A Corpus Linguistic Approach to Literary Language and by Giuseppina Balossi

By Giuseppina Balossi

This e-book focusses on desktop methodologies as a fashion of investigating language and personality in literary texts. either theoretical and sensible, it surveys investigations into characterization in literary linguistics and character in social psychology, ahead of undertaking a computational research of Virginia Woolf’s experimental novel The Waves. Frequencies of grammatical and semantic different types within the language of the six conversing characters are analyzed utilizing Wmatrix software program built by means of UCREL at Lancaster college. The quantitative research is supplemented via a qualitative research into ordinary styles of metaphor. the writer concludes that those analyses effectively differentiate all six characters, either synchronically and diachronically, and claims that this system is usually appropriate to the learn of character in non-literary language. The ebook, written in a transparent and available type, can be of curiosity to post-graduate scholars and lecturers in linguistics, stylistics, literary experiences, psychology and likewise computational techniques.

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Additional resources for A Corpus Linguistic Approach to Literary Language and Characterization: Virginia Woolf's The Waves (Linguistic Approaches to Literature)

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As illustrated amply in Chapter 3, these different views also reflect wider debates over the nature of characterization. ” For example, he mentions the early extensive and detailed study on the rhetorical features by Rantavaara (1960; also frequently referred to in the present work) and that of McCluskey (1986) on the structure and syntax. However, to the best of my knowledge, apart from these two, few other in-depth studies on the language of The Waves have been attempted. It appears that critics have mainly discussed this novel in terms of the construction of identity and the self and have seldom analyzed extensively how this thematic aspect is revealed on the grammatical, rhetorical, syntactic and figurative levels (Vandivere 1996: 221).

McVee et al. : 541). However, especially with regard to the relation between affective dimensions and the mind, a number of relevant studies have since emerged (Thagard 2005: 161–174; Minsky 2006: 9–35, 66–93; Brun et al. 2008). Despite its weak points, schema theory has had a great impact and influence on those researchers interested in the study of reading comprehension and recall. e. textual cues) and knowledge drawn top-down from schemata are complementary and useful for a meaningful interpretation of text content (McVee et al.

Long-term memory is further subdivided into two kinds: episodic and semantic. g. ). In contrast, semantic memory enables individuals to store knowledge of the world on a more abstract level. Long-term semantic memory is that part of background knowledge concerned with verbal representation and therefore crucial in text comprehension. Research into the way background knowledge is said to be organized in longterm semantic memory has given rise to two major theories: schema theory and prototype theory.

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