Analizom mnogih retoričkih sredstava može se utvrditi kako je njihova učinkovitost utemeljena na suglasju više jezičnih razina, od fonološke do sintaktičke i da se upravo u njihovoj konstrukcijskoj simboličkoj strukturi, u smislu Langackera (1987), koja povezuje fonološku i značenjsku razinu može naći razlog njihovoj univerzalnosti i uporabnoj vrijednosti otpornoj na protok vremena. Jedna od retoričkih figura koja se analizom političkog i javnog diskursa općenito pojavila kao vrlo uspješna u svojoj retoričkoj funkciji uvjeravanja jest i apofaza ili pretericija (Škarić 2008) jer u formi negacije sadržaja zapravo privlači pozornost slušatelja i stvara koncept koji se, na prvi pogled, želi negirati. Apofastičke se strukture najčešće rabe u svrhu difamacije ili neizravne pohvale osoba ili pojava i oslanjaju se na izazivanje zanimanja slušatelja stvaranjem određenih očekivanja na temelju naočigled negiranog sadržaja. Korpusna analiza tipičnih apofastičkih konstrukcija u hrvatskom jeziku na primjerima iz političkog i medijskog diskursa u korpusu hrWaC pokazala je da se npr. zavisne objektne rečenice nakon glagola govorenja vrlo često rabe kao metoda uvođenja određenog pojma ili sadržaja koji se, površinski gledano, želi negirati suprotnim ili isključnim rečenicama. Tako se pretragom korpusa na slučajnom odabiru 100 rečenica s konstrukcijom Ne želim reći da…, ali/nego/no… utvrdilo da je čak 26 % primjera imalo tipičnu apofastičku funkciju uvođenja određenih tvrdnji zaobilaznim putem, tj. njihovom negacijom: Pritom ne želim reći da ona laže, nego samo to da imamo isključivo njezinu stranu priče. Polazeći od konstrukcijske naravi jezičnih izraza, u radu ćemo detaljno analizirati tipičnu sintaktičku strukturu apofastičkih konstrukcija s fokusom na pretericijske primjere i ulogu složenih rečenica u stvaranju željenih retoričkih i kognitivnih učinaka.

SummaryThis paper examines speech characteristics of trainee interpreters simultaneously interpreting from English into Croatian during three months of training. It investigates different types of content departures in the form of substitutions, omissions and additions, and their influence on the overall performance in simultaneous interpreting, both on the intertextual and intratextual level. It identifies overall patterns of these departures on the level of the sentence and of individual lexical items, and shows the most typical departures in greater detail by providing a detailed typology for each of them. Phrasing changes most likely signal progress and shift in the trainee's skill from verbosity and literal word-for-word interpreting to condensation and abstraction.

Analysis and Figures of Speech) 3.2. Rhetorical Argumentation Analysis 3.2.1. preferred types of argument in the speeches of europhiles 191 3.2.2. preferred types of argument in the speeches of europhobes 4. Conclusion References Rhetoric -Martial Art or the Art of Winning the Soul by Discourse? language of Politicians vs. Ethos, Pathos and Logos ■ Joanna Szczepańska-włoch, Jagiellonian University 1. Introduction 2. Data Presentation 3. Stages of Shaping the Composition 3.1. Inventio 3.1.1. ethos 3.1.2. ethos -patterns of behaviour adopted by the persuader 207 3.1.3. pathos 3.1.4. logos 3.1.5. models of argument versus language of politicians 4. Conclusion References The Analysis of Insulting Practices -Sticks and Stones in the Croatian Parliament ■ alma Vančura, University of osijek and diana tomić, University of Zagreb 1. Introduction 1.2. Rationale 1.3. Research Questions 1.4. Historical Overview 2. Theoretical Background 2.1. Insults and Culture What Do We Know about the World? 12

This chapter explores learners’ and teachers’ attitudes towards English pronunciation in elementary schools in Croatia, as well as the relationship between pre-service education and pronunciation teaching methods and techniques. The participants included 152 learners and 31 teachers. The results show that teachers feel inadequately trained, and that both teachers and learners have positive attitudes towards pronunciation and believe that language exposure greatly contributes to improving pronunciation. Classroom practices include teaching word and sentence stress, use of listen-and-repeat activities and teacher-led corrective feedback. Some learners are motivated to improve their pronunciation, while others wish to express their Croatian identity. We consider the pedagogical implications of these findings and propose recommendations that can make pronunciation teaching more effective in this context.

building on extensive study on nonverbal communication, this paper focuses on the presence of culturally referenced representations of nonverbal behaviour in poetry, specifically looking at the presence of culturally referenced nonverbal elements in war poems written during and after World War I. Written representations of such nonverbal elements are seen either as vocalnonverbal (paralanguage) or as nonvocal-nonverbal (kinesics). As a poem's theme derives from the actual event(s), it can be expected to contain culturally bound nonverbal elements. Analysis shows that nonverbal elements are mostly represented via descriptions of spatial signs, body adaptors and bodily characteristics, and that the presence of culturally referenced nonverbal elements is almost non-existent. Neverbalne prvine, izražene prek pisnega jezika, delimo na vokalno-neverbalne (parajezik) in nevokalnoneverbalne (kinezika). Ker tematika obravnavanih pesmi temelji na konkretnih dogodkih, je pričakovati, da bo vsebovala tudi kulturno pogojene neverbalne prvine. Analiza razkrije, da so neverbalne prvine prisotne predvsem v opisih prostorskih znakov, telesnih adaptorjev in telesnih značilnosti ter da kulturno pogojenih neverbalnih prvin skoraj ni zaznati.