El lenguaje figurado representa una de las tareas más difíciles del procesamiento del lenguaje natural. A diferencia del lenguaje literal, el lenguaje figurado hace uso de recursos lingüísticos tales como la ironía, el humor, el sarcasmo, la metáfora, la analogía, entre otros, para comunicar significados indirectos que la mayoría de las veces no son interpretables sólo en términos de información sintáctica o semántica. Por el contrario, el lenguaje figurado refleja patrones del pensamiento que adquieren significado pleno en contextos comunicativos y sociales, lo cual hace que tanto su representación lingüística, así como su procesamiento computacional, se vuelvan tareas por demás complejas. En este contexto, en esta tesis de doctorado se aborda una problemática relacionada con el procesamiento del lenguaje figurado a partir de patrones lingüísticos. En particular, nuestros esfuerzos se centran en la creación de un sistema capaz de detectar automáticamente instancias de humor e ironía en textos extraídos de medios sociales. Nuestra hipótesis principal se basa en la premisa de que el lenguaje refleja patrones de conceptualización; es decir, al estudiar el lenguaje, estudiamos tales patrones. Por tanto, al analizar estos dos dominios del lenguaje figurado, pretendemos dar argumentos respecto a cómo la gente los concibe, y sobre todo, a cómo esa concepción hace que tanto humor como ironía sean verbalizados de una forma particular en diversos medios sociales. En este contexto, uno de nuestros mayores intereses es demostrar cómo el conocimiento que proviene del análisis de diferentes niveles de estudio lingüístico puede representar un conjunto de patrones relevantes para identificar automáticamente usos figurados del lenguaje. Cabe destacar que contrario a la mayoría de aproximaciones que se han enfocado en el estudio del lenguaje figurado, en nuestra investigación no buscamos dar argumentos basados únicamente en ejemplos prototípicos, sino en textos cuyas características / Reyes Pérez, A. (2012). Linguistic-based Patterns for Figurative Language Processing: The Case of Humor Recognition and Irony Detection [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/16692 / Palancia

This essay analyses a selection of poems written by the American poet Emily Dickinson. The essay aims to explore the function of the meter in Emily Dickinson’s poetry. Earlier studies have combined Emily Dickinson’s poetry with meter, but the research of metrical pattern and form has not been sufficient enough to show Emily Dickinson’s full potential with the different meters. The purpose of this essay is to analyse how the metrical patterns are used by the poet as metrical strategies to impact the reader’s perception. One assumption is that structure and form are fundamental to her writing style. It justifies the reading of her poetry in relation to meter. The main focus was the physical structures of the poems, such as line length, metrical patterns, and systematic rhymes. The second most important aim was to analyse her other poetic devices, such as dashes and capitalizations. The findings were analysed together with the vocabulary and figurative language. The analysis shows Emily Dickinson’s poetic artistry in meter and rhyme and clarifies how she creates poetry with lyrical qualities. The result is important because it also shows that she can create poetry with metrical patterns, without in that sense being bound to meter.

Philosophiae Doctor - PhD / The study investigates how English Home language teachers use the English Home language textbook in the grade 11 classroom. It aspires to generate an understanding of the strong relationship between the teacher, textbook and the learner thereby illustrating how a recognition of the various ways the textbook can be used. By addressing methodological issues and text relevancy as a tool for learner connection, the research appraises the use of text relevancy in the grade 11 classroom. In upholding a constructivist view of teaching the research postulates that the use of textbook material that holds a connection to learners’ lives can help increase the proficiency of the learners in the classroom and bring a deeper motivation for increase learner participation. The investigation uses a qualitative methodology to study and describe the dynamics of using the textbook. The research captured teaching methods that are already known. However, the research in this thesis also added some new dimensions that many teachers might not know of or might not be using in their classroom. These teaching methods revealed the extent to which effective teachers will go to make a difference for their learners. The teaching methods harnessed the ability from the learner to recreate, imagine and empower their understanding of the world they live in with an understanding of current topics that surfaces in a teenager’s life. The findings indicate that the textbook is still relevant and can be used in some creative ways of teaching. The study also affirms that it is possible to develop your own textbook, which can add a greater connection between the teacher and the learner.

