Verbalization of the linguo-cultural concept «Work» in the various types of
discourse)
CONTENTS
INTRODUCTION
3
1. THE CONCEPTION OF LINGUO-CULTURAL CONCEPT
7
1.1. Linguo-cultural concepts as a part of national culture
13
1.2. Methods of linguo-cultural verbalization of concepts in different types of
discourse
18
2. DISCOURSE VARIETY OF THE CONCEPT WORK
25
2.1.The actualization of the linguo-cultural concept WORK and Labor
31
2.2. The concept of WORK and Reward
34
2.3. The reasons of discourse variety of linguo-cultural concept WORK
37
CONCLUSIONS
42
REFERENCES
45
2
Introduction
The development of humanitarian knowledge put forward a dilemma to work out a
new term which would adequately indicate the content of the linguistic sign, which
would remove the functional limitations of traditional sense and meaning, and which
would organically integrate logical, psychological and linguistic categories
Carl Jung claims that concepts may be attributed to space other than within the
inside boundaries of any body or mass or material formation of living creatures.
Kant declared that human minds possess pure or a priori concepts. Instead of being
abstracted from individual perceptions, like empirical concepts, they originate in the
mind itself. He called these concepts categories, in the sense of the word that means
predicate, attribute, characteristic, or quality. But these pure categories are
predicates of things in general, not of a particular thing. According to Kant, there are
12 categories that constitute the understanding of phenomenal objects. Each
category is that one predicate which is common to multiple empirical concepts. In
order to explain how an a priori concept can relate to individual phenomena, in a
manner analogous to an a posteriori concept, Kant employed the technical concept
of the schema.
The meaning of “concept” is explored in cognitive science, metaphysics, and
philosophy of mind. The term “concept” is traced back to Aristotle’s “The classical
theory of concepts” definition of terms. The notion of “concept” has been borrowed
by linguists from mathematical logic. Thus “concept” in linguistics is both an old
and a new term. The word conceptus is a Latin medieval formation, derived from
the verb “concipere – concapere” which means “conceive”. In classical Latin the
word conceptus had the meaning “pond”, “inflammation”, “impregnation” and
“germ”. The word “concept” together with its derivatives entered all the Romanic
and Germanic languages (French concept - concevoir, Italian concetto - concepire,
Spanish concepto - concebir, Portuguese conceito - conceber, English concept conceive).
However, during the recent years it becomes apparent that the term “concept”
according to its frequency of use is much ahead of all other coinages. The increasing
3
demand of the concept gave the emergence to a number of contradictory nominative
units. However, this unit has neither one generalized definition, nor a single term, at
least in some countries. In Russian science, for instance, the term “concept” is not
monosemantic, such as “concept” (D. Likhachev, Y. Stepanov, O. Lyapin, V.
Neroznak,
etc.)
“linguoculturema”
(O.
Vorobiev),
“mythologema”
(M.
Lyahteenmyaki, M. Bazylev), “logoepisteme” (V. Vereshchagin, N. Kostomarov,
N. Burvikova) continued since the early 90’s.
The next scholar worth mentioning is a language philosopher G. Frege. In 1892 he
defined the distinction between the concept and the object in the language
philosophy. According to G. Frege, any sentence that expresses a singular thought
consists of an expression that signifies an Object (it can be a proper name or a general
term with the definite article) together with a predicate that signifies a Concept
(Slater 2000, 42-55).
This term is employed actively by the cognitive linguistics in its categorical
apparatus as a missing cognitive “link” in the content of which the associativefigurative evaluations and understandings are included in addition to that notion.
Like most new scientific notions, “concept” was introduced with a certain degree of
pathos and sometimes through a cognitive metaphor: it was called “a multidimensional cluster of sense”, “a semantic slice of life” (Clark 1981, p. 228), “a gene
of culture” (Talmy, 2000), “a certain potency of meaning” (O. Lyapin 1997, p.11),
“a unit of memory”, “a quantum of knowledge”, “a germ of mental operations” and
even “a misty something” (S. Askoldov 1997, p. 267-279). Today, the term
“concept” is widely used in various fields of linguistics. It has entered into the
notional system of cognitive, semantic, and cultural linguistics (Croft, Cruse 2004).
The study of the concept in modern linguistics is of the paramount importance.
However, any attempt to comprehend the nature of the concept is associated with a
number of the most diverse points of view. The intensive research of it in the field
of cognitive linguistics has demonstrated a great disparity in the understanding of
the term “concept”. Discrepancies cause ambiguity and terminological confusion.
