Relevant bibliographies by topics / Figurativa idiom

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Figurativa idiom'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Figurativa idiom.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Figurativa idiom"

1

Kędzierska, Hanna, Joanna Błaszczak, Dorota Klimek-Jankowska, Piotr Gulgowski, and Wojciech Witkowski. "Idioms in Context: Evidence from a Time Cloze-Response Study." Zeitschrift für Slawistik 65, no. 4 (October 30, 2020): 535–68. http://dx.doi.org/10.1515/slaw-2020-0025.

Full text
Abstract:
Summary This article reports on two timed cloze-response experiments which examine the impact of context on idiom recognition. Study 1 presented participants with the beginnings of Polish VP idioms without any prior context. Cloze probabilities and response times for idiom continuations were measured to establish the idiom recognition point (IRP) for each idiom. In Study 2, we used the same idioms in two kinds of contexts: (i) supporting a figurative meaning and (ii) supporting a literal meaning. Cloze probability and response times were measured at the IRP and one word before and after it. The figurative meaning of idioms was automatically activated at the IRP independently of the type of context. Additionally, the figurative context did not move the IRP to an earlier position, whereas in the literal context the responses were significantly slower at the IRP as compared to the figurative context condition. Such a finding indicates that, irrespective of the literal context, the comprehenders automatically activated the figurative meaning of an idiom at the IRP, but they had to discard it later. The literal meaning was computed from the literal meanings of idiom constituents stored in idiom lexical representation, which was computationally costly.
APA, Harvard, Vancouver, ISO, and other styles
2

Titone, Debra, and Maya Libben. "Time-dependent effects of decomposability, familiarity and literal plausibility on idiom meaning activation." Mental Lexicon 9, no. 3 (December 31, 2014): 473–96. http://dx.doi.org/10.1075/ml.9.3.05tit.

Full text
Abstract:
We address a core question about idioms relevant to formulaic language generally: are the figurative meanings of idioms directly retrieved or compositionally built? An understanding of this question has been previously obscured by the fact that idioms vary in ways that can affect processing, and also because experimental tasks, which differ across studies, probe different kinds of comprehension processes. We thus investigate how linguistic differences among idioms in semantic decomposability, familiarity, and literal plausibility modulate figurative meaning activation using cross-modal semantic priming, which is ideal for tracking activation of a particular target meaning over time. Across two experiments, we obtained two key findings. First, a comparison of different prime-target delay conditions suggests that figurative meaning activation steadily accrues as the idiom unfolds to 1000 ms later. Second, different linguistic attributes of idioms modulate figurative activation at different time points: increased literal plausibility interferes with idiom priming prior to the offset of the phrase, increased familiarity facilitates idiom priming at phrase offset, and increased semantic decomposability (surprisingly) interferes with idiom priming 1000 ms following phrase offset. These results contradict strong decompositional models of idiom processing and rather suggest that multiple linguistic factors jointly constrain figurative meaning retrieval in a time-dependent fashion.
APA, Harvard, Vancouver, ISO, and other styles
3

Cacciari, Cristina. "Processing multiword idiomatic strings." Mental Lexicon 9, no. 2 (November 21, 2014): 267–93. http://dx.doi.org/10.1075/ml.9.2.05cac.

Full text
Abstract:
Idioms are strings of words whose figurative meaning does not necessarily derive from that of the constituent parts. They belong to the vast and heterogeneous realm of multiword expressions, i.e. literal and non-literal word clusters whose representations are stored in semantic memory. This article provides an updated review of the psycholinguistic and electrophysiological literature on the processes underlying idiom comprehension with specific reference to the cues that lead to idiom recognition, to the syntactic and semantic behavior of idioms, to the relationships between literal compositionality and idiomatic meaning retrieval. Behavioral models of idiom comprehension are presented and discussed also with respect to the electrophysiological correlates of idiom and figurative language comprehension.
APA, Harvard, Vancouver, ISO, and other styles
4

Kyriacou, Marianna, Kathy Conklin, and Dominic Thompson. "Passivizability of Idioms: Has the Wrong Tree Been Barked Up?" Language and Speech 63, no. 2 (May 19, 2019): 404–35. http://dx.doi.org/10.1177/0023830919847691.

Full text
Abstract:
A growing number of studies support the partial compositionality of idiomatic phrases, while idioms are thought to vary in their syntactic flexibility. Some idioms, like kick the bucket, have been classified as inflexible and incapable of being passivized without losing their figurative interpretation (i.e., the bucket was kicked ≠ died). Crucially, this has never been substantiated by empirical findings. In the current study, we used eye-tracking to examine whether the passive forms of (flexible and inflexible) idioms retain or lose their figurative meaning. Active and passivized idioms ( he kicked the bucket/the bucket was kicked) and incongruous active and passive control phrases (he kicked the apple/the apple was kicked) were inserted in sentences biasing the figurative meaning of the respective idiom ( die). Active idioms served as a baseline. We hypothesized that if passivized idioms retain their figurative meaning ( the bucket was kicked = died), they should be processed more efficiently than the control phrases, since their figurative meaning would be congruous in the context. If, on the other hand, passivized idioms lose their figurative interpretation ( the bucket was kicked = the pail was kicked), then their meaning should be just as incongruous as that of both control phrases, in which case we would expect no difference in their processing. Eye movement patterns demonstrated a processing advantage for passivized idioms (flexible and inflexible) over control phrases, thus indicating that their figurative meaning was not compromised. These findings challenge classifications of idiom flexibility and highlight the creative nature of language.
APA, Harvard, Vancouver, ISO, and other styles
5

Dobrovol’skij, Dmitrij, and Elisabeth Piirainen. "Conventional Figurative Language Theory and idiom motivation." Yearbook of Phraseology 9, no. 1 (November 1, 2018): 5–30. http://dx.doi.org/10.1515/phras-2018-0003.