Philosophiae Doctor - PhD / The study investigates how English Home language teachers use the English Home language textbook in the grade 11 classroom. It aspires to generate an understanding of the strong relationship between the teacher, textbook and the learner thereby illustrating how a recognition of the various ways the textbook can be used. By addressing methodological issues and text relevancy as a tool for learner connection, the research appraises the use of text relevancy in the grade 11 classroom. In upholding a constructivist view of teaching the research postulates that the use of textbook material that holds a connection to learners’ lives can help increase the proficiency of the learners in the classroom and bring a deeper motivation for increase learner participation. The investigation uses a qualitative methodology to study and describe the dynamics of using the textbook. The research captured teaching methods that are already known. However, the research in this thesis also added some new dimensions that many teachers might not know of or might not be using in their classroom. These teaching methods revealed the extent to which effective teachers will go to make a difference for their learners. The teaching methods harnessed the ability from the learner to recreate, imagine and empower their understanding of the world they live in with an understanding of current topics that surfaces in a teenager’s life.

The principal objective of this paper is to investigate the use of Hurston’s figurative language in the novel Their Eyes Were Watching God. Metaphors, symbolism, and personification have always been present in the African American language. Hurston uses the richness of figurative language to depict the African American experience in the United States during the first half of the twentieth century. Figurative language is observed in various instances in the novel, such as when the author places special importance on the porch and the “lies” told there. Other significant examples of figurative language include the kiss and the bloom. Hurston also uses the seasons in a symbolic manner to reflect the main character’s state of mind through winter, spring, and summer.

Multiword units (MWUs) is a term used in the current study to broadly cover what second language acquisition (SLA) researchers refer to as collocations, conventional expressions, chunks, idioms, formulaic sequences, or other such terms, depending on their research perspective. They are ubiquitous in language and essential in both first language (L1) and second language (L2) acquisition. Although MWUs are typically learned implicitly while using language naturally in both of these types of acquisition, the current study is an investigation of whether they are acquired in implicit knowledge when they are learned explicitly in a process called deliberate paired association learning. In SLA research, it is widely accepted that explicit knowledge is developed consciously and implicit knowledge is developed subconsciously. It is also believed that there is little crossover from explicit learning to implicit knowledge. However, recent research has cast doubt on this assumption. In a series of priming experiments, Elgort (2007, 2011) demonstrated that the formal and semantic lexical representations of deliberately learned pseudowords were accessed fluently and integrated into the mental lexicon, convincing evidence that deliberately learned words are immediately acquired in implicit knowledge. The current study aimed to extend these findings to MWUs in a psycholinguistic experiment that tested for implicit knowledge gains resulting from deliberate learning. Participants’ response times (RTs) were measured in three ways, on two testing instruments. First, subconscious formal recognition processing was measured in a masked repetition priming lexical decision task. In the second instrument, a self-paced reading task, both formulaic sequencing and semantic association gains were measured. The experiment was a counterbalanced, within-subjects design; so all comparisons were between conditions on items. Results were analyzed in a repeated measures linear mixed-effects model with participants and items as crossed random effects. The dependent variable was RTs on target words. The primary independent variable was learning condition: half of the critical MWUs were learned and half of them were not. The secondary independent variable was MWU composition at two levels: literal and figurative. The masked priming lexical decision task results showed that priming effects increased especially for learned figurative MWUs, evidence that implicit knowledge gains were made on their formal and semantic lexical representations as a result of deliberate learning. Results of the self-paced reading task were analyzed from two perspectives, but were less conclusive with regard to the effects of deliberate learning. Regarding formulaic sequencing gains, literal MWUs showed the most evidence of acquisition, but this happened as a result of both incidental and deliberate learning. With regard to semantic associations, it was shown that deliberate learning had similar effects on both literal and figurative MWUs. However, a serendipitous finding from this aspect of the self-paced reading results showed clearly that literal MWUs reliably primed semantic associations and sentence processing more strongly than figurative MWUs did, both before and after deliberate learning. In sum, results revealed that the difficulties learners have with developing fluent processing of figurative MWUs can be lessened by deliberate learning. On the other hand, for literal MWUs incidental learning is adequate for incrementally developing representation strength. / Language Arts

