Volume 02 Issue 04-2022
8
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
04
Pages:
08-11
SJIF
I
MPACT
FACTOR
(2022:
5.
917
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This paper offers an overview of the current perspectives on emotion in affective neuroscience, psychology, social
sciences and linguistics. It also clarifies such linguistic terms as 'prototype', 'basicness', 'salience', 'emoseme' and
'cognitive concept'. Furthermore, there are given main information about Expression of verbs of emotional relation
in English linguoculturology.
KEYWORDS
Linguistics, word, education, language, knowledge, methids, phenomenon, linguoculturology, emotional relation.
INTRODUCTION
World linguistics today is characterized by a focus on
the study of the real function of a language, it is
linguocultural and communicative-syntactic aspects.
The study of a language from a pragmalinguistic point
of view further enhances its need for a deep and
thorough knowledge and study of all the boundaries
we know. This is because the study of the existence
and functional-semantic laws of a language in this way
is important in understanding the methods and means
of the phenomenon of enrichment of the vocabulary
of a language, which are very relevant today, and their
potential problems and finding solutions to such
Research Article
EXPRESSION OF VERBS OF EMOTIONAL RELATION IN ENGLISH
LINGUOCULTUROLOGY
Submission Date:
April 18, 2022,
Accepted Date:
April 25, 2022,
Published Date:
April 30, 2022
Crossref doi:
https://doi.org/10.37547/ijp/Volume02Issue04-03
Uralova T.Sh
Nurafshan Branch Of Tashkent University Of Information Technologies Named After Muhammad Al-
Khwarizmi, Uzbekistan
Journal
Website:
https://theusajournals.c
om/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 04-2022
9
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
04
Pages:
08-11
SJIF
I
MPACT
FACTOR
(2022:
5.
917
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
problems. Of particular importance in world linguistics
is the study of a language and society, language and
thinking, language and consciousness, language and
culture, and the enrichment of a language vocabulary,
which have long been the main problems of
pragmalinguistics and linguoculturology. In linguistics,
the specific signs of implicit and explicit influences on
the creation or assimilation of new words in a
particular region; their similarities and differences are
analyzed in detail on the basis of comparative-
typological methods. Due to the fact that the
linguistic aspects of natural languages, such as lexical-
semantic,
syntactic,
morphological
and
linguopragmatic, differ to some extent, the
comparative study of several languages not only
illuminates its peculiarities, but also ensures the
continuity of the research in the world linguistics.
English vocabulary acquisition is critical to the
development of word knowledge and is needed by
deaf learners to become at least marginally successful
readers of English. Among the many skills needed to
become a fluent reader, the ability to accurately
identify word meaning is particularly important. The
strategies that readers use to build up their word
knowledge are honed from birth through the post-
secondary school years and beyond by making full use
of both the auditory and visual channels of
perception. Many deaf people are able to make use of
their residual hearing to complement their visual
perception of English words, but often their complete
acquisition of English lags behind hearing individuals,
who have full access to both auditory and visual input.
MATERIALS AND METHODS
Both "top-down" and "bottom-up" theorists place
important emphasis on the role of decoding print as
one of the fundamental skills for developing reading
comprehension. In the process of constructing
meaning from print, word knowledge plays a central
role. Trying to identify and report on the exact role of
each of the skill areas needed for deaf students to
become fluent users of English is an intricate and
time-consuming task that has yet to be accomplished
by reading researchers. What has already been
documented has yet to be put into a definitive format
for the everyday classroom teacher to use.
However, a useful discussion of the development of
word knowledge in deaf learners could focus on the
mastery of a number of word-based variables.
"Morphology" is one such critical variable. Knowledge
of the basic constituent of words, the "morpheme,"
should be a major focus in many classrooms for deaf
students. Morpheme knowledge is a building block in
the development of word knowledge.
Morpheme analysis may be a viable approach for
improving deaf students' word knowledge because
the morphological structure of English is more
apparent to deaf readers in its "orthographic"
(written or printed) representation. Morphological
structure can be accessed visually by deaf students in
their reading and appears more regular and stabile
once the rules governing English morphology are
learned.
What follows is a brief description of basic reading
models and their indirect reliance on morphological
structures as a core component to increasing word
knowledge. Then a brief review of some of the
relevant morphological research studies of deaf
students will set the framework for suggestions to
teachers on how to provide classroom practice for
"morphographic" development. This module also
contains Guided Practice exercises that allow site
visitors to identify and combine English morphemes
to create words.
Volume 02 Issue 04-2022
10
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
04
Pages:
08-11
SJIF
I
MPACT
FACTOR
(2022:
5.