Full text
Abstract:
AbstractThe central point of discussion is how idiom motivation is reflected in the Conventional Figurative Language Theory. Most lexical units are motivated to a certain extent, i.e. they point to their actual meaning via the meanings of their parts, either parts of their structure or of their conceptual basis. Several types of motivation can be distinguished in the field of phraseology. Apart from the quite small number of idioms where no comprehensible link can be found between the literal reading and the figurative meaning that would allow for a meaningful interpretation of a given expression, all other idioms have to be considered transparent or motivated. Idioms form a very heterogeneous domain in terms of motivation. There are levels of motivation and semantic predictability both from the perspective of a speaker and from the perspective of the semantic structure of a given unit. In this paper, we present a typology of motivation that captures all types of transparent idioms. The typology of idiom motivation connects our theory to the Cognitive Theory of Metaphor and to the Construction Grammar approaches.
APA, Harvard, Vancouver, ISO, and other styles
6

Siyanova-Chanturia, Anna, Kathy Conklin, and Norbert Schmitt. "Adding more fuel to the fire: An eye-tracking study of idiom processing by native and non-native speakers." Second Language Research 27, no. 2 (February 21, 2011): 251–72. http://dx.doi.org/10.1177/0267658310382068.

Full text
Abstract:
Using eye-tracking, we investigate on-line processing of idioms in a biasing story context by native and non-native speakers of English. The stimuli are idioms used figuratively ( at the end of the day — ‘eventually’), literally ( at the end of the day — ‘in the evening’), and novel phrases ( at the end of the war). Native speaker results indicate a processing advantage for idioms over novel phrases, as evidenced by fewer and shorter fixations. Further, no processing advantage is found for figurative idiom uses over literal ones in a full idiom analysis or in a recognition point analysis. Contrary to native speaker results, non-native findings suggest that L2 speakers process idioms at a similar speed to novel phrases. Further, figurative uses are processed more slowly than literal ones. Importantly, the recognition point analysis allows us to establish where non-natives slow down when processing the figurative meaning.
APA, Harvard, Vancouver, ISO, and other styles
7

Cronk, Brian C., and Wendy A. Schweigert. "The comprehension of idioms: The effects of familiarity, literalness, and usage." Applied Psycholinguistics 13, no. 2 (April 1992): 131–46. http://dx.doi.org/10.1017/s0142716400005531.

Full text
Abstract:
ABSTRACTThe relationships among the familiarity of an idiom's figurative meaning, the likelihood of its literal meaning (literalness), and its usage were explored. Previous research has been inconsistent in supporting any one model of idiom comprehension, although certain factors have been found to affect reading times of sentences containing idioms. Consistent with this research, familiarity was found to have a significant effect on reading times for sentences containing idioms. A significant new finding is that literalness affects reading times. Additionally, it was found that familiarity and literalness exert interactive effects, suggesting a common underlying mechanism. The results are interpreted as supporting a model of idiom comprehension in which a single phrase processor simultaneously computes figurative and literal meanings of idioms.
APA, Harvard, Vancouver, ISO, and other styles
8

Kurniasy, Dessy, and Eka Sonia. "AN IDIOMATIC EXPRESSION ANALYSIS ON AN AUTHENTIC MATERIAL “PRIDE AND PREJUDICE MOVIE” A MOVIE FROM JANE AUSTEN BOOK." JL3T ( Journal of Linguistics Literature and Language Teaching) 6, no. 1 (August 16, 2020): 55–65. http://dx.doi.org/10.32505/jl3t.v6i1.1883.

Full text
Abstract:
The study was aimed to find and analyzed about how many idiom consist in Pride and Prejudice (2005) Movie, what are the meanings of idiom in Pride and Prejudice (2005). The data was taken from dialog line of the actor and actresses in the Pride and Prejudice (2005) where it was the script of the movie. Research design in this study was descriptive qualitative research. The technique used by the writer to collect the data was documentation. The finding showed that there are four classifications of idiom according to the Moon in Mabruroh (2015); those are transparent idioms, semi-transparent idioms, semi-opaque idioms, and opaque idioms. Transparent idioms are those idioms which are easy to comprehend its constituent meaning. Semi-transparent idioms are the idioms that usually have metaphorical meaning and their constituent parts have a little role in comprehending the whole meaning of the expression. Semi-opaque idioms are the group of idioms whose figurative meaning is not related to the meaning of their constituent words, in other words, the idiomatic expression is separated into two parts; a part with literal meaning, and the other part with a figurative meaning. The last is opaque idioms which is the idioms where the literal meaning of their parts have little to do with actual sense of idiom because it has cultural reference item. Transparent idioms that has been found in the movie is about 25 idioms, semi-transparent idioms is about 20 idioms, whether semi-opaque idioms are found about 17 idioms and the last, opaque idioms that has been found in the movie is about 18 idioms.
APA, Harvard, Vancouver, ISO, and other styles
9