4
Thus the term “concept” is an umbrella term for several scientific directions: first of
all for cognitive psychology and cognitive linguistics, dealing with thinking and
cognition, storing and transforming information, as well as for cultural linguistics,
which is still defining and refining the boundaries of the theory formed by the
postulates and basic categories. We can assume that as in mathematics, the concept
in cognitive science is the basic axiomatic category which is undetectable, intuitively
understanding; the hyperonym of the notion, ideas, frame, script, gestalt etc. (D.
Likhachev, 1997, p. 123-133).
The goal of this diploma paper is to present the description of nominative ways of
verbalization the concept and to analyze different aspects of expressing the concept
‘Work’ in Ukrainian and English languages (classification, examples, usage, etc).
The task of this paper is to provide effective verbalization of the concept in different
types of discourse. Present-day English abounds in formations of varying degrees of
stability specializing in expressing various sorts of concept meanings: comparison,
reflection, abstraction, etc. Exiting in the verbal memory of native speakers, they are
automatically employed by them in appropriate situations.
Peculiarities of the concept usage are to a great extent connected with the cultural
conventions in each community. A concept can be divided into such types:
●
not a concept,
●
a concrete or perceptual concepts vs abstract concepts,
●
defined (or relational) and associated concepts, and
●
a complex concepts.
The methods used for investigating are the modeling, the structuring and the
analyzing the concept ‘work’.
The theoretical value of the diploma paper is to rationale the use of a
comprehensive approach (from both positions – in cognitive linguistics, and in
linguistics) to the study of the concept "work". The results obtained after analysis of
the linguo-cultural concept, has a direct connection to the theory of linguistics.
Practical value of the work lays in the possibility of using the results and research
materials in lecture courses on linguistics. The materials of the research can be useful
5
in drawing up the lexicographical dictionaries, and in theory and practice of
translation.
This diploma essay consists of the introduction, two chapters, conclusions and the
list of literature. The introduction pulls out the main idea of the work, grounds the
aim, determines its object, explains its practical importance and describes the
structure of the diploma essay. In the first chapter of the investigation I concentrate
on the conception of linguo-cultural concept (the concepts as a part of national
culture; methods of verbalization of concepts in different types of discourse). The
second part is about discourse variety of the concept WORK (The actualization of
the linguo-cultural concept WORK and Labor; the reasons of discourse variety of
linguo-cultural concept WORK). In conclusions the results of the investigation are
summed up. The list of literature consists of the scientific literature and dictionaries
used in the research essay.
6
1. The conception of linguo-cultural concept
The linguo-cultural concept as a subject of the study of linguo-culture appears
(Linguistics) to the researchers as a cultural, mental and linguistic studying.
According to the Y. Stepanov’s definition, the linguo-cultural concept is a mental
unit, aimed at a comprehensive study of language, consciousness and culture. The
linguo-cultural concept differs from other units in its mental nature. The mentality
is perceived as a guided collection of images and perceptions. H. Bloom defines
mentality as the perception of the world in the categories and forms of the native
language that connects the intellectual and spiritual qualities of national character in
its typical manifestations (H. Bloom 2000, p. 10). Many scholars agree that the
mentality is easier to describe than to define. The mentality of deeper thinking,
standards of behavior represents the internal willingness of a person to act in a
certain way. The linguo-cultural concept differs from other mental units by the
presence of the value component. The value is always in the centre of the concept.
The linguo-concept consists of distinguish evaluative, figurative and conceptual
components. Notional component of the concept is stored in the verbal form. A
figurative component is non-verbal and can be described or interpreted.
The concept includes such semiotics categories as the image, the notion and the
meaning in the reduced form, as a kind of “hyperonym” (generic term) and is
characterized as heterogeneous and multi-featured. The concept acquired the
discursive meaning representation from the notion, from the image (metaphor) and
emotiveness, and from the meaning (concept).
The concepts constantly are refined and modified. Being a part of the system, they
are influenced by the other concepts and are modified. The very possibility of
interpretation suggests that many of the concepts are subject to change, as the world
around us is constantly changing giving us the opportunity to learn something new.
The concept has a certain structure which is rigid; it is a necessary condition for the
existence of the concept and its introduction in the conceptual domain. The concept
includes all mental characteristics and provides an understanding of reality.