A majority of Latino adolescents are reading below a proficient level, according to federal data, and there is a significant gap between overall reading proficiency of Latino and non-Latino, Caucasian adolescents. The purpose of this study was to investigate the linguistic underpinnings of Latino students' text comprehension. A positive relationship appears to exist between idiom comprehension and academic achievement, as well as idiom comprehension and reading comprehension, in typically developing, monolingual adolescents. Since reading comprehension and idiom comprehension share many of the same linguistic processes, idiom comprehension may provide a unique perspective for investigating Latino adolescents' reading comprehension. Using the Global Elaboration Model (GEM, Levorato, Nesi, & Cacciari, 2004) as the conceptual framework, the present study examined the relationship between idiom comprehension and reading comprehension with a population that had not been studied in this manner: bilingual (Spanish-English) adolescents in West Central Florida and their monolingual (English-only) peers. The GEM posits that idiom comprehension develops in tandem with other linguistic development requiring inferencing ability; and that idiom x comprehension ability can be predicted by reading comprehension ability. The present research design included the evaluation of idiomatic familiarity, semantic transparency, and contextual support, as well as three other linguistic measures: a) a reading comprehension task, b) an error detection task, and c) a synonym task. Results indicated that the three linguistic measures predicted 33% of the variance in idiom comprehension accuracy; and error detection was the strongest predictor of idiom comprehension accuracy. Furthermore, monolinguals outperformed bilinguals on all measures. The synonym task, a measure of lexical depth, best predicted language group membership. There was a three-way interaction among idiomatic familiarity, semantic transparency, and contextual support; and a three-way interaction among familiarity, transparency, and language group. Lastly, the three linguistic measures significantly predicted the bilinguals' amount of English experience, with qualitative differences emerging between sequential and simultaneous language learners. Findings lend support to the psychological reality of the GEM and provide insight into the linguistic foundations of reading comprehension in Spanish-English bilinguals.

Diese Dissertation untersucht das Verstehen figurativer Sprache, im Besonderen die zeitliche Verarbeitung von verbaler Ironie. In sechs Experimenten wurde mittels ereignis-korrelierter Potentiale (EKP) die Gehirnaktivität beim Verstehen ironischer Äußerungen im Vergleich zu entsprechenden nicht-ironischen Äußerungen gemessen und analysiert. Darüberhinaus wurde der Einfluss verschiedener sprachbegleitender Hinweisreize, z.B. von Prosodie oder der Verwendung von Satzzeichen, sowie außersprachlicher Hinweisreize, wie bspw. pragmatischen Wissens, auf das Ironieverstehen untersucht. Auf Grundlage dieser Ergebnisse werden verschiedene psycholinguistische Modelle figurativer Sprachverarbeitung, d.h. 'standard pragmatic model', 'graded salience hypothesis', sowie 'direct access view', diskutiert. / This dissertation investigates the comprehension of figurative language, in particular the temporal processing of verbal irony. In six experiments using event-related potentials(ERP) brain activity during the comprehension of ironic utterances in relation to equivalent non-ironic utterances was measured and analyzed. Moreover, the impact of various language-accompanying cues, e.g., prosody or the use of punctuation marks, as well as non-verbal cues such as pragmatic knowledge has been examined with respect to the processing of irony. On the basis of these findings different models on figurative language comprehension, i.e., the 'standard pragmatic model', the 'graded salience hypothesis', and the 'direct access view', are discussed.