Raflis, Raflis, and Rafli Candra. "An analysis of Idiom Using In “The Rising of The Shield Hero”." Jurnal Ilmiah Langue and Parole 3, no. 1 (December 31, 2019): 50–55. http://dx.doi.org/10.36057/jilp.v3i1.388.

Full text
Abstract:
This study aims to find out the use, contextual meaning, and types of idioms in a film titled "The Rising of the Shield Hero". An idiom is an expression that contains words, phrases or clauses that often use figurative language that is often used in communication. The meaning of an idiom is very different from the literal meaning, the idiom itself does not describe one of the words that form it. The researcher used the theory of idiom types based on Boatner and Gates and contextual meaning based on Parera. The purpose of this research; identify what types of idioms in the film, and analyze the contextual meaning in the film. This research is qualitative method, the data has been taken from the film script and analyzed. The result is indicate that idioms can be found in each forms with idiom identified in the film: there are 72 idioms in 4 forms, 52 lexemic idioms, 16 phraseological idioms, 1 frozen idiom, 3 proverbs. The most idiom are lexemic and it is hard to find frozen idioms. Finally, all of these idioms have related meanings based on the contextual meaning in the film.
APA, Harvard, Vancouver, ISO, and other styles
10

Gibbs, Raymond W. "Linguistic factors in children's understanding of idioms." Journal of Child Language 14, no. 3 (October 1987): 569–86. http://dx.doi.org/10.1017/s0305000900010291.

Full text
Abstract:
ABSTRACTThis study examined the effect of two linguistic factors on children's understanding of idioms. Kindergarten, first, third and fourth graders listened to idiomatic expressions either alone or at the end of short story contexts. Their task was to explain verbally the intended meanings of these idioms and then to choose the correct idiomatic interpretations of these phrases. The results showed that in the presence of supporting context younger children (kindergarten and first graders) understood idioms that were syntactically frozen (e.g.turn back the clock) better than they did idioms which can be seen in a variety of syntactic forms (e.g.lay down the law). Older children (third and fourth graders) comprehended both kinds of idiom equally well. Moreover, with context, children at all grade levels were better at explaining the figurative meanings of idioms whose literal and idiomatic interpretations were closely related (e.g.hold your tongues) than they were at explaining idioms whose literal and figurative meanings were not closely related (e.g.beat around the bush). Without context there were few significant differences noted in children's understanding of the different kinds of idiom. The significance of these findings for developmental models of idiom comprehension is discussed.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Figurativa idiom"

1

Nygren, Marlene. "Ingen älg på isen : En kvantitativ studie av förståelse av idiomatiska uttryck." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-79827.

Full text
Abstract:
Idiomatiska uttryck är vanliga i språket och utgör en viktig del av vårt immateriella kulturarv. Därför syftar denna studie till att undersöka förståelsen av tre kategorier av idiomatiska uttryck: begränsade kollokationer, figurativa idiom och rena idiom. Dessutom jämförs förståelsen av uttrycken mellan elever i grundskolans årskurs nio, gymnasiets årskurs tre och svensklärarstudenter. Undersökningen gjordes med en fysisk enkät som delades ut till totalt 135 respondenter, och resultatet visar att förståelsen av de begränsade kollokationerna var högre än förståelsen av de rena idiomen. Högstadieeleverna hade generellt lägre förståelse jämfört med gymnasieeleverna och svensklärarstudenterna, vilka i sin tur genererade förhållandevis likartade svar.
APA, Harvard, Vancouver, ISO, and other styles
2

Knyshev, Elena A. "The role of working memory and idiom compositionality in idiom comprehension." Thesis, Kansas State University, 2015. http://hdl.handle.net/2097/20479.