7
The certain collection of the concepts in the mind of a person forms his/her
conceptual realm.
Language is one of the means to access to the people’s mind, their conceptual realm,
the content and structure of concepts as units of thinking.
According to the Russian scientist Y. Stepanov, “concepts are just phrases,
fragments of conversation <...>, but they are subtle phrases that force our minds
create such content, as if it has been familiar for us for a long time”. Concept can be
understood as a part of culture in the consciousness of people; it is something in the
form of which the culture enters the mental world. And, moreover, people through
the concept enter the culture and affect it. Concepts are not only contemplated, they
are experienced (Y. Stepanov 2007, p. 248). They are the subject of emotions, likes
and dislikes, and sometimes collisions. The concept is also a discrete unit of the
collective consciousness, which is stored in the national memory of native speakers
in verbally determinate form. As a cognitive unit of meaning, a concept is an abstract
idea or a mental symbol sometimes defined as a “unit of knowledge” (Y. Stepanov
2007, p. 248), built from other units which act as a concept’s characteristic. A
concept is typically associated with a corresponding representation in a language
such as a single meaning of a term (Dillon 2000, p. 51-71).
In linguistics, the ‘concept’, in contradistinction to a ‘word’, has a more complicated
structure. The content of the concept is divided into linguistic meaning and cultural
sense. That is why it is often called a unit of knowledge, an abstract idea or a mental
symbol.
The concepts as elements of consciousness are quite independent in the language.
According to V. Evans (2009, p. 10), the concepts are intermediaries between the
words and extra-linguistic reality. Only those phenomena of the reality can become
a concept, that are relevant to and valuable for a particular culture, which has a large
number of linguistic units to commit themselves in that culture, which are the subject
for proverbs and sayings, poetry and prose. They are a kind of symbols or emblems,
specifically pointing to the text, situation or knowledge that created them.
8
At the present stage of linguistics, several approaches to the concept understanding
can be identified. Researchers of different countries interpret the concept as a
linguistic-cognitive/ psycholinguistic / linguistic-cultural / cultural / or linguistic
phenomenon. Each approach, on the grounds of certain features, highlights the
specific margin of the concept. There are two approaches that are based on the role
of language in forming the concept and to show the link between language and
culture.
●
The first approach considers the concept as a cultural phenomenon.
“Concepts are self-organizing, integrative, functional systematic, multidimensional,
idealized formations based on the notional (pseudo- or pre-notional) basis and which
are fixed to the meaning of a sign: the scientific term or word (phrase) of everyday
language, or more complex lexico -grammatical and semantic structures, or nonverbal-subjective image, or action”. It states that the “concept” is an object from the
“ideal” world which has the name and reflects the people’s cultural understanding
of real world. The concept describes typical situations of culture and is the subject
of cultural science studies.
According to Y. Stepanov the “concept” is “a basic cultural cell in the mental world
of a man” (Y. Stepanov 2007, p. 248). The concept is a mental structure that
represents the knowledge of an individual about a particular segment of the world.
Being a part of the ‘picture of the world’, the concept reflects the value focus of both
the individual person and the whole language community. It implies that the concept
may include such important features as well as the individual characteristics of
native speakers. Analyzing the concept from the cultural point of view, it should be
borne in mind that the content of the concept will remain within the frame of
particular culture and epoch.
●
Representatives of the second approach propose to consider the concept as
linguo-cognitive phenomenon. The concept is the information about what an
individual knows, suggests, thinks, imagines about the objects of our world.
The notion of “concept” corresponds to those notion, which a man operates in the
process of thinking and the senses which reflect the content of experience and
9
knowledge, the content of results of all human activities and the learning processes
of the world in the form of some “quanta” of knowledge. A concept is a kind of
algebraic expression of meaning, which a man operates in his written speech.
V. Nezorniak states that the “concept” is a remarkable image abstracted in a word
and reflecting a fragment of the national picture of the world (V. Nezorniak 1998, p.
80). According to the linguo-cognitive understanding the relation of the concept is
related with verbal means of expression. Language does not form concepts, but
serves as a means of the exchange of them and for the discussion in the process of
communication.
The concepts exist in the mentality of an individual, thus, to communicate they have
to be verbalized, that is, to be expressed by language means. In the language the
concept can be verbalized both by individual words and phrases and by sentences
and the whole texts, which determines the concept. The choice of the verbal form
depends on the personal meaning, mental representation and the internal lexicon of
the speaker, which are interconnected.