Social media platforms, like Twitter, offer a face-saving ability that allows users to express themselves employing figurative language devices such as irony to achieve different communication purposes. Dealing with such kind of content represents a big challenge for computational linguistics. Irony is closely associated with the indirect expression of feelings, emotions and evaluations. Interest in detecting the presence of irony in social media texts has grown significantly in the recent years. In this thesis, we introduce the problem of detecting irony in social media under a computational linguistics perspective. We propose to address this task by focusing, in particular, on the role of affective information for detecting the presence of such figurative language device. Attempting to take advantage of the subjective intrinsic value enclosed in ironic expressions, we present a novel model, called emotIDM, for detecting irony relying on a wide range of affective features. For characterising an ironic utterance, we used an extensive set of resources covering different facets of affect from sentiment to finer-grained emotions. Results show that emotIDM has a competitive performance across the experiments carried out, validating the effectiveness of the proposed approach. Another objective of the thesis is to investigate the differences among tweets labeled with #irony and #sarcasm. Our aim is to contribute to the less investigated topic in computational linguistics on the separation between irony and sarcasm in social media, again, with a special focus on affective features. We also studied a less explored hashtag: #not. We find data-driven arguments on the differences among tweets containing these hashtags, suggesting that the above mentioned hashtags are used to refer different figurative language devices. We identify promising features based on affect-related phenomena for discriminating among different kinds of figurative language devices. We also analyse the role of polarity reversal in tweets containing ironic hashtags, observing that the impact of such phenomenon varies. In the case of tweets labeled with #sarcasm often there is a full reversal, whereas in the case of those tagged with #irony there is an attenuation of the polarity. We analyse the impact of irony and sarcasm on sentiment analysis, observing a drop in the performance of NLP systems developed for this task when irony is present. Therefore, we explored the possible use of our findings in irony detection for the development of an irony-aware sentiment analysis system, assuming that the identification of ironic content could help to improve the correct identification of sentiment polarity. To this aim, we incorporated emotIDM into a pipeline for determining the polarity of a given Twitter message. We compared our results with the state of the art determined by the "Semeval-2015 Task 11" shared task, demonstrating the relevance of considering affective information together with features alerting on the presence of irony for performing sentiment analysis of figurative language for this kind of social media texts. To summarize, we demonstrated the usefulness of exploiting different facets of affective information for dealing with the presence of irony in Twitter. / Las plataformas de redes sociales, como Twitter, ofrecen a los usuarios la posibilidad de expresarse de forma libre y espontanea haciendo uso de diferentes recursos lingüísticos como la ironía para lograr diferentes propósitos de comunicación. Manejar ese tipo de contenido representa un gran reto para la lingüística computacional. La ironía está estrechamente vinculada con la expresión indirecta de sentimientos, emociones y evaluaciones. El interés en detectar la presencia de ironía en textos de redes sociales ha aumentado significativamente en los últimos años. En esta tesis, introducimos el problema de detección de ironía en redes sociales desde una perspectiva de la lingüística computacional. Proponemos abordar dicha tarea enfocándonos, particularmente, en el rol de información relativa al afecto y las emociones para detectar la presencia de dicho recurso lingüístico. Con la intención de aprovechar el valor intrínseco de subjetividad contenido en las expresiones irónicas, presentamos un modelo para detectar la presencia de ironía denominado emotIDM, el cual está basado en una amplia variedad de rasgos afectivos. Para caracterizar instancias irónicas, utilizamos un amplio conjunto de recursos que cubren diferentes ámbitos afectivos: desde sentimientos (positivos o negativos) hasta emociones específicas definidas con una granularidad fina. Los resultados obtenidos muestran que emotIDM tiene un desempeño competitivo en los experimentos realizados, validando la efectividad del enfoque propuesto. Otro objetivo de la tesis es investigar las diferencias entre tweets etiquetados con #irony y #sarcasm. Nuestra finalidad es contribuir a un tema menos investigado en lingüística computacional: la separación entre el uso de ironía y sarcasmo en redes sociales, con especial énfasis en rasgos afectivos. Además, estudiamos un hashtag que ha sido menos analizado: #not. Nuestros resultados parecen evidenciar que existen diferencias entre los tweets que contienen dichos hashtags, sugiriendo que son utilizados para hacer referencia de diferentes recursos lingüísticos. Identificamos un conjunto de características basadas en diferentes fenómenos afectivos que parecen ser útiles para discriminar entre diferentes tipos de recursos lingüísticos. Adicionalmente analizamos la reversión de polaridad en tweets que contienen hashtags irónicos, observamos que el impacto de dicho fenómeno es diferente en cada uno de ellos. En el caso de los tweets que están etiquetados con el hashtag #sarcasm, a menudo hay una reversión total, mientras que en el caso de los tweets etiquetados con el hashtag #irony se produce una atenuación de la polaridad. Llevamos a cabo un estudio del impacto de la ironía y el sarcasmo en el análisis de sentimientos, observamos una disminución en el rendimiento de los sistemas de PLN desarrollados para dicha tarea cuando la ironía está presente. Por consiguiente, exploramos la posibilidad de utilizar nuestros resultados en detección de