Full text
Abstract:
Master of Science
Psychological Sciences
Richard J. Harris
Figurative language use is not limited to poetry or literature but is a ubiquitous part of speech. Studies that looked at figurative language comprehension have shown that some cognitive mechanisms, such as working memory, may be involved in figurative language comprehension. For example, individuals with high working memory span tend to produce deeper metaphor interpretations. The current work was interested in how working memory is involved in a particular figure of speech comprehension: idioms. An idiom is a phrase whose meaning cannot be simply deduced from the literal meanings of the words that comprise that idiom. Idioms can vary according to their compositionality, which refers to the extent with which meanings of the idiom constituents provide cues for the idiom's idiomatic meaning. A number of researchers agreed upon certain idioms being decomposable and other idioms being fixed. The two different types were used in the Main Study. Models of idiom comprehension also vary from traditional "lexical look-up" models that consider idioms as multi-word lexical units stored as such in speakers' mental lexicons to "nonlexical" models, such as the Configuration Hypothesis, that states that an idiom as a whole does not have a separate lexical representation in the mental lexicon. Both models are considered in this work. Finally, understanding idiomatic expressions may require inhibiting irrelevant literal information. For example, literal meanings of the words dogs and cats in an idiom it is raining cats and dogs have to be inhibited in order to gather the figurative meaning of the expression. Thus, the main objective of the current work was to assess the role of working memory in idiom comprehension, as well as to explore whether idiom compositionality had an effect on how fast idioms were interpreted, while also considering implications for the two main models of idiom comprehension. A Preliminary Study narrowed down the list of idioms to the 26 that were used in the Main study, ensuring that both types of idioms did not differ in familiarity or length. The Main Study consisted of four tasks: working memory (Operation span task), inhibition (reading with distractions), idiom comprehension, and familiarity. Seventy-three general psychology students participated in the Main Study. The data were analyzed by several regression analyses and t-tests. The main finding was that there seems to be a difference in a way the two accepted types of idioms are interpreted: fixed idioms were interpreted faster than decomposable idioms. This is consistent with the lexical lookup hypothesis but only for fixed idioms and suggests that readers may not have to analyze the literal word meanings of fixed idioms when interpreting them, thus making their interpretation faster, since retrieving is faster than computing. Neither familiarity nor idiom length could account for this difference. On the other hand, neither operation span nor the number of critical errors committed by participants on the inhibition task predicted how long it took participants to interpret either type of idioms. Several possible explanations for such results are discussed, as well as the limitations and future directions.
APA, Harvard, Vancouver, ISO, and other styles
3

ChunKe, Zhou. "Measuring the Impact of Cultural Context on Chinese ESL University Learners’ Comprehension and Memorization of Figurative Idioms." Thesis, Högskolan Kristianstad, Sektionen för lärande och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8765.

Full text
Abstract:
This paper primarily focuses on the description of the results of a study conducted on ten Chinese university students ESL learners to investigate  whether or not cultural context has a significant impact on university students’ ability to remember and understand English figurative idioms as part of English as a Second Language instruction in China. Since Idiom  is a kind of language block which concord rich cultural elements and the figurative idiom whose meaning cannot be easy inferred by the usual meaning of its constituent elements, so the present study was based on the relationship between culture and language, the origins of the idioms and their cultural connotations. As some scholars’ studies have shown before, knowing the origins and the source domains of the idioms can enhance the learners motivation, then their comprehension and retention of idioms are improved. The present study also demonstrates that the cultural context can facilitate learners understanding and memorization of the English figurative idiom.
APA, Harvard, Vancouver, ISO, and other styles
4

Fusté-Herrmann, Belinda. "Idiom Comprehension In Bilingual And Monolingual Adolescents." Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/256.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
5

Rodriguez, Jessica K., and Helena Winnberg. "Teaching Idiomatic Expressions in Language Classrooms - Like the Icing on the Cake." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32833.

Full text
Abstract:
This thesis investigates what types of teaching approaches and methods can be used when teaching idiomatic expressions to learners of English. The method used is a small-scale research synthesis where studies are summarized, compared and discussed. An overview of the teaching approaches and methods provide an outline of the strengths and weaknesses of each approach/method in connection to the purpose of teaching idioms to language learners of English. Several different descriptions of idioms are merged into one that is used in this research synthesis. The results indicate that even though teaching procedures appealing to Multiple Intelligences are most common in the articles used for this thesis, there are several different ways to improve learners’ idiom comprehension. Every teacher should have in mind that all students are unique and learn in different ways but some generalizations can be helpful when planning lessons. Keywords: idioms, figurative language, teaching method, teaching approach
APA, Harvard, Vancouver, ISO, and other styles
6

Neves, Edgar Pereira. "Processamento de sentenças com verbos empregados em sentido figurado : evidências a partir do marcador eletrofisiológico N400." reponame:Repositório Institucional da UFABC, 2017.

