A schema-based cognitive linguistic study of Iraqi EFL university students' interpretations of flash fiction
Other Title(s)
دراسة تفسيرات طلبة الجامعات العراقية لأدب الومضة في ضوء علم اللغة المعرفي المستند الى مخطط التفسير
Joint Authors
Nait, Salimah Abd al-Zahra
Hammud, Shayma Saaran
Source
Journal of al-Qadisiya in Arts and Educational Sciense
Issue
Vol. 21, Issue 1، ج. 2 (31 Mar. 2021), pp.1-38, 38 p.
Publisher
University of al-Qadisiyah College of Education
Publication Date
2021-03-31
Country of Publication
Iraq
No. of Pages
38
Main Subjects
Languages & Comparative Literature
Topics
Abstract EN
The study at hand makes use of the cognitive linguistics approach in order to analyze the Iraqi university students' interpretations of (one sentence) flash fiction.
Flash fiction is a fictional work distinguished by its brevity, but still offers plot and character development; it has a unique literary quality.
The study is a schema based one; it adopts Fillmore's Frame Semantics (1982) as the model for analyzing data.
The data, the interpretations of the students for the texts, are collected by a reflection test and semi structured interview.
Frame semantics is a theory that relates linguistic meaning to encyclopedic background knowledge.
The current study aims to investigate how individual experience and encyclopedic knowledge affect the participants' understanding and interpretations of such brief and rich sentences, consequently producing new meaningful contexts.
It also aims to identify the words that evoke such reflections.
The study reveals that despite the fact that the students usually have identical educational or intellectual background information and are about the same age, their previous experience and encyclopedic knowledge vary from one student to another which leads to different interpretations of the same text.
However, there is some sort of similarity in the students' interpretations in accordance with their shared cultural knowledge.
Moreover, nearly in all interpretations, the students depend on specific words as keys for interpreting the text under investigation and these words evoke the entire context of the text, sometimes away from their literal meaning.
The study is important for both linguistics and literature teachers; since it sheds light on how schema in addition to the linguistic meaning of certain words in any text affect understanding the whole context of the text.
The study at hand makes use of the cognitive linguistics approach in order to analyze the Iraqi university students' interpretations of (one sentence) flash fiction.
Flash fiction is a fictional work distinguished by its brevity, but still offers plot and character development; it has a unique literary quality.
The study is a schema based one; it adopts Fillmore's Frame Semantics (1982) as the model for analyzing data.
The data, the interpretations of the students for the texts, are collected by a reflection test and semi structured interview.
Frame semantics is a theory that relates linguistic meaning to encyclopedic background knowledge.
The current study aims to investigate how individual experience and encyclopedic knowledge affect the participants' understanding and interpretations of such brief and rich sentences, consequently producing new meaningful contexts.
It also aims to identify the words that evoke such reflections.
The study reveals that despite the fact that the students usually have identical educational or intellectual background information and are about the same age, their previous experience and encyclopedic knowledge vary from one student to another which leads to different interpretations of the same text.
However, there is some sort of similarity in the students' interpretations in accordance with their shared cultural knowledge.
Moreover, nearly in all interpretations, the students depend on specific words as keys for interpreting the text under investigation and these words evoke the entire context of the text, sometimes away from their literal meaning.
The study is important for both linguistics and literature teachers; since it sheds light on how schema in addition to the linguistic meaning of certain words in any text affect understanding the whole context of the text.
American Psychological Association (APA)
Nait, Salimah Abd al-Zahra& Hammud, Shayma Saaran. 2021. A schema-based cognitive linguistic study of Iraqi EFL university students' interpretations of flash fiction. Journal of al-Qadisiya in Arts and Educational Sciense،Vol. 21, no. 1، ج. 2, pp.1-38.
https://search.emarefa.net/detail/BIM-1269730
Modern Language Association (MLA)
Nait, Salimah Abd al-Zahra& Hammud, Shayma Saaran. A schema-based cognitive linguistic study of Iraqi EFL university students' interpretations of flash fiction. Journal of al-Qadisiya in Arts and Educational Sciense Vol. 21, no. 1, p. 2 (2021), pp.1-38.
https://search.emarefa.net/detail/BIM-1269730
American Medical Association (AMA)
Nait, Salimah Abd al-Zahra& Hammud, Shayma Saaran. A schema-based cognitive linguistic study of Iraqi EFL university students' interpretations of flash fiction. Journal of al-Qadisiya in Arts and Educational Sciense. 2021. Vol. 21, no. 1، ج. 2, pp.1-38.
https://search.emarefa.net/detail/BIM-1269730
Data Type
Journal Articles
Language
English
Notes
-
Record ID
BIM-1269730