The understanding of the concept as an operative unit is a way and the result of
quantitative assessment and classification of knowledge. This is because the object
of the concept is the mental entity, which formation is determined by the form of
abstraction, and the model of which is specified by the concept, which not only
describes the object but also creates it.
Thus, it is obvious that the study of concepts in all its aspects is one of the important
research directions in linguistics in recent years. The particular interest is the
analysis of the structure of the concept.
According to Y. Stepanov concept has a “layered” structure, and its ‘layer’ is the
result of the cultural life of different eras. The particular structure of the concept
includes the main feature, an additional (passive, historical) features and the inner
form. The inner form, as the etymological criterion is a foundation on which all the
other layers of meaning are built (Y. Stepanov 2007, p. 248).
There are other points of view on the structure of the concept. G. Slyshkin and V.
Karasik proposed to consider the cultural concept as a multidimensional meaningful
10
construct, where the notional, figurative and value sides are distinguished. The
notional aspect of a concept is the linguistic fixation of a concept, its name,
description, feature structure, definition, and comparative characteristics of this
concept in relation to other groups of concepts. The imagery side of a concept is its
visual, auditory, tactile, taste characteristics of objects, events, events which in one
form or another are reflected in our consciousness. The value side of a concept
specifies the importance of educational process, both for an individual and for a team
(G. Slyshkin, V. Karasik 2001, p. 75 – 80).
The scholars consider the ‘concept’ as a multidimensional mental unit where the
evaluative element predominates. The concept groups around some “strong” point
of consciousness, from which associative vectors diverge. Most relevant
associations to native speakers constitute the core of the concept, the less significant
– the periphery.
According to linguists, the ‘concept’ has not any clear boundaries, while receding
from the nucleus the associations are gradual fading. The core language or linguistics
is called ‘the concept’. The concept appears in the consciousness by using the
language units. The admittances to the concept may belong to different levels of
language: the same concept lexemes, idioms, collocations, and sentences, and texts.
The scholars identify four zones in the structure of the concept:
●
the main (intra-zone, extra-zone) and
●
the additional zones, that is, quasi-zone, quasi-extra-zone.
The Intra-zone, it is the features of a concept reflecting their own denotatum; the
extra-zone includes features derived from the direct and indirect meanings. The
quasi-intra-zone and the quasi-extra-zone are connected by the formal associations,
resulting from the harmony of the concept name with other words, using
euphemisms etc.
V. Evans suggested that the concepts internally are organized by the field feature
and include a sensual image, informational content and interpretative field (V. Evans
2009, p. 10).
11
The sensual image in the structure of the concept is formed by perceptual cognitive
features. These features arise in the native speakers’ minds reflecting the
environment through the organs of senses. Figurative features form a metaphorical
interpretation of objects and phenomena. The structure of the concept is formed by
the cognitive classifiers and is merged with cognitive features which vary in the
degree of brightness in the minds.
The informational content of the concept consists of a minimum amount of
cognitive features that determine the most important and distinguishing features of
an object or phenomenon.
The interpretative field includes cognitive features, which interpret the
informational content of the concept. A distinctive feature of the interpretive field is
the presence of cognitive symptoms conflicting with one another. The structure of a
concept can be described only when its content is defined and described, that is, the
cognitive features of the concept are revealed. In a broader sense, the structure of
the concept can be represented as a circle. The basic notion – the core of the concept
– is in the centre of the structure, and at the periphery stays everything that is added
by culture, traditions and people’s personal experiences.
12
1.1. Linguo-cultural concepts as a part of national culture
The linguistics of 21st Century is a dynamic science with many branches, new
approaches to the study of linguistic material. One of these new ways is a cognitive
research. Their nomination in linguistics as the humanities has contributed that the
analysis of language cannot be limited to the study of language system that exists
independently. Therefore, the cognitive research is conducted with the involvement
of these several sciences. The main cognitive-oriented disciplines include linguistics
and cognitive linguistics.
Traditionally distinguish two main approaches to the consideration and study of
complex concepts as mental entities - the cognitive and linguo-cultural. It depends
on what science considers under the concept of cognitive science. For example, if
the study is closely related to the cultural studies, such an approach can be
linguistics, and if this study is close to the neuroscientist, it has a cognitive feature.
