SPECIFICITIES OF THE MUTUAL INFLUENCE OF CONTEXT AND ASSESSMENT IN FRENCH EVALUATIVE UTTERANCES

Authors

DOI:

https://doi.org/10.20535/2410-8286.148506

Keywords:

assessment, evaluative utterance, context, pragmatic, expressive means, stylistic devices

Abstract

The paper is focused on the study of the interconnection of context and evaluative utterances in French. The assessment of different aspects of the world is viewed as a considerable part of human cognitive activities. Considering this, in the paper evaluative utterances are analysed in relation to logical, semantic, pragmatic and communicative properties of evaluation as an element of a linguo-cognitive domain. It is emphasised that the pragmatic analysis is of great significance in the interpretation and explanation of positive or negative polarity of the utterance evaluation. The present article also demonstrates the importance of various semasiological and syntactic expressive means and stylistic devices in the process of highlighting the positive or negative evaluative effect. Following the principles of pragmatic analysis, the author outlines the language means realising positive and negative polarity of the utterance evaluation. The study also proves that the units being neutral at the language level acquire evaluative potential in context. The results obtained confirm the idea that the correlation between the evaluative utterance and its context helps understand the encoded in the evaluative utterance presupposition of communication being the speaker’s communicative intentions associated with his/her epistemic state.

Downloads

Download data is not yet available.

Author Biography

Halyna Moroshkina, Zaporizhzhia National University

Doctor of Philological Sciences, Professor, Dean of the Faculty of Foreign Philology

References

  1. Akman, V. (2000). Rethinking Context as a Social Construct. Journal of Pragmatics. An Interdisciplinary Journal of Language Studies, 32 (6), 743-759. https://doi.org/10.1016/S0378-2166(99)00067-3
  2. Arutyunova, N. (2012). Logicheskij analiz yazyka. Adresatsiya diskursa [Logical analysis of the language. Discourse addressing]. Moscow, Russia: Indrik.
  3. Bally, Ch. (2001). Frantsuzskaya stilistika [French Stylistics]. Moscow, Russia: Editorial URSS.
  4. Byessonova, O. (2012). Reconstruction of Value Concepts in the Language Model of the World. In M.Ferencik & K. Bednarova-Gibova (Eds.), Language, Literature and Culture in a Changing Transatlantic World II. Part I: Linguistics, Translation and Cultural Studies (pp. 7-14). Prešov, Slovakia: Filozofická fakulta Prešovskej university v Prešove.
  5. Bloomfield, L. (2010). Yazyk [Language]. Moscow, Russia: Editorial URSS.
  6. Catford, J.C. (1974). A Linguistic Theory of Translation. Oxford: Oxford University Press.
  7. Dijk, T. (2009). Society and Discourse. How Social Contexts Influence Text and Talk. New York: Cambridge University Press.
  8. Dijk, T. (1977). Text and Context. London: Longman.
  9. Fedoriv, Ya. (2016). Speaking to the global audience: A case study into the message transformation. Lege artis. Language yesterday, today, tomorrow, 1 (2), 1-36. http://dx.doi.org/ 10.1515/lart-2016-0009
  10. Fetzer, A. (2004). Recontextualizing Context: Grammaticality Meets Appropriateness. Amsterdam / Philadelphia: John Benjamins Publishing Company.
  11. Grice, H. (1975). Logic and conversation. In P. Cole & J. Morgan (Eds.), Speech Acts (pp. 41-58). New York, USA: Academic Press.
  12. Kachru, Y. (2008). Cultures, Contexts, and World Englishes. New York and London: Routledge.
  13. Kecskes, I. (2013). Intercultural Pragmatics. Oxford: Oxford University Press.
  14. Kolegaeva, I. (2017). Esho raz o roli signl'nyh system v poznanii i oznschivanii mira, ili pochemu tekut slyunki pri slove lemon [Once again about the role of the first and the second signal systems in cognizing and naming the world, or why do we salivate on hearing the word lemon]. Writings in Romance-Germanic Philology, 2 (39), 39-47. http://dx.doi.org/10.18524/2307-4604.2017.2(39).118611
  15. Koseriu, E. (2010). Sinhroniya, diahroniya i istriya. Problema yazykovg izmeneniya [Synchrony, diachrony and history. The problem of language change]. Moscow, Russia: Editorial URSS.
  16. Myroniuk, T. (2017). Evaluative Responses in Modern English Fiction. Advanced Education, 8, 103-108. https://doi.org/10.20535/ 2410-8286.108021
  17. Partington, A. (2017). Evaluative clash, evaluative cohesion and how we actually read evaluation in texts. Journal of Pragmatics, 117, 190-203. https://doi.org/10.1016/j.pragma.2017.06.008
  18. Prihodko, A. (2016). Katehoriia otsinky v konteksti zminy linhvistychnykh paradyhm [The category of evaluation in the context of the change of linguistic paradigms]. Zaporizhzhia, Ukraine: Kruhozir.
  19. Prihodko, G. (2018). Specific Nature of Evaluative Speech Acts. Advanced Education, 9, 201-205. https://doi.org/10.20535/2410-8286.128232
  20. Sagan, F. (1961). Les merveilleux nuages. Paris: René Juliard.
  21. Samokhina, V. & Pasynok, V. (2017). Anthroponymic world in the text of the Anglophone joke. Lege artis. Language yesterday, today, tomorrow, II (2), 284-355. https://doi.org/10.1515/lart-2017-0018
  22. Saveliuk, N. (2015). Kontekst yak systemnij chynnyk rozuminnya duskursu: filisofs'ki, lingvistychni ta psyhologichni aspekty [Context as a systematic factor of comprehending discourse: philosophical, linguistic and psychological aspects]. Kherson State University Herald, 1 (1), 61-65. Retrieved October 2018 from http://nbuv.gov.ua/UJRN/nvkhp_2015_1%281%29__14
  23. Stanley, J. (2007). Language in Context: Selected Essays. Oxford, UK: Oxford University Press.
  24. Vinogradov, V. (2001). Russkij yazyk: grammaticheskoje uchenije o slove [Russian language: grammatical theory of the word]. Moscow, Russia: The Russian Language.
  25. Vol'f, E. (2009). Funktsional'naya semantika otsenki [Functional semantics of evaluation] (3d ed.). Moscow, Russia: Editorial URSS.

Downloads

Published

2019-07-04

How to Cite

Moroshkina, H. (2019). SPECIFICITIES OF THE MUTUAL INFLUENCE OF CONTEXT AND ASSESSMENT IN FRENCH EVALUATIVE UTTERANCES. Advanced Education, 6(12), 244–248. https://doi.org/10.20535/2410-8286.148506

Issue

2019: Issue 12

Section

ARTICLES

License

Copyright (c) 2019 Halyna Moroshkina

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

    1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).