIRED, VALUABLE ASSET and EDUCATION IS A JOURNEY. The results obtained have also allowed to propose a radial category for the concept of EDUCATION as it emerges from embodied social culturally beliefs and values shared by the participants. / Esta pesquisa objetivou analisar, por meio dos princípios estruturadores dos Modelos Cognitivos Idealizados(LAKOFF, 1987), os significados sociocognitivamente situados atribuídos ao conceito de EDUCAÇÃO por trinta e três alunos concludentes do Ensino Médio de uma escola pública em Fortaleza, Ceará, Brasil,que participaram da pesquisa como voluntários não remunerados. Para se atingir o objetivo proposto, foram analisadas as respostas fornecidas pelos alunos em duas tarefas - um questionário e uma atividade escrita destinadas a obter dados que permitiram explorar a natureza prototípica da categoria e suas extensões metafóricas e metonímicas. A abordagem metodológica segue os princípios propostos pela Semântica Cognitiva de Lakoff que postula que os conceitos das pessoas não são arbitrários, mas emergem da natureza de seus corpos em interações dinâmicas com o mundo ecológico e sociocultural.A análise de dados qualitativos apoiou-sena Teoria dos Modelos Cognitivos Idealizados (TMCI), de George Lakoff (1987) e na Teoria da Metáfora Conceitual (CMT), de Lakoff e Johnson (1980/[2002]). Os textos produzidos pelos participantes tornaram possível a análise os modelos de esquemas de imagem ORIGEM-PERCURSO-META E CONTEINER na estruturação do conceito EDUCAÇÃO, os modelos proposicionais frames e scripts que se sobressaíram para representar o cotidiano escolar e as metáforas sobre EDUCAÇÃO.Os dados colhidos foram organizados em tabelas e gráficos de modo a permitir o estabelecimento de comparações entre as expressões semanticamente afins coletadas nos questionários e a distribuição das análises sobre os modelos cognitivos estruturantes. Essa organização também facilitou as análises de projeções metafóricas e seus acarretamentos. As mais relevantes metáforas foram EDUCAÇÃO É BEM ADQUIRIDO, VALIOSO e EDUCAÇÃO É VIAGEM.Os resultados obtidos também permitiram propor uma categoria radial para o conceito de EDUCAÇÃO no modo como ele emerge das crenças social e culturalmente consagradas e dos valores compartilhados pelos participantes.

Este trabalho tem como objetivo buscar subsídios na concepção de polissemia da Semântica Cognitiva para auxiliar na disposição das acepções de itens lexicais polissêmicos em learner’s dictionaries. Para tanto, ele, inicialmente, analisa de que forma os quatro principais dicionários que compreendem esse genótipo – CALD (2008), COBUILD (2006), LDCE (2009) e OALD (2005) – apresentam suas acepções, considerando duas variáveis: (i) o emprego de uma solução homonímica ou polissêmica para a estruturação dos verbetes e (ii) a divisão e ordenação das acepções. A partir das análises, percebe-se que a solução empregada por essas obras varia, havendo a adoção tanto da solução polissêmica, com e sem divisão interna nos verbetes, quanto da solução homonímica, por critério morfológico e semântico. Quanto às acepções, por um lado, as formas como os dicionários dividem e relacionam os significados são diferentes e, por outro, os critérios utilizados pelas obras para a ordenação das acepções não se mostram plenamente satisfatórios, pois algumas delas não explicitam quais critérios são empregados na ordenação das acepções e a utilização do mesmo critério (de frequência) por diferentes obras gera resultados distintos. Além disso, para que a frequência pudesse ser empregada como critério objetivo, seria necessária a delimitação de parâmetros quantitativos ainda não disponíveis. A seguir, são levantadas questões teórico-metodológicas que surgem ao abordar a organização microestrutural, destacando que a discussão da ordenação das acepções nos dicionários é dependente de outras variáveis, como sua vinculação a uma teoria do significado lexical e da definição lexicográfica. Por fim, o trabalho busca delimitar quais das características da visão prototípica de estrutura lexical podem ser transpostas ao âmbito lexicográfico para lidar com o problema da representação da polissemia nos learner’s dictionaries.Apresentam-se propostas de verbetes criados com base em critérios estabelecidos por nós para a transposição das noções semântico-cognitivas para a ordenação das acepções. / In this thesis, we aim at contributing to sense ordering of polysemous lexical items in learner‘s dictionaries based on the conception of polysemy as developed by Cognitive Semantics. First we analyze in which way the four main dictionaries known under the label of learner‘s dictionary present their senses – CALD (2008), COBUILD (2006), LDCE (2009) e OALD (2005). We consider two variables in this analysis: (i) the use of a homonymic or a polysemous solution for structuring the entry and (ii) the sense division and ordering. From the analysis, we find out that the solutions applied in the dictionaries vary, for they adopt both a polysemous solution, with and without a division within the entry, and a homonymic solution, through morphological and semantic criteria. Regarding the senses, on the one hand, the way the dictionaries split and relate them is different. On the other hand, the criteria used in the dictionaries for ordering senses showed to be unsatisfactory, because some of the works do not explicit which criteria they apply in sense ordering, and because the use of the same criterion (frequency) in different dictionaries yields distinct results. Moreover, in order to use frequency as an objective criterion, the definition of quantitative parameters, which are still not available, would be made necessary. Hereafter, we discuss theoretical-methodological issues raised when it comes to sense ordering: this microstructural organization is dependent upon other variables, such as its relation to a theory of word meaning and a theory of lexicographical definition. At the end of this work, we present the characteristics of the prototypical conception of lexical structure that could be applied to lexicography to deal with the problem of representing polysemy in learner‘s dictionaries. We, then, propose some entries developed according to criteria we established in order to use cognitive semantic notions in sense arrangement.