In cognitive feature the ‘concept’ approaches as a "quantum" of learning the world,
a unit of the mental lexicon, encompassing the whole communicatively meaningful
information. The proponents of linguistic and cultural approaches focus on the
‘concept’ as a mental formation, as a part of the whole concept sphere (the set of
concepts), a fragment of the ‘picture of the world’. This establishes the importance
of a particular subject sphere (conceptual domain) for a social practice, detailing
items in this way, a plurality of clarifying, comparison, contrast, evaluate, stylistic
differentiation, fixation in the lexical and phraseological semantics and
Paremiology.
The analysis of the definitions of the concept in cognitive and linguo-cultural
perspectives, as well as a comparison and synthesis of information about the concept
suggests that, with all the ambiguity of interpretation of the term "concept" the
authors agree on one thing – the recognition of this phenomenon is structurally and
graphically organized the knowledge or a society (as a separate linguistic identity)
of any appearance of a spiritual or material culture, realized in the different levels
and different order of linguistic signs related to each other. Therefore, this offers a
13
definition more fully disclose all aspects of the phenomenon: the concept – is a
complex structural formation with perfect feature, which is formed in the peoples’
minds, and reflects the results of the knowledge of reality, particular ‘picture of the
world’ and culture of ethnic and was embodiment in the language.
The structure of the concept in linguo-cultural context consists of conceptual,
figurative and value components (S. Vorkachev, V. Karasik, N. Petelina, etc.).
The Conceptual aspect of the concept is the definitive description of its components
and specifying these components characteristics (N. Petelina 2001, p.11).
The Figurative components are non-verbal (V. Karasik, G. Slyshkin 2001, p.11). At
the mention of the word seems to work is a subject or a certain machine, performing
certain actions in order to achieve any result in a material or intellectual product this is the way of work. In addition, in every language, there are stereotypes of
working actors, for example, in Germany - the image of the hardworking and
meticulous German.
The Value features of the concept reflected in the semantics of lexical items and
phraseology. For example, a unit of phraseology – By doing nothing we learn to do
ill. Never put off till tomorrow what you can do today – to show the value of the
British, where labor is encouraged and discouraged idleness. Also, the estimated
characteristic analysis revealed predicatives, consumed with the noun work: work is
hard / harassing / difficult / stern / dangerous / dull / dreary / melancholy / tiresome
/ monotonous / important; and circumstances of manner, combined with the verb to
work: work without ceasing / day and night / wholeheartedly / frantically / extremely
hard / industriously / tirelessly. The examples above clearly show the attitude of
people to work: for all its severity, they work tirelessly.
From all classifications the most adequate analysis of the objectives of the concepts
is Cognitive Classification (representing the concept in the form of diagrams,
pictures, concepts, frame, script, etc.), as it helps fully reveal the core of the concept.
As the concept is a cogitative complex, which is in the process of mental activity,
has actualizing its conceptual or frame-based level, or a schematic or representation,
or various combinations of these conceptual entities (Z. Popova, I. Sternin 2003, p.
14
191), the phenomenon of the ‘concept’, from the chosen classification, is, and the
frame, and the script, i.e ‘frame-based scenario’. The concept can be considered as
a frame, because it appears as a cognitive structure in which are packaged the
knowledge, filling the content of the concept. The validity of the concept
classification to the frame-based scenario consists in its feature character, i.e., a clear
sequence of episodes, based on the fact that the phenomenon ‘concept’ does not exist
in isolation, but involves more the presence of the subject, the result of activity etc.
Thus, the concepts are considered as a ‘framing scenario’, as there is actualized the
process and the situation that is represented by the following scheme:
SubjectResult
Process
Fig. 1
From the diagram, this ‘frame-script’ presents three components: the "subject", the
"process" and the "result". Each concept has a base layer (and if it is complex, it also
has the periphery), the concepts also contain a core and peri-nuclear parts (I. Sternin
2001, p. 58). Simplified all the above can be represented in the second scheme (Fig.
2).
Periphery
CORE
Valuable
component
Figurative
component
Co
nce
ptu
al
co
mp
une
nt
15
As a result of research from both these classifications it was obtained the dividing
components to the possibility of "subject", "process" and "result" at the core and
periphery in the cognitive approach, where the conceptual and figurative elements
(representing linguo-cultural point of view) are consistent with the core concept and
value characteristics represent its periphery. All this allows considering the
‘concepts’ as a complex.