917
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
An "emotional response verb" is a verb that expresses
an action or a state of an emotional or psychological
nature. With an emotional response verb, generally
someone feels something. Examples of emotional
response verbs are the following:
amuse, annoy, baffle, bewilder, bore, confuse,
depress, disappoint, excite, frighten, frustrate,
interest, motivate, overwhelm, please, puzzle, shock,
surprise
A feature of these verbs is that the emotion has a
SOURCE, or stimulus, and it has a EXPERIENCER, or
receiver, who feels the emotional response. The
SOURCE can be a person, thing, or event; the
EXPERIENCER is usually a person, although animals,
too, can exhibit responses that we might label
emotional.
Here is an example of a sentence containing the
emotional response verb thrilled:
The water slide thrilled the children.
Emotional response verb = thrilled
Source = the water slide
Experiencer = the children
As already noted, in conjunction with the auxiliary
verbs be and have, the -ing and -ed forms of a verb
serve to create a variety of verb tense formations.
Used alone, however, the -ing and -ed forms can serve
as ADJECTIVES. In this capacity, they add information
to noun phrases in the sentence and are called
"participles."
To
avoid
the
confusion
and
misunderstanding that occurs with the use of the
terms "present participle" and "past participle," the
terms "-ing participle" and "-ed participle" are used in
this module. When the subject of the sentence and
the SOURCE of the emotional response are the same,
as in the above example, the sentence is in the "active
voice" (the verb thrilled is active). When the subject of
the sentence is the same as the EXPERIENCER of the
emotion, as in the next example, the sentence is in
the "passive voice" (the verb were thrilled is passive).
The children were thrilled by the water slide.
Emotional response verb = were thrilled
Source = the water slide
Experiencer = the children
For further details on the active/passive distinction,
see the SEA Site module on Passive Voice.
Verb, as a stylistically and semantically rich category,
can depict feelings in various aspects and shades. In
fact, experiences comparable to “joy”, “sadness”, or
“anger” are often conceptualised in Russian as inner
states in which one engages rather than as states
which one passively undergoes, and so they are often
designated by verbs rather than adjectives. Some
examples: radovat’sya “to rejoice” (in English
archaic), grustit’ (from grust’, roughly “sadness”),
toskovat’ (from toska, roughly “melancholy-cum-
longing”), serdit’sya (roughly, “to be angry”, but a
verb, like “to rage” in English), stydit’sya (roughly “to
be ashamed”), and so on. Apart from conveying
emotions as a state, verbs can also convey emotions
as a state in formation (vlyubit'sya “to fall in love”), as
an attitude (lyubit' “to love”), as an influence (vlyubit'
“to make smb love oneself”), as well as an outward
manifestation of emotions (tselovat' “to kiss”,
obnimat' “to embrace”). Thus, Russian is extremely
rich in “active” emotion verbs. this reason, many
scholars describe the tendency to ‘active emotions’ in
Russian (ibid.) and list the following common traits of
Russian emotion verbs. First, most (though not all)
Volume 02 Issue 04-2022
11
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
04
Pages:
08-11
SJIF
I
MPACT
FACTOR
(2022:
5.
917
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
Russian emotion verbs are reflexive verbs, formed
with the suffix -sya ‘self’, e.g. radovat’sja (roughly “to
be glad”), obizhat’sja (roughly “to get offended”).
This fact strengthens the impression that these verbs
present the emotions in question as somehow self-
induced, rather than due to external causes. Second,
many emotion verbs are able to govern the
preposition o (ob, obo) ‘of/about’, just as verbs of
active thinking do. This fact supports the idea that
emotion verbs link the feeling with prolonged
concurrent thinking. Cf.: On dumal o nej. “He was
thinking about her.” and On grustil o nej. (lit. “He was
‘saddening-himself’ about her.”, i.e. “He was making
himself sad by thinking about her.”) (ibid.). Third, the
active implications of Russian emotion verbs manifest
themselves in the way these are used – often on a par
with action verbs. Fourth, the active character of
Russian verbs of emotion manifests itself, among
other ways, in the fact that many of them (in the
perfective form) can be used to report speech.
CONCLUSION
With the main research questions in mind (How is
other-directed
discontent
conceptualised
1)
semantically and 2) discursively in Russian, compared
to English and Spanish?), we should first clarify the
meaning of the metaconcept EMOTION in the context
of the study. There is certain ambiguity of the
(meta)concept as emotions are studied by many
sciences. And as Dewaele puts it: “We may have an
intuitive understanding of emotions, but their sheer
complexity makes them difficult to define”. The main
sources of controversy in the field of emotion
research are: 1) relation between emotion and
cognition and 2) universalism of human emotions vs.
their cultural/linguistic relativism. According to some,
the differentiation between cognition and emotion is
becoming more and more foggy, and underlines the
need for new, less fuzzy concepts. Other researchers
hold on to more traditional Western view of “emotion
as physicality”, and “emotion as natural fact”. There is
also a debate between researchers who defend a
more universalist perspective on emotions and others
who think that emotions should be investigated using
a more relativist perspective, with a focus on the
differences across languages and cultures.
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