Find full text
Abstract:
Orientadora: Profª. Drª. Maria Teresa Carthery-Goulart
Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Neurociência e Cognição, 2017.
Uma série de modelos e hipóteses já foram propostas para descrever como o cérebro processa figuras de linguagem. Uma questão central no debate dessa temática é se a compreensão de figuras de linguagem configura um tipo especial de material linguístico que desvie dos processos comuns de processamento da linguagem (literal), demandando mecanismos adicionais para a compreensão. A técnica de potencial relacionado a evento (ERP), focado no marcador eletrofisiológico N400, tem sido a ferramenta mais comum para obtenção de evidências sobre o acesso ao sentido figurativo, fornecendo indícios sobre como se comportam as etapas do curso de processamento figurativo em comparação ao literal. No entanto, algumas controvérsias sobre o seu uso podem surgir pela interpretação da funcionalidade do N400 e quais tipos de variáveis têm potencial de influenciar os níveis desse marcador. A presente dissertação é dividida em dois estudos, o primeiro teve como objetivo verificar e sumarizar os usos da componente N400 em uma revisão crítica da literatura sobre quais tipos de processos o N400 indexa. O segundo estudo foi feito em abordagem experimental com o objetivo de investigar o curso temporal do processamento semântico de verbos empregados de forma figurativa. Os participantes foram submetidos a uma tarefa de julgamento de plausibilidade de três tipos de sentenças (metafóricas, idiomáticas e literais), em que foram registrados os tempos de reação e, simultaneamente, as respostas eletrofisiológicas para cada condição. Os dados comportamentais demonstraram que o processamento de sentenças idiomáticas é mais rápido que as demais condições e que as metáforas foram a condição com maior demanda de tempo de processamento. Os resultados do EEG mostraram que as sentenças idiomáticas não apresentaram a deflexão negativa característica do N400, por outro lado, as metafóricas e literais apresentaram grandes picos de N400, mas sem diferenças estatisticamente significantes entre si. Os resultados evidenciam que não há efeito de figuratividade na janela temporal do N400, mas indicam possíveis efeitos mais tardios do julgamento do sentido figurado relacionados com os tempos de reação. Esses resultados dão suporte a hipótese de Saliência Graduada e Teoria do Mapeamento Conceitual, além disso, a dissertação como um todo fornece evidências que corroboram com a visão de acesso lexical do N400.
A number of models and hypotheses have been proposed to describe how the brain process figurative language. A central question is whether the comprehension of figurative language configures a special kind of linguistic material that deviates from the common mechanism of language processing (literal), so demanding additional processing for the comprehension. The event-related potential (ERP) technique, focused on the N400 electrophysiological marker, has been the most common way for obtaining evidence on the access to the figurative meaning. However, some controversies over its use may arise from the interpretation of the N400 functionality and which types of variables have been considered confounding factors of this potential. The present dissertation is divided in two studies: the first one aimed at verifying and summarizing the uses of the N400 component in a critical review of the literature on what types of processes the N400 indexes. The second study was done in an experimental approach aimed to investigating the temporal course of the semantic processing of verbs used figuratively. The participants undertook a plausibility judgment task of three conditions of sentences (metaphorical, idiomatic and literal), in which the reaction times were recorded and, simultaneously, electrophysiological responses. In the behavioral study, it was observed that the processing of idiomatic sentences is much faster than two other conditions, and the metaphors are longer than literal. The EEG results showed that the idiomatic sentences did not present the negative deflection characteristic of the N400; on the other hand, the metaphorical and literal ones presented large peaks of N400, but without significant statistical differences between them. The results show that there is no figurative effect in the N400 temporal window, but they indicate possible later effects of the judgment of the figurative sense, related to reaction times. Our study provides evidence that metaphorical processing has no literal content differences in the first processing window. These results support the hypothesis of Graduated Salience and Conceptual Mapping Theory, in addition, the dissertation as a whole provides evidence that corroborate with the lexical access view of the N400.
APA, Harvard, Vancouver, ISO, and other styles
7

Lovseth, Kyle. "Are figurative interpretations of idioms directly retrieved or compositionally built? Evidence from eye movement measures of first and second language reading." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=110617.

Full text
Abstract:
Idioms are part of a general class of multiword expressions that convey a figurative interpretation that is not fully determined through an on-demand compositional (syntactic and semantic) analysis of their component words (e.g., kick the bucket, save your skin). Idioms are simultaneously amenable to direct retrieval from memory, and to an on-demand compositional analysis, yet it is unclear which processes lead to figurative interpretations of idioms during comprehension. Idioms also pose challenges for second language learners, who may rely less on direct retrieval than first language users due to reduced L2 experience. In this study, first and second language users (L1 and L2, respectively) read sentences containing idioms followed by figurative- or literal-biased disambiguating regions. The results for L1 readers showed that increased familiarity but not decomposability facilitated comprehension of figurative interpretations. The results for L2 readers showed that cross-language overlap and decomposability facilitated comprehension of figurative interpretations. Thus, consistent with hybrid or multidetermined idiom processing models (Titone & Connine, 1999; Libben & Titone, 2008), first language idiom interpretations arise more from direct retrieval (indexed by familiarity) than compositional analysis. Second language idiom interpretations, however, arise from both.
Les expressions idiomatiques font partie d'une catégorie générale d'expressions à mots multiples qui confèrent une interprétation figurale qui n'est pas entièrement déterminée par une analyse compositionnelle sur-demande (syntaxique et sémantique) des mots qui les forment (par exemple, passer l'arme à gauche, sauver votre peau). Les expressions idiomatiques se prêtent à la fois à une récupération directe en mémoire, et à une analyse compositionnelle sur-demande. Cependant, il n'est pas clair quels processus mènent à l'interprétation figurale des idiomes lors de la compréhension. Les expressions idiomatiques posent également un défi pour les individus apprenant une langue seconde, individus qui, en raison d'une expérience L2 réduite, se basent possiblement moins sur la récupération directe que les utilisateurs de langue maternelle. Dans cette étude, des utilisateurs de langue maternelle et seconde (L1 et L2, respectivement) ont lu des phrases contenant des idiomes suivis de régions désambiguisantes biaisées figuralement ou littéralement. Pour les lecteurs L1, les résultats ont montré qu'une plus grande familiarité, mais pas une décomposabilité, facilite la compréhension des interprétations figurales. Pour les lecteurs L2, les résultats ont montré que le chevauchement translinguistique et la décomposabilité facilitent la compréhension des interprétations figurales. Ainsi, conformément aux modèles hybrides ou multidéterminés de traitement des idiomes (Titone & Connine, 1999; Libben & Titone, 2008), l'interprétation des idiomes de langue maternelle repose davantage sur la récupération directe (indexée par la familiarité) que sur l'analyse compositionnelle. Toutefois, l'interprétation des idiomes de langue seconde repose sur les deux.
APA, Harvard, Vancouver, ISO, and other styles
8