A word-representant of concepts in the English language is a lexical unit of these
concepts, as they represent the most common concept. This overview confirms the
lexicographical sources, which give a picture of the representation considered
synonymous concepts (APCC, NARCT, MWCT, and WNDS). In addition, the
‘concept’ is a dominant synonymous numbers of words, explicated the concept
under consideration in the English and Ukrainian languages.
The forms of linguistic explication of the concept can be:
1)
lexeme,
2)
various phraseological approaches (idioms, paremias, aphorisms, etc.), and
3)
the whole text.
According
to
M.
Sholokhov,
"...
in
any
form
of
language
creativity of the nation with such force and so many facets has not seen its mind, is
not deposited its national history, social structure, life, philosophy, as in proverbs."
(M. Sholokhov, quote from Seminary). This thought emphasizes also M. Dubrovin,
"The wisdom and spirit of the nation clearly manifested in its quotations and
proverbs, and knowledge of proverbs and sayings of a nation is not only contributes
to better knowledge of the language, but also better understanding of the mentality
and nature of the people. " (M. Dubrovin, 1; 103).
At the present the foreign language plays a significant role in providing the adequate
conditions for the formation of current level of knowledge of the ‘picture of the
world’ and the integration of the individual into the world and national cultures. The
concepts are the part of the culture of a nation / nations – the native speakers, and
means for transmitting it to others.
16
The concepts offer direct access to the vast spiritual wealth of the nation; they are
the "extra window" into the world, an important means of understanding and
interaction between people. Proverbs and sayings are the linguistic material which
increases students' interest in foreign language, develop their linguistic intuition, and
lay the habit of thinking linguistic concepts. The high motivating potential of these
verbal units is explained by two factors:
1.
The simplicity and humorous form stable expression correspond capacious,
deep content. In order to penetrate have to "find the right key".
Eat with pleasure, drink with measure - Їж вволю, а пий в міру
(Brt. Proverb)
2.
Idioms
My home is my castle – Мій дім - моя фортеця
(Brt. Proverb)
The concepts promote understanding of mentality and national character
of native speakers.
The study of concepts that reflect the national characteristics of the country of
target language, contribute to:
●
increase the motivation to learning a foreign language;
●
profound mastering the knowledge system;
●
the removal of cultural barriers;
●
enrichment of communicative repertory for verbal of intercultural
communication with native speakers and facilitate occurrence into the space of this
culture, comprehension of its values and ideals.
By studying the concepts we explore the culture of the native country and
countries
studied
language,
we
notice
ourselves
as
a
part
of
one
big and rich cultural entire. The study of concepts helps to get in touch with that part
of being, which meant defined reasons are understood only by native speakers.
17
1.2. Methods of linguo-cultural verbalization of concepts in different types of
discourse
The relations between language and culture have been the focus of linguists and
researchers. However, in the end of last century the interest in the study of
"linguistics" particularly has increased. In certain interest in the study of culture and
language was the emergence of science as ethnolinguistics, cultural studies, and a
linguistics.
The first person who maintained that the most important role of language among the
manifestations of culture, was W. von Humboldt. He systematized the idea of
language as a ‘picture of the world’, initiating numerous theories about the
relationship of culture and language. The most interesting of them is a theory
(hypothesis) of linguistic relativity. [17, p. 39-43]
Linguistic relativity is a central concept ethnolinguistics, the branch of linguistics
that studies language in its relationship with culture. A key thesis of the theory of
linguistic relativity is a provision that exist in the mind of concepts and,
consequently, the features of its thinking are defined in the language of native
speaker. This theory states that mental picture may change under the influence of
linguistic and cultural systems and to lead to differences of these images in various
media linguoculturems [16].
The founder of the theory of linguistic determinism (relativity) is traditionally
considered anthropologist F. Baosa. His writings have been nominated the following
provisions:
●
Unable to understand culture without access to its language and its study of
linguistic systems.
●
Each investigated culture should be understood in its own terms, not in the
coordinate system of the researcher.
More the theory of cultural relativity has developed E. Sapir and B. Whorf. Both
researchers of different language mean leading to a different picture of the world
and, thus, different realities between which do not fit under component-wise.
