Концепт «освіта» в дискурсивних вимірах
dc.contributor.author | Серебрянська Ірина Миколаївна | |
dc.contributor.author | Serebrianska Iryna Mykolaivna | |
dc.date.accessioned | 2020-10-06T13:23:26Z | |
dc.date.available | 2020-10-06T13:23:26Z | |
dc.date.issued | 2019 | |
dc.description.abstract | У роботі вперше комплексно досліджено концепт ОСВІТА в когнітивно-дискурсивному напрямі, з’ясовано його дискурсивний потенціал як цілісного фрагмента української мовної картини світу. Визначено теоретичні передумови дослідження; уточнено зміст базових понять «когнітивно-дискурсивна наукова парадигма», «мовна картина світу», «мовна свідомість», «мовна особистість», «концепт», «дискурс», «науковий дискурс», «медіа дискурс», «когнітивнаметафора»; розроблено методику концептуального аналізу. Окреслено структуру аналізованого концепту, схарактеризовано його культурний та поняттєвий компоненти, систематизовано терміносистему сфери освіти. Описано дискурсивну реалізацію образно-ціннісного компонента концепту; визначено мовні інновації у сфері освіти та їхні типи (лексичні, стилістичні, фразеологічні та словотвірні). Схарактеризовано метафору як механізм об’єктивації концепту, введено в науковий обіг поняття «освітня медійна метафора», визначено її розряди, створено схему метафоричної моделі концепту ОСВІТА. Виявлено національні ознаки категоризації світу та специфіку репрезентації освітніх понять у мовній свідомості студентів, освітян та журналістів. | uk_UA |
dc.description.abstract | The dissertation is the first attempt of the comprehensive studying of the concept EDUCATION in the cognitive-discourse direction. The phenomenon of education is considered in the context of social and political life of the country and its vision by different categories of speakers (students, educators, and journalists), which makes it possible to trace ethno cultural specificity of education, to distinguish traditional and new characteristics with a projection on a language personality. The lexical system of the educational branch has been systematized, its semantic structure has been considered. The purpose of the work is to find out the discourse potential of the concept EDUCATION as an integral part of the Ukrainian language world picture. The tasks are the following: to determine the theoretical preconditions of cognitive-discourse study of the concept EDUCATION and its structure; to clarify the content of the basic concepts: constitutive-discourse scientific paradigm, language world picture, language consciousness, language personality, concept, discourse, scientific discourse, media discourse, cognitive metaphor; to outline the cognitive bases of the media metaphor; to develop a methodology for conceptual analysis; to characterize the cultural component of the concept EDUCATION (the analysis of encyclopedic, historical, and paremiological sources); to find out the conceptual component of the concept education; to systematize the terminology of education; to describe the discursive realization of the figurative and valuable component of the concept, to define the language innovations and their types; to characterize metaphor as a mechanism for objectification; to define educational media metaphor and its types, to create the metaphorical model of the concept EDUCATION; to find out the specifics of representation of educational concepts in the language consciousness of three categories of speakers – students, educators and journalists; to indicate the individual, group and general national features of the Ukrainian- 36 language categorization of the world; to develop the principles of making a dictionary of education. The research object is the concept EDUCATION in the Ukrainian language world picture. The subject of the study is the peculiarities of verbalization of the cognitive and discursive nature of the concept EDUCATION. The source of the research is lexicographic, encyclopedic, paremiological and scientific works, the latest regulatory documents, as well as media texts – newspapers, magazines, social networks, portals, blogs, forums, websites. The conclusions proposed in the dissertation will contribute to the further development of the cognitive-discursive paradigm and expand the range of studies devoted to the issues of language culture, stylistics, lexicology, lexicography. The results of the study will serve as a methodological basis for the deployment of new linguistic and pragmatic studies of the verbalization of ethnological phenomena and the influence of extra linguistic factors on the development of the national vocabulary. They can be used in teaching lexicology, phraseology, stylistics, linguistic culture, discourse; in lexicographic practice to supplement general dictionaries with new lexical units and modern values; during the development of specialized courses and seminars on language culture, ethno linguistics, Ukrainian studies, journalism, and history of education. The work can become the basis for making textbooks on cognitive linguistics and discourse, as well as for developing cognitive and discourse-oriented teaching methods for linguistic disciplines. The scientific novelty of the dissertation is that it for the first time: 1) studies the concept EDUCATION using cognitive-discourse approach and creating special methodic; 2) systematizes the educational terminology apparatus; 3) outlines the innovative processes in the language of education and the dynamics of modern lexicon; 3) introduces educational media metaphor into the scientific circle, develops its typology; proposes the scheme of the metaphorical model of the concept EDUCATION; 4) reveals the specificity of representation of educational concepts in the language consciousness of students, educators and journalists with the consideration of extra-linguistic factors (socio-historical conditions in which a new native education is being formed, specific problems of modern scientific communication and mass media); 5) develops the concept of the dictionary of education. The results of the research are also represented in the form of schemes and diagrams, in particular, thematic groups of Ukrainian proverbs on education, the semantic structure of basic words, innovative trends in the lexical system of education, the language representation of the concept in media discourse (lexical-semantic groups of nominations of educational concepts, categorization of educational concepts in media texts). | uk_UA |
dc.identifier.citation | Серебрянська, І. М. Концепт «освіта» в дискурсивних вимірах [Текст] : автореф. дис. ... доктора філологічних наук : спец. 10.02.01 – українська мова / Серебрянська Ірина Миколаївна ; МОН України, Київський національний університет імені Тараса Шевченка ; [науковий консультант А. М. Поповський ]. – Київ, 2019. – 39 с. | uk_UA |
dc.identifier.uri | https://repository.sspu.edu.ua/handle/123456789/9295 | |
dc.language.iso | uk | uk_UA |
dc.subject | когнітивно-дискурсивна наукова парадигма | uk_UA |
dc.subject | мовна картина світу | uk_UA |
dc.subject | мовна свідомість | uk_UA |
dc.subject | мовна особистість | uk_UA |
dc.subject | концепт | uk_UA |
dc.subject | освіта | uk_UA |
dc.subject | дискурс | uk_UA |
dc.subject | науковий дискурс | uk_UA |
dc.subject | медіадискурс | uk_UA |
dc.subject | когнітивна метафора | uk_UA |
dc.subject | лексико-семантична група | uk_UA |
dc.subject | мовна інновація | uk_UA |
dc.subject | cognitive discourse scientific paradigm | uk_UA |
dc.subject | language world picture | uk_UA |
dc.subject | language consciousness | uk_UA |
dc.subject | language personality | uk_UA |
dc.subject | concept | uk_UA |
dc.subject | education | uk_UA |
dc.subject | discourse | uk_UA |
dc.subject | scientific discourse | uk_UA |
dc.subject | media discourse | uk_UA |
dc.subject | cognitive metaphor | uk_UA |
dc.subject | lexical-semantic group | uk_UA |
dc.subject | language innovation | uk_UA |
dc.title | Концепт «освіта» в дискурсивних вимірах | uk_UA |
dc.title.alternative | The Concept Education in Discourse Measurements | uk_UA |
dc.type | Abstract | uk_UA |
dc.udc.udc | 811.161.2'37:37 | uk_UA |
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