In my previous paper on interjections1 I mentioned my intentions with reference to the de-structuring of the linguistic status of the interjection as category. Having already drawn a brief presentation of how interjections are catalogued in traditional grammar, I have reached that which may be described as the edge between the ‘de-structuring’ approach and the ‘inter’ – aspect of interjections, namely the semantico-pragmatic perspective(s) on the by-far intricate study of interjections. Why intricate is what I have already sketched about interjections and what you yourselves are going to discover about the controversial nature of interjections2.
The reason why I have favored a double approach in one single chapter is apparently evident: the boundary between semantics and pragmatics as linguistic sciences appears a fragile one, in the sense that linguists themselves are much undecided as to where the domain of semantics ends and respectively where the scope of pragmatics begins. The real problem is that with the study of interjections the interrelation between the two sciences becomes even more prominent.

Lecturați gratuit A semantico-pragmatic view on interjections, autor Roxana Săvulescu

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ISBN 978-606-30-2253-1

After the presentation of the traditional grammar approach on interjections I have synthesized the main linguistic grounds determining the marginal status of the interjection as linguistic category, viz. phonological aberrance, emotions as core meaning, (lexical) non- productivity and syntactic independence. Mention is to be made that I attached counterarguments to each, i.e. only more marginal members of the category are phonologically aberrant (e.g. mhm, brrr, psst), interjections are not ‘purely emotive words’, they express mental states, most decomposition formulae proposed by the Journal of Pragmatics containing the ‘I think’ component in their structure; moreover their indexicality tends to be explicated at the linguistic level, e.g. an interjection like ‘yuk’ uttered by students in the school context is to be decoded as the students’ reaction to the teacher’s prompt decision to give them a test or to his announcing their homework.

Lecturați gratuit Interjections at the origins of language, autor Roxana Săvulescu

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ISBN 978-606-30-2252-4

This e-book is intended as a neatly structured presentation of the main techniques and activities a teacher can employ when using film in class; hence its practical nature, also found in the final experimental section. Last but not least, the whole paper itself is by no means an analysis of film or any of the listed titles; it only uses film as an inexhaustible re(source) of the English language to be exploited in the classroom, in order to enhance students’ learning experiences.

Lecturați gratuit Integrating Skills Through Films. Film As the English Classroom. Practical Considerations, author Roxana Săvulescu

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ISBN 978-606-30-1131-3

Though not new, the use of video, films and DVDs in the English classroom has only recently started to gain field. Not long ago, a teacher would list the following ingredients of a perfect lesson – engaging topic, natural flow of activities, integrated skills, pair and group work, and above all ‘listening’ as a ‘must have’. How about now? Would they give the same answer? Or would they add anything else to the list? Definitely yes. It seems that video has been a solid addition to the perfect English lesson menu lately.

Lecturați gratuit Integrating Skills Through Films. Film in the English Classroom. Theoretical Background, author Roxana Săvulescu

Lucrarea poate fi citită online doar în Librăria Scriitorilor (www.librariascriitorilor.ro).

ISBN 978-606-30-1130-6