According to E. Sapir: "The worlds in which different societies live are distinct
18
worlds, not merely the same world with different labels attached ..." (Світи, в яких
живуть різні спільноти, є різними світами, а зовсім не одним і тим же світом,
до якому прикладаються різні ярлики) (E. Sapir. 1927, quote from Seminary)
Further development of the cultural orientation of linguistic knowledge has led to
cultural linguistics 1 (term H. Palmer), whose aim was the definition of cultural
value components, and research demonstrations of culture in language units and
structures. Culture in varying degrees necessarily manifested in grammar,
vocabulary and discourse. Thus, in one of the languages of North American Indians
in the verb necessarily expressed grammatical category evident or certification: verb
suffix is provided, which shows whether the heralds of a witness, described to the
verb, or learned about it from foreign words. Thus, the "picture of the world" of
native speakers emphasis on sources of information.
For a more complete understanding of the mechanisms of reflected in the language
culture and of linguo-cultural research is necessary to define basic concepts, which
operates Culturological linguistics (linguo-culturems, language world, conceptual,
concept, linguo-cultural concept), and the consideration of connections between
them.
From the perspective of linguistics can be described a set linguo-culturems linguistic
units, facilities and structures that reflect the particular culture of a particular
linguistic community (as it produce Russian, Czech, English, etc. linguo-culturems).
For all units of linguistics the typical reproducibility in discursive practices,
including language signs are fixed and stable image - semantic structure.
Another basic concept is the cultural studies of language picture of the world. On
the basis of definitions of Y. Apresyan, V. Telia and L. Vorotnikova can be described
the language picture of the world, as a form of a product of consciousness, or fixation
the national cultural heritage, which is realized by the interaction of thinking, reality
and language.
As the main structural units of the language picture of the world are concepts, the
alternative type to the term the "language picture of the world" can be considered
the conceptual concepts of the language (S. Likhachev 1997, p. 281). Conceptual –
19
a set of concepts that make up the outlook of native speaker. Based on the conceptual
combination of the individual, S. Likhachev came to national conceptual concept of
the language, and claimed that "richer whole culture of the nation – is by its
literature, folklore, science and art" (S. Likhachev 1997, p. 285).
Nowadays there are a lot of different definitions of the ‘concept’ and the research on
the analysis of existing definitions.
Systemized different definitions of the concept, S. Yultimirova identify three main
approaches to understanding the concept:
●
linguistic,
●
cognitive,
●
cultural
In the linguistic approach the representatives understand the concept as the full
potential of the word with its connotative element (S. Askoldova, D. Likhachova, V.
Kolesov, V. Telia).
In the cognitive approach the representatives understand the nature of the concept,
refer it to the phenomena of mental character (Z. D. Popova, I. A. Sternin).
The representatives of the cultural approach in the consideration of the concept
much attention is paid to Cultural Aspects. In their view, the whole culture is
understood as a set of concepts and relations between them. The concept is
interpreted by them as a major center of culture in the mental world of man (Y.
Stepanov, H. Slyshkin).
In the widest meaning among the concepts included lexemes which values as a part
of a national language consciousness and form the "picture of the world" of native
speakers. All these concepts form the conceptual language in which is concentrated
the culture of the nation. Among these concepts gets any lexical unit, within the
meaning of a visible way (form) semantic representation.
In a more narrow meaning the concepts include semantic learning in linguo-cultural
specific of native speakers and characterize a particular ethnic culture. All these
concepts do not form a concept sphere as no one integrated and structured semantic
space, but it is a part of the conceptual area.
20
Concept is culturally marked oriented semantic unit, is the product of collective
thinking, which is stored in the minds of linguistics, identity and objectify a number
of linguistic resources.
In the process of learning about the surrounding reality is generalized to the level of
concept. As a ‘concept’ is stored in the mind of the individual and its objectification
occurs by using reduction of a complex mental education to the simplified concrete
meaning in every act of intercourse and categories. Directly, linguo-cultural concept
differs from other mental units (including the concept in cognitive terms)
accentuation value component.
The reason for the selection linguo-cuultural concepts can be considered
systematically in the study of O. Ipanova criteria: high-concept behalf, linguocultural markedness, ideological orientation, nominative density, etymologically
memory, etc.
In this way, the ‘concept’ becomes as a linguo-cultural or national element, if the
component
values
expressed
in
its
structure.
Along with the concepts and special cultural concepts as units of cultural studies of
language are offered by such terms as lohoepistema, linguaculturem, dominant
values, case names, etc.
The main approaches to the methods and classification of linguo-cultural
concepts.
At the core of concepts classification is to specify linguo-cultural concept and to
facilitate the process of description of the specific concepts using the reference to
any type or classification of the group.