Articulação Semântico-Cognitiva por Meio de Papéis Semânticos realiza a comparação de enunciados retirados do meio jornalístico nas línguas portuguesa e inglesa, analisados com base nas teorias propostas pela gramática de casos e semântica cognitiva. A partir das idéias de background e foreground propostas por Fillmore, é possível a interpretação de tais enunciados como eventos. Pretende-se, aqui, categorizar os predicadores, verificar seus possíveis efeitos de sentido dentro do contexto em estudo, determinar as relações temáticas que envolvem os núcleos preposicionais, analisar e dimensionar os dados qualitativamente. A análise procedeu-se tendo como corpus editorial da revista National Geographic, nas versões em língua portuguesa e inglesa, donde se concluiu que o ambiente enunciativo tanto na fala quanto na escrita sofre alterações, mas, apesar de flutuações sintáticas (como indicações de tempo e gênero), o campo semântico mantém-se inalterado, ou seja, estável e produtivo. / Cognitive -Semantic Articulation by Semantic roles compares sentences from publications in Portuguese and English Languages, analyzing them through the theories proposed by The Case Grammar and Cognitive Semantics. The concepts of background and foreground presented by Fillmore allow an interpretation of such sentences as events. The intention is to categorize the verbs, verify their possible effects within the analyzed context, determine the thematic relations involved in the prepositional nucleons and qualitatively analyze the data. The analyses had the Portuguese and English versions of a National Geographic editorial as a corpus, from which we concluded that although the discourse environment can differ, the semantic field remains unaltered.

Este trabalho tem como objetivo buscar subsídios na concepção de polissemia da Semântica Cognitiva para auxiliar na disposição das acepções de itens lexicais polissêmicos em learner’s dictionaries. Para tanto, ele, inicialmente, analisa de que forma os quatro principais dicionários que compreendem esse genótipo – CALD (2008), COBUILD (2006), LDCE (2009) e OALD (2005) – apresentam suas acepções, considerando duas variáveis: (i) o emprego de uma solução homonímica ou polissêmica para a estruturação dos verbetes e (ii) a divisão e ordenação das acepções. A partir das análises, percebe-se que a solução empregada por essas obras varia, havendo a adoção tanto da solução polissêmica, com e sem divisão interna nos verbetes, quanto da solução homonímica, por critério morfológico e semântico. Quanto às acepções, por um lado, as formas como os dicionários dividem e relacionam os significados são diferentes e, por outro, os critérios utilizados pelas obras para a ordenação das acepções não se mostram plenamente satisfatórios, pois algumas delas não explicitam quais critérios são empregados na ordenação das acepções e a utilização do mesmo critério (de frequência) por diferentes obras gera resultados distintos. Além disso, para que a frequência pudesse ser empregada como critério objetivo, seria necessária a delimitação de parâmetros quantitativos ainda não disponíveis. A seguir, são levantadas questões teórico-metodológicas que surgem ao abordar a organização microestrutural, destacando que a discussão da ordenação das acepções nos dicionários é dependente de outras variáveis, como sua vinculação a uma teoria do significado lexical e da definição lexicográfica. Por fim, o trabalho busca delimitar quais das características da visão prototípica de estrutura lexical podem ser transpostas ao âmbito lexicográfico para lidar com o problema da representação da polissemia nos learner’s dictionaries.Apresentam-se propostas de verbetes criados com base em critérios estabelecidos por nós para a transposição das noções semântico-cognitivas para a ordenação das acepções. / In this thesis, we aim at contributing to sense ordering of polysemous lexical items in learner‘s dictionaries based on the conception of polysemy as developed by Cognitive Semantics. First we analyze in which way the four main dictionaries known under the label of learner‘s dictionary present their senses – CALD (2008), COBUILD (2006), LDCE (2009) e OALD (2005). We consider two variables in this analysis: (i) the use of a homonymic or a polysemous solution for structuring the entry and (ii) the sense division and ordering. From the analysis, we find out that the solutions applied in the dictionaries vary, for they adopt both a polysemous solution, with and without a division within the entry, and a homonymic solution, through morphological and semantic criteria. Regarding the senses, on the one hand, the way the dictionaries split and relate them is different. On the other hand, the criteria used in the dictionaries for ordering senses showed to be unsatisfactory, because some of the works do not explicit which criteria they apply in sense ordering, and because the use of the same criterion (frequency) in different dictionaries yields distinct results. Moreover, in order to use frequency as an objective criterion, the definition of quantitative parameters, which are still not available, would be made necessary. Hereafter, we discuss theoretical-methodological issues raised when it comes to sense ordering: this microstructural organization is dependent upon other variables, such as its relation to a theory of word meaning and a theory of lexicographical definition. At the end of this work, we present the characteristics of the prototypical conception of lexical structure that could be applied to lexicography to deal with the problem of representing polysemy in learner‘s dictionaries. We, then, propose some entries developed according to criteria we established in order to use cognitive semantic notions in sense arrangement.