ironía para el desarrollo de un sistema de análisis de sentimientos que considere de la presencia de ironía, suponiendo que la detección de contenido irónico podría ayudar a mejorar la correcta identificación del sentimiento expresado en un texto dado. Con este objetivo, incorporamos emotIDM como la primera fase en un sistema de análisis de sentimientos para determinar la polaridad de mensajes en Twitter. Comparamos nuestros resultados con el estado del arte establecido en la tarea de evaluación "Semeval-2015 Task 11", demostrando la importancia de utilizar información afectiva en conjunto con características que alertan de la presencia de la ironía para desempeñar análisis de sentimientos en textos con lenguaje figurado que provienen de redes sociales. En resumen, demostramos la utilidad de aprovechar diferentes aspectos de información relativa al afecto y las emociones para tratar cuestiones relativas a la presencia de la ironí / Les plataformes de xarxes socials, com Twitter, oferixen als usuaris la possibilitat d'expressar-se de forma lliure i espontània fent ús de diferents recursos lingüístics com la ironia per aconseguir diferents propòsits de comunicació. Manejar aquest tipus de contingut representa un gran repte per a la lingüística computacional. La ironia està estretament vinculada amb l'expressió indirecta de sentiments, emocions i avaluacions. L'interés a detectar la presència d'ironia en textos de xarxes socials ha augmentat significativament en els últims anys. En aquesta tesi, introduïm el problema de detecció d'ironia en xarxes socials des de la perspectiva de la lingüística computacional. Proposem abordar aquesta tasca enfocant-nos, particularment, en el rol d'informació relativa a l'afecte i les emocions per detectar la presència d'aquest recurs lingüístic. Amb la intenció d'aprofitar el valor intrínsec de subjectivitat contingut en les expressions iròniques, presentem un model per a detectar la presència d'ironia denominat emotIDM, el qual està basat en una àmplia varietat de trets afectius. Per caracteritzar instàncies iròniques, utilitzàrem un ampli conjunt de recursos que cobrixen diferents àmbits afectius: des de sentiments (positius o negatius) fins emocions específiques definides de forma molt detallada. Els resultats obtinguts mostres que emotIDM té un rendiment competitiu en els experiments realitzats, validant l'efectivitat de l'enfocament proposat. Un altre objectiu de la tesi és investigar les diferències entre tweets etiquetats com a #irony i #sarcasm. La nostra finalitat és contribuir a un tema menys investigat en lingüística computacional: la separació entre l'ús d'ironia i sarcasme en xarxes socials, amb especial èmfasi amb els trets afectius. A més, estudiem un hashtag que ha sigut menys estudiat: #not. Els nostres resultats pareixen evidenciar que existixen diferències entre els tweets que contenen els hashtags esmentats, cosa que suggerix que s'utilitzen per fer referència de diferents recursos lingüístics. Identifiquem un conjunt de característiques basades en diferents fenòmens afectius que pareixen ser útils per a discriminar entre diferents tipus de recursos lingüístics. Addicionalment analitzem la reversió de polaritat en tweets que continguen hashtags irònics, observant que l'impacte del fenomen esmentat és diferent per a cadascun d'ells. En el cas dels tweet que estan etiquetats amb el hashtag #sarcasm, a sovint hi ha una reversió total, mentre que en el cas dels tweets etiquetats amb el hashtag #irony es produïx una atenuació de polaritat. Duem a terme un estudi de l'impacte de la ironia i el sarcasme en l'anàlisi de sentiments, on observem una disminució en el rendiment dels sistemes de PLN desenvolupats per a aquestes tasques quan la ironia està present. Per consegüent, vam explorar la possibilitat d'utilitzar els nostres resultats en detecció d'ironia per a desenvolupar un sistema d'anàlisi de sentiments que considere la presència d'ironia, suposant que la detecció de contingut irònic podria ajudar a millorar la correcta identificació del sentiment expressat en un text donat. Amb aquest objectiu, incorporem emotIDM com la primera fase en un sistema d'anàlisi de sentiments per determinar la polaritat de missatges en Twitter. Hem comparat els nostres resultats amb l'estat de l'art establert en la tasca d'avaluació "Semeval-2015 Task 11", demostrant la importància d'utilitzar informació afectiva en conjunt amb característiques que alerten de la presència de la ironia per exercir anàlisi de sentiments en textos amb llenguatge figurat que provenen de xarxes socials. En resum, hem demostrat la utilitat d'aprofitar diferents aspectes d'informació relativa a l'afecte i les emocions per tractar qüestions relatives a la presència d'ironia en Twitter. / Hernández Farias, DI. (2017). Irony and Sarcasm Detection in Twitter: The Role of Affective Content [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/90544 / TESIS

1 Summary My dissertation focuses on Mishima Yukio and the way the author, who strongly occupied himself with reflections on the imperfection of human language during the last decade of his life, conveyed the things that he was not able to or did not want to express explicitly. The dissertation is based on the metaphor of four rivers flowing into the Sea of Fertility, one of the arid lunar maria, that the writer used for his 'inconsistent' life shortly before his death. The four rivers that merged in Mishima's final work, the grandiose tetralogy The Sea of Fertility, represented four areas of the author's life. Each of them allowed him to express his ideas and feelings in a slightly different way. The River of Writing represented his fiction, the River of Theater showed his plays and his acting, the River of Body emphasized the role of bodybuilding and other sports in his life and finally, the River of Action revealed how the effeminate writer had transformed himself into a 'man of action'. The first section of my dissertation deals with Mishima's view on verbal communication. Although Mishima was a renowned writer and playwright who for the most part led a hardworking life and poured most of his energy into his writing, his attitude towards words was rather ambivalent. On the one hand, Mishima loved...