The classification of concepts can be divided into several groups:
1.
The semantic classification. These classifications consider the concepts from
the perspective of the scope of their use, focusing on semantic meaning. The
philosophical categories (time, space, cause, change, movement), and social-cultural
categories (freedom, law, justice, labor, wealth, property).
2.
The classification of concepts based on their expression and function in
language.
21
Analyzing the dynamics of linguistic objectification of linguo-cultural concepts,
they can be divided into:
●
stable - having secured them means of verbalization, and
●
unstable, deeply personal, seldom in language objected.
The classification of linguo-cultural concepts, which is based on semantic and
structural basis. In this case, the concepts are divided into lexical and phraseological.
Among the lexical concepts identified the following types:
●
Mental images (chamomile, cock, death, devil)
●
Concept scheme - the words of "space" value (river, road, tree)
●
Concept hyperonims reflect hypo-hyperonims communication vocabulary
(shoes: slippers, boots, sandals)
●
Concept frames relate to certain situations or manner of the situation (market,
hospital, museum);
●
Concepts of scripts implemented in the idea of (a fight, lecture)
●
Concept insight contain information about the structure, function object
(umbrella, drum, scissors);
●
Caleidoscopical concepts "represent abstract concepts names, social
orientation (debt, honesty, conscience)."
There are also examples of functional-sociological (individual Micro-group, Macrogroup, ethnic, civilized, universal concepts), structural (one-level, multi-segmental
concepts) and other classification of linguo-cultural concepts, which presence
confirms the inhomogeneity of linguo-cultural concepts and complexity of their
research.
The methods of verbalization of the concepts are considered in the operation,
substantial structural terms of concepts and dynamic of their existence, highlighting
the following characteristics of linguo-cultural concepts:
●
complexity of existence (the linguo-cultural concept is the projection of
elements of culture that is stored in the mind, presented in the language);
●
mental nature, multidimensionality;
22
●
valuable (the center of concept is always a value, because the concept is the
research of culture);
●
convention and vagueness, variability;
●
limited by the mind of bearer;
●
three component (a valuable factual and figurative elements);poly-
classification, etc.
There are different terms to describe the concept in linguistic expression: language
appeal, the entrance to the concept, as objectification or representation of the concept
in the language.
Verbal representation of the concept is at different levels of language and based
through the whole paradigm. It can be:
●
lexemes and phraseologisms,
●
available expression,
●
structural and positional schemes, which are typical syntactic concepts, and
●
texts and a set of texts (explication or discussion of complex, abstract or
individual author concepts).
For example, to activate in the minds of Russian language speaker the concept
'alcohol' can be used not only with lexeme "alcohol" but also: "binge", "fire water",
"strong drinks", "an aperitif", etc. The same concept can appeal paralinguistic
means: the gesture by clicking with fingers on the throat.
The example for objectifying the concepts is used morphemes (diminutive suffixendearment - the concept of "tenderness") or word forms (verb form of "put" - the
concept is "illiteracy").
As a substantive component of the linguo-cultural concept the linguistic expression
provides the access to the study of the concepts, their specificity and function. The
analysis of verbal, conceptual, the objectifying and subject-shaped component of the
concept, it allows fully describe a particular concept, its place in linguo-culturems
and in the consciousness of native speakers.
23
The methods of verbalization of the linguo-cultural concepts can be done at all levels
of language (including extra-linguistic appeals). Most entrances to the concept are
carried out by means of vocabulary and phraseology.
24
2. Discourse variety of the concept WORK
The description of the particular linguo-cultural concept is a result of applied theory
research devoted to linguo-cultural concepts.
The amount of semantic options, under which can be study the concept, includes:
●
conceptual,
●
figurative,
●
value,
●
behavioral,
●
cultural and
●
etymological
Each "measurement" can be preferred in the research.
The main features of the concept in cultural and linguistic research, by using a
comprehensive study of the concept are presented in the following models:
1.
the model of interacting methods of cognition;
2.
the model of associative language units and values;
3.
the model of multilevel language implementation
The model of interacting methods of cognition is based on three-component
structure of the concept (conceptual, figurative and valued components). The
research of the concept can be brought to a consistent description of each component
of its structure. In the valuable component parts there are:
●
the estimation (a valuational aspect the denoted in behalf of the concept) and
●
the relevance (discovered during analysis of frequency and productivity of
inputs in concept).
Conceptual component includes:
1