Articulação Semântico-Cognitiva por Meio de Papéis Semânticos realiza a comparação de enunciados retirados do meio jornalístico nas línguas portuguesa e inglesa, analisados com base nas teorias propostas pela gramática de casos e semântica cognitiva. A partir das idéias de background e foreground propostas por Fillmore, é possível a interpretação de tais enunciados como eventos. Pretende-se, aqui, categorizar os predicadores, verificar seus possíveis efeitos de sentido dentro do contexto em estudo, determinar as relações temáticas que envolvem os núcleos preposicionais, analisar e dimensionar os dados qualitativamente. A análise procedeu-se tendo como corpus editorial da revista National Geographic, nas versões em língua portuguesa e inglesa, donde se concluiu que o ambiente enunciativo tanto na fala quanto na escrita sofre alterações, mas, apesar de flutuações sintáticas (como indicações de tempo e gênero), o campo semântico mantém-se inalterado, ou seja, estável e produtivo. / Cognitive -Semantic Articulation by Semantic roles compares sentences from publications in Portuguese and English Languages, analyzing them through the theories proposed by The Case Grammar and Cognitive Semantics. The concepts of background and foreground presented by Fillmore allow an interpretation of such sentences as events. The intention is to categorize the verbs, verify their possible effects within the analyzed context, determine the thematic relations involved in the prepositional nucleons and qualitatively analyze the data. The analyses had the Portuguese and English versions of a National Geographic editorial as a corpus, from which we concluded that although the discourse environment can differ, the semantic field remains unaltered.

This thesis investigates how perceptual adjectives are used to convey non-perceptual experience. The study is corpus-based, and the material consists of adjective-noun pairs in which the premodifying adjective is derived from the haptic modality. The thesis builds on previous research by Winter (2019a) and argues that the multimodal nature of perceptual adjectives complicates metaphorical interpretations. Moreover, following Rakova (2003), it is argued that many perceptual adjectives are double-function and contain a psychological meaning that is equally literal to the physical, negating the need for metaphorical interpretations; this psychological meaning is reflected through the oftentimes evaluative function of perceptual adjectives. Although the results of the investigation do not allow any broad conclusions to be drawn due to the limited nature of the data, evidence is found that the standard assumption of primary meaning, and ideas of conceptual primacy can be questioned for several of the investigated adjectives. Furthermore, it is argued that tools used in the identification of lexical metaphor created from perceptual adjectives are perhaps not optimal and reinforce a belief that only physical meaning can be literal – a notion that the results of this thesis go some way to dispelling.

