By Chryssoula Lascaratou
How is the common, but inner most and subjective, event of discomfort referred to through diverse humans in daily encounters? What does the research of pain-related lexico-phraseological offerings, grammatical buildings, and linguistic metaphors demonstrate as to how soreness is perceived and skilled? Are soreness utterances essentially used to specific or to explain this experiential area? this is often the 1st e-book that investigates such questions from either a useful and a cognitive standpoint: it combines converging usage-based theoretical versions in a scientific linguistic inquiry of the construal of ache in daily language. This paintings relies on a specialized digital corpus of Greek naturally-occurring dialogues in a health and wellbeing care context, the underlying assumption being that during the absence of authentic proof instinct approximately language can't reliably observe or expect styles of utilization. evaluating Greek with English facts, this booklet considerably contributes to the improvement of this study box cross-linguistically.
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Extra resources for The Language of Pain: Expression or description? (Converging Evidence in Language & Communication Research)
G. *What John did was know the answer. One final important difference is that with mental processes there is no ‘intransitive’ (one participant) / ‘transitive’ (two participants) distinction: all mental processes potentially involve both a Senser and a Phenomenon. g. g. He only does it to annoy. g. Sarah is wise, Tom is the leader, but not ‘being’ in the sense of existing. g. x and a. The English system operates with three main types: ‘x is a’ 1. intensive 2. ’) 3. possessive ‘x has a’ Each of these comes in two distinct modes: – attributive – identifying ‘a is an attribute of x’ ‘a is the identity of x’ In particular, with respect to the attributive mode, which will be considered in the analysis of Greek pain constructions, an entity x is configured as having some quality a ascribed or attributed to it.
Of the word ‘pain’. : 89, § 244) turns to the second possibility and suggests: Words are connected with the primitive, the natural, expressions of the sensation and used in their place. A child has hurt himself and he cries; and then adults talk to him and teach him exclamations and, later, sentences. They teach the child new pain-behaviour. To stress the role of outward signs in teaching and learning pain words, Wittgenstein argues that groaning, grimacing and other natural pain manifestations are a necessary condition of teaching a child the use of ‘tooth-ache’, for example, as the name of a personal experience.
Within the framework of cognitive grammar, Langacker (1987: 182, 189, 244, 491, 494) argues that basic grammatical categories such as noun, verb, adjective, and adverb can be defined semantically. Thus for example, according to him, a noun can be said to designate a thing, and similarly a verb designates a process, or in more technical terms, a noun is definable as a symbolic structure whose semantic pole profiles a thing, while a verb can be defined as a symbolic expression whose semantic pole designates a process.