Van, der Merwe Kristin Catherine. "The comprehension of figurative language by Afrikaans-speaking children with and without specific language impairment and by child second language speakers of Afrikaans." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/21912.

Full text
Abstract:
Thesis (MA)--Stellenbosch University, 2008.
ENGLISH ABSTRACT: Children experiencing language disorders have often been noted to have difficulty in comprehending figurative language, to a greater or lesser degree. The present study examined and compared the comprehension of figurative language, namely idioms and similes, in three groups of boys between the ages of 8 and 10. These three groups included (i) typically developing Afrikaans first language speakers, (ii) typically developing Afrikaans second language speakers (L2) and (iii) Afrikaans first language speakers with specific language impairment (SLI). A total of 18 participants were studied. The participants were interviewed individually and tests were conducted verbally. 25 idioms and 25 similes obtained from Die Afrikaanse Semantiese Taalevaluering (AST) were used. No contexts were provided for the idioms initially, but if the participant produced an incorrect or literal answer for the idiom, the idiom was placed in context. The use of context proved to be beneficial to all groups. Similes were read to the participant, who had to provide the final word as a response. The similes proved easier for all groups to comprehend, possibly due to their greater explicitness. The data were analysed statistically, but due to the small sample size, the participants were also examined individually as case studies, which provided further insight into the results obtained and revealed the non-homogeneity within the SLI group. The performance of the SLI group proved to be slightly inferior to that of the other two groups, but no statistically significant differences were found among the three groups. The L2 participants were asked to translate the idioms and similes into English. It was found that the Afrikaans idioms and similes were seldom likened to their English equivalents. Idioms which were semantically and syntactically similar or identical to the Afrikaans sentences often incited literal interpretations. Incorrect phonological transfers also appeared to create confusion and to obscure meaning. The L2 speakers’ difficulties possibly arose from (i) a lack of familiarity with figurative language, (ii) an inability to grasp figurative language, and/or (iii) a lack of proficiency in Afrikaans. Pedagogical implications and recommendations are discussed, and comments are made regarding future research on this topic.
AFRIKAANSE OPSOMMING: Kinders met taalversteurings blyk dikwels ook tot 'n minder of meerdere mate probleme te hê met die begrip van figuurlike taal. Hierdie studie ondersoek en vergelyk die begrip van figuurlike taal, naamlik idiome en vergelykings, in drie groepe seuns tussen die ouderdomme van 8 en 10 jaar. Hierdie drie groepe sluit in (i) tipies-ontwikkelende Afrikaans eerstetaalsprekers, (ii) tipies ontwikkelende Afrikaans tweedetaalsprekers, en (iii) Afrikaans eertetaalsprekers met spesifieke taalgestremdheid (STG). 'n Totaal van 18 deelnemers is bestudeer. Onderhoude is individueel met elke deelnemer gevoer en toetse is verbaal uitgevoer. 25 idiome van Die Afrikaanse Semantiese Taalevaluering (AST) is gebruik. Aanvanklik is geen konteks gegee nie, maar indien die deelnemer 'n verkeerde of letterlike antwoord vir 'n idioom gegee het, is die idioom in konteks geplaas. Die gebruik van konteks het in alle groepe 'n positiewe effek gehad. Vergelykings is aan deelnemers gelees, waar hulle as respons die laaste woord moes verskaf. Die vergelykings was vir alle groepe makliker vir begrip, moontlik weens hulle hoër vlak van eksplisiteit. Die data is statisties geanaliseer, maar weens die klein aantal deelnemers is elkeen ook individiueel as 'n gevallestudie ondersoek, wat verdere insigte in die resultate gelewer het, en die nie-homogeniteit van die STG groep aangedui het. Die prestasie van die deelnemers met STG was effens onder dié van die ander twee groepe, maar geen statisties-beduidende verskille is onder die drie groepe gevind nie. Die tweedetaal-deelnemers is gevra om die idiome en vergelykings in Engels te vertaal. Daar is gevind dat die Afrikaanse idiome en vergelykings selde aan hulle Engelse ekwivalente gekoppel is. Letterlike interpretasies is dikwels gegee vir idiome wat sintakties en semanties eenders is as die Afrikaanse sin. Verkeerde fonologiese oordragte het ook verwarring veroorsaak en betekenis verduister. Die probleme van die tweedetaal-deelnemers is moontlik as gevolg van (i) onvoldoende vertroudheid met figuurlike taal, (ii) onvermoë om figuurlike taal te interpreteer, en/of (iii) onvoldoende vaardigheid in Afrikaans. Pedagogiese implikasies en aanbevelings word bespreek, en kommentaar word gelewer oor verdere ondersoek op hierdie gebied.
APA, Harvard, Vancouver, ISO, and other styles
9

Larsson, Kalle. "Punning Exploiting External and Internal Metaphors : A Study of Groucho Marx's Use of Metaphor Reversal." Thesis, Stockholm University, Department of English, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6664.

