Speech, Memory, and Meaning

Gasparov, Boris

doi:10.1515/9783110219111

Cited by 36 publications

(6 citation statements)

References 40 publications

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“…Gasparov (2010) underscores that intertextuality is just as important and widespread in everyday conversation as it is in literary analysis. Gasparov (2010) aims to show how all new utterances are built upon the foundation of our previous speaking experiences. Intertextuality can act as a powerful tool to improve memory and learning.…”

Section: Intertextuality and Memorymentioning

confidence: 99%

The Impact of Intertextuality in Movies on Language Learning

2024

J Eng Teach Movie Media

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This paper examines the effectiveness of using intertextuality in second language learning through movies. Two types of materials were prepared: first, the American animated movie Shrek 2 (Adamson et al., 2004) was the primary material, and second, idioms from YouTube shorts were used as points of comparison for regular expressions found in Shrek 2. This case study involved five college students majoring in non-English subjects. Among them, one was at an intermediate level in English and four were at a low-intermediate level. After three months of participation, students underwent five tests: three language tests and two open-ended-question tests. The first three assessed recognition, salience, and memory. The results of the recognition and salience tests indicated that participants achieved perfect scores in regular expressions, thanks to intertextuality. The results of the memory test showed that idioms were remembered significantly better than regular expressions. However, this test suggested that intertextuality played a larger role in semantic contexts than in syntactic ones. In the first open-ended-question test, the participants successfully described both an original character and a new character in Shrek 2. The final question revealed that most participants appreciated two aspects of intertextuality: creative work and long-term memory gains.

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Section: Intertextuality and Memorymentioning

confidence: 99%

The Impact of Intertextuality in Movies on Language Learning

2024

J Eng Teach Movie Media

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“…It makes the task clearer since it supports the idea presented by a text. However, it can be dysfunctional or lead the students to misunderstand the task if the techniques are not consistent with the students' cultural background (Gasparov, 2010 ;Nevins, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…Intertextuality used in the classroom isa linguistic activity to build the students' new language (Gasparov, 2010). It involves what the students knew before as background knowledge or experience.…”

Section: Introductionmentioning

confidence: 99%

Techniques of Using Intertextuality and Lecturer-Students’ Power Relation when Communicating Learning Tasks

et al. 2020

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Considering the students’ emotion is essential in having the students to learn. Most Minangkabaunese students do not like being dictated for any activities with a thousand words. This paper is aimed at finding out some techniques of using intertextuality to balance lecturer-students’ power relations when communicating learning tasks. This research is qualitative with content analysis. Data were collected from six lecturers, teaching at Sekolah Tinggi Keguruandan Ilmu Pendidikan, Persatuan Guru Republik Indonesia (STKIP PGRI), selected purposively. Techniques of observation and video recording were used in collecting data. The discourse was transcribed and categorized into some techniques of using examples based on the content called content analysis.A contextual analysis was used to show lecturer-students’ power relations and formulated proposition. Findings show that the techniques of using intertextuality includeShowing Techniques of Doing Tasks (STDT), Giving Example of the Task Topic (GETT), and UERS. Using STDT had an impact on students’ readiness to learn. Meanwhile, Using GETT enhances students’ language development. Finally, Using Example of Real Situations (UERS) gives students’ opportunity to have a learning experience. Moreover, the techniquescause the lecturer and students to have a balanced power relation. The findings are significant for teachers or lecturers as guidance to communicate with students efficiently and effectively. They are expected not to dominate communication when interacting with them, especially to those who have excessive individualism. Other researchers who are interested in studying this topic are expected to be inspired to research this area viewed from other viewpoints.

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“…Memory has traditionally been one of the central concepts in philosophy and psychology, but recent decades have seen its persistent penetration into other research fields (see Assmann, 2008;Erll, 2011;Halbwachs, 1997;Hirsch, 2008;Klein, 2000), linguistics being no exception (see Bragina, 2007;Chafe, 1973;Gasparov, 2010;Smorti, Peterson & Tani, 2016;Wierzbicka, 2007). Theories and models describing memorylanguage relationships vary significantly across fields and authors.…”

mentioning

confidence: 99%

English Mnemonic Lexicon: Constituent Structure and Verbalization Potential

Tivyaeva

Syomina

2020

ESNBU

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This paper presents a study of the system of lexical devices used by English speakers to verbalize their personal memory experiences. The approach presented in the paper presupposes inclusion of non-narrative structures into the spectrum of language forms conveying mnemonic meanings and extends the latter so as to encompass the meanings of encoding, storage, retrieval and loss. The research is based on the hypothesis that lexical units expressing memory-related meanings in English constitute a specifically organized system. A variety of communicative contexts representing mnemonic situations are analyzed as to develop a typology of memory verbalizers in English, estimate their functional potential and role in objectifying personal memory experiences on the lexical level. The results confirm the original hypothesis and suggest that mnemonic lexicon as a linguistic reflection of the mnemonic faculty is an important and largely understudied element of the language – memory system.

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Speech, Memory, and Meaning

Cited by 36 publications

References 40 publications

The Impact of Intertextuality in Movies on Language Learning

The Impact of Intertextuality in Movies on Language Learning

Techniques of Using Intertextuality and Lecturer-Students’ Power Relation when Communicating Learning Tasks

English Mnemonic Lexicon: Constituent Structure and Verbalization Potential

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