英語動詞take有許多不同的語意，而這些語意之間則存有密切的關聯性。藉著分析take的各種語意，可以讓我們更深入地瞭解多義詞現象。本論文藉助認知語言學派的語意架構理論和構造語法理論，深入分析了take出現在不同句法結構中所產生的不同語意及這些語意彼此之間的關聯性。研究結果發現︰當take出現在及物結構中(Caused-Affected Construction)時，透過語言使用者在觀點上不同的選擇(Windowing of Attention)，會衍生出四個基本語意，分別為選擇、拿取、消耗、及狀態改變。此外，take可以與七類型的介詞片語共同表達出七種不同的語意功能。最後，take還可以與介詞組合成片語動詞，產生特殊的語意，為使動結構的邊緣衍生用法。 / The English verb take attests a wide range of meanings and provides rich resources for the exploration of polysemy. Attempting to examine how the various senses of take are related to one another, this thesis investigates the meaning relatedness under the framework of Frame Semantics, which postulates that a conceptual representation is required to fully capture verb semantics (Fillmore and Atkins 1992, 2000), and Construction Grammar, which holds that constructions found in language are the basic units of language and that verb semantics interacts with constructions, thus yielding different meanings (Goldberg 1995, Jackendoff 1997). A careful examination of data reveals that take derives a variety of senses both from its interaction with the semantics of other components in the constructions and from different windowings of take’s conceptual frame. When integrated with the Caused-Affected Construction, the take construction acquires the senses of choosing, grabbing, consuming, and changing. When integrated with the Caused-Motion Construction, the take construction is found to be prototypically followed by prepositional phrases exhibiting seven semantic functions. When occurring in less prototypical cases of the Caused-Motion Construction, the meaning of the take construction blends into the meaning of the preposition following right behind it.

This study explores the use of war metaphors, more specifically metaphors centred on the verb, in modern French newspaper prose from three principal angles.  The first part of the analysis shows that the verbs of war used are metaphorical rather than concrete. However, the vast majority of the metaphors stem from only five verbs, namely attaquer, affronter, combattre, défendre and lutter.  The second part of the analysis focuses on these five verbs and their metaphorical uses. It is shown that it is the semantic role of patient that separates a metaphorical use from a concrete use. A classification of the patients according to semantic fields reveals that each of the five verbs shows a distinct preference for a certain type of patient and the verbs also differ in whether their patients have negative or positive connotations. This creates an image of five verbs, each of which is conventionalised in a certain linguistic context.  The final chapter of the analysis investigates war metaphors from a textual perspective, analysing their usage according to three parameters: position, function and target domains. The position that is the most susceptible to war metaphors is the initial position. The textual functions of metaphors are divided into one semantic and three pragmatic functions. The semantic function structures the theme of an article in terms of war, construing an antagonism by means of elaborating or extending a conventional metaphor. The pragmatic functions considered are argumentative, descriptive and expressive. In the articles studied, war metaphors have mostly a descriptive or argumentative function. Finally, the target domains and their interconnections with the source domain WAR are considered, showing that the war metaphors are linked to power or the lack thereof. The metaphor often describes the person in power, but the case can be reversed with the metaphor describing the powerless resisting or fighting the person in power.

In the North Scandinavian area of investigation, which is in focus in this dissertation, seal-hunting has been an important means of livelihood from prehistoric times up to the present. The Swedish-speaking seal-hunters' conceptual system for seal during the 20th century is analysed here. The analysis is mainly based on oral recorded interviews with hunters from the coastal areas around the Gulf of Bothnia – from Norrbotten and Västerbotten in Sweden, and Österbotten in Finland. A cognitive perspective is applied in the analysis, in which focus is on the hunters' knowledge of the seal with the purpose of investigating the construction of the hunters' conceptual system for seal. The dissertation's theoretical starting-point is taken in cognitive linguistics and cognitive anthropology. The investigated vocabulary contains 150 different words for seal. The analysis also includes the cultural and ecological context of the hunt. The hunters' conceptual system for seal is characterised by breadth and variation. There is regional variation in the construction of the conceptual system in the investigated area. In addition to that there is also variation with regard to different hunting seasons, something which is apparent both in the vocabulary and in the structure of the conceptual system. The summer and autumn hunt was not particularly complicated and there was consequently no need for categorising the seal. During this season a limited conceptual system with more general terms was used, which included all seals that were hunted at that time. The late winter and early summer hunt, on the other hand, required an immense amount of knowledge, for example with regard to ecology. In that connection the hunters used an extended conceptual system for seal. The analysis of the conceptual system of the late winter and early summer hunt is based on three different scenarios in which the categories for seal direct the actions of the hunters – in locating the seals in the ice environment, in the hunters' actions during the hunt and in the utilisation of the seal as a resource. A number of categories for seal which were used during the late winter and early spring hunt are the same in the whole area of investigation and can be said to constitute a cognitive and communicative basic level. / digitalisering@umu