Full text
Abstract:

The aim of this study has been to analyse metaphorical strings which have been interpreted literally, a process referred to as metaphor reversal. This was first described by Löflund (1999:18) and the specific term was later coined by Alm-Arvius (2006:6). Metaphor reversal is basically a subcategory of the broader term polysemy punning.

When a metaphor unexpectedly is interpreted literally, a humorous effect takes place and a pun is created. Especially if the metaphorisation in question has an entrenched figurative meaning, the unexpectedness of the literal interpretation is greater and the pun more obvious. The examples of these puns exploiting metaphor reversal have been taken from films featuring the verbal comedian Groucho Marx (GM), who frequently used this type and other kinds of puns in his films.

The terms internal and external metaphor, coined by Alm-Arvius (2003:78), have been used in order to distinguish between two different types of metaphorisations. Internal metaphor refers to metaphors with obvious internal collocational clashes and external metaphor refers to metaphors without such clashes, which can thus be given a literal as well as a figurative reading. However, this is not a clear-cut distinction and occasional overlapping between the two categories is common. Therefore, a continuum has been given which shows the overlapping category ‘more figurative external metaphors’. These are metaphors without collocational clashes, but with entrenched figurative meanings which make them metaphorical and not literal.

GM does not only revert external metaphors; he also reverts internal metaphors although this category contains collocational clashes which should make a literal interpretation impossible. Internal metaphor puns tend to be more absurd than external metaphor puns due to the collocational clashes which make the literal interpretation less probable. Reverted external metaphors are referred to as REM and reverted internal metaphors as RIM.

Most examples analysed are metaphorisations with idiom status with clearly preferred figurative meanings. Consequently, their figurative meanings are deeply entrenched and should not be altered. However, these figurative meanings are altered by GM in his punning; they are reverted and interpreted literally. This indicates that one of the few occasions when it is accepted or even possible to interpret a metaphorical idiom literally is in punning.

APA, Harvard, Vancouver, ISO, and other styles
10

Halling, Angelica. "This paper sure is a brass ring! : A quantitative study on the effect of context for non-native students’ interpretation of English idioms." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-38225.

Full text
Abstract:
Idioms are a big part of languages but can cause trouble for communication, especially for non-native speakers of a language. Interpreting idioms correctly means that one must derive a figurative meaning from words that individually mean something else. Recent research primarily focuses on the impact of context for successful idiom comprehension and seems to prioritize native speakers’ understanding of them. This study investigates the impact of context for Swedish non-native upper secondary students’ interpretation of English idioms. It further explores if grades and level of education are factors to consider. In a two-part, multiple-choice test, 53 students were presented with 10 idioms in context and 10 idioms out of context with two additional questions regarding level of education and last received grade in English. The students were also asked whether they had seen each idiom before or not. The results showed that context and grade seem to have impact on non-native students’ interpretation of idioms to some extent, but level of education does not seem to. One interesting finding was that idioms were interpreted correctly even though they were neither presented in context nor were considered familiar by the students. A possible conclusion is therefore that even if context is an important factor for successful idiom interpretation for non-native students, several other factors might be of equal importance.
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Figurativa idiom"

1

1966-, McGlone Matthew S., ed. Understanding figurative language: From metaphors to idioms. Oxford: Oxford University Press, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Vega-Moreno, Rosa E. Creativity and convention: The pragmatics of everyday figurative speech. Amsterdam: J. Benjamins Pub. Co., 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Vega-Moreno, Rosa E. Creativity and convention: The pragmatics of everyday figurative speech. Amsterdam: John Benjamins, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Widespread idioms in Europe and beyond: Toward a lexicon of common figurative units. New York: Peter Lang, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Zorin-Obrusníková, Libushe. Czech-English idioms and figurative expressions =: Obrazná rčení a ustálená spojení : česko-anglicky. Praha: Jednota tlumočníků a překladatelů, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ayto, John. The Oxford Dictionary of Idioms. Oxford University Press, 2020. http://dx.doi.org/10.1093/acref/9780198845621.001.0001.

Full text
Abstract:
Over 10,000 entries What is it to ‘cock a snook’? Where is the land of Nod? Who was first to go the extra mile? Find the answers to these questions (and many more!) in the new edition of the Oxford Dictionary of Idioms. This dictionary uncovers the meanings of myriad phrases and sayings that are used daily in the English language, encompassing more than 10,000 figurative expressions, similes, sayings, and proverbs. More than 400 idioms have been added to this new edition, and comprise recently coined and common sayings alike. New additions include ‘back of the net’, ‘drag and drop’, ‘go it alone’, ‘how come?’, ‘if you ask me’, ‘make your skin crawl’, and ‘wind your neck in’. Illustrative quotations sourced from the Oxford Corpora give contextual examples of the idioms and their standard usage, and many entries include background information on the origins of the idiom in question. An updated thematic index makes for easy navigation, and anyone who is interested in the origins and diversity of English vernacular will have hours of fun browsing this fascinating dictionary.
APA, Harvard, Vancouver, ISO, and other styles
7

Heredia, Roberto R., and Anna B. Cieślicka. Bilingual Figurative Language Processing. University of Cambridge ESOL Examinations, 2015.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Bilingual Figurative Language Processing. Cambridge University Press, 2015.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Creativity and Convention: The pragmatics of everyday figurative speech (Pragmatics and Beyond New Series). John Benjamins Publishing Co, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

English Idioms: An Idiomatic Journey to the West: - the book. CreateSpace, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Figurativa idiom"

1

Jasper, Kelli Towers. "American Idiom: Sarah Hale’s Flora’s Interpreter and the Figuration of National Identity." In Transatlantic Literature and Author Love in the Nineteenth Century, 19–47. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32820-1_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Glucksberg, Sam. "Idioms From Metaphors to “Just Long Words”?" In Understanding Figurative Language, 68–89. Oxford University Press, 2001. http://dx.doi.org/10.1093/acprof:oso/9780195111095.003.0005.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Giora, Rachel. "Metaphors and Idioms." In On Our MindSalience, Context, and Figurative Language, 103–48. Oxford University Press, 2003. http://dx.doi.org/10.1093/acprof:oso/9780195136166.003.0005.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Liontas, John I. "Understanding Idiomaticity in CALL." In Language Learning and Literacy, 24–47. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9618-9.ch002.

Full text
Abstract:
The primary aim of this chapter is to investigate the effectiveness of Computer Assisted Language Learning (CALL) technologies, tools, and resources for figurative language in general and idiom learning in particular. The secondary aim is to explore the CALL training practices affecting the attainment of idiomaticity in English as a second or foreign language. Idiomaticity training is anchored in an online methodology of idiomaticity teaching that takes into account learners' interests and active involvement. Such focus is particularly useful for the purposes of diagnosis and achievement, and the research to date is a promising start to further work on idiomaticity. The chapter provides recommendations for idiomaticity training-and-teaching as well as time-tested practices for further theorizing and research. It is hoped that the practices and recommendations explored here will spur on more research in this vein. Pedagogical and research implications are also discussed.
APA, Harvard, Vancouver, ISO, and other styles
5

Liontas, John I. "Understanding Idiomaticity in CALL." In Applications of CALL Theory in ESL and EFL Environments, 36–58. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2933-0.ch003.

Full text
Abstract:
The primary aim of this chapter is to investigate the effectiveness of Computer Assisted Language Learning (CALL) technologies, tools, and resources for figurative language in general and idiom learning in particular. The secondary aim is to explore the CALL training practices affecting the attainment of idiomaticity in English as a second or foreign language. Idiomaticity training is anchored in an online methodology of idiomaticity teaching that takes into account learners' interests and active involvement. Such focus is particularly useful for the purposes of diagnosis and achievement, and the research to date is a promising start to further work on idiomaticity. The chapter provides recommendations for idiomaticity training-and-teaching as well as time-tested practices for further theorizing and research. It is hoped that the practices and recommendations explored here will spur on more research in this vein. Pedagogical and research implications are also discussed.
APA, Harvard, Vancouver, ISO, and other styles
6

Bortfeld, Heather. "12 What native and non-native speakers' images for idioms tell us about figurative language." In Bilingual Sentence Processing, 275–95. Elsevier, 2002. http://dx.doi.org/10.1016/s0166-4115(02)80015-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

"Using Literal Underpinnings to Help Learners Remember Figurative Idioms: Does the Connection Need to Be Crystal Clear?" In Metaphor in Foreign Language Instruction, 221–40. De Gruyter Mouton, 2019. http://dx.doi.org/10.1515/9783110630367-011.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Figurativa idiom"

1

Ding, Fangfang. "Figurative Idioms and Culture." In 2nd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccese-18.2018.129.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Fathima Shirin, A., and C. Raseek. "Replacing Idioms Based on Their Figurative Usage." In 2018 International Conference on Emerging Trends and Innovations In Engineering And Technological Research (ICETIETR). IEEE, 2018. http://dx.doi.org/10.1109/icetietr.2018.8529042.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ehren, Rafael, Timm Lichte, Laura Kallmeyer, and Jakub Waszczuk. "Supervised Disambiguation of German Verbal Idioms with a BiLSTM Architecture." In Proceedings of the Second Workshop on Figurative Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.figlang-1.29.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Chen, Xianyang, Chee Wee (Ben) Leong, Michael Flor, and Beata Beigman Klebanov. "Go Figure! Multi-task transformer-based architecture for metaphor detection using idioms: ETS team in 2020 metaphor shared task." In Proceedings of the Second Workshop on Figurative Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.figlang-1.32.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Figurativa idiom' for particular source types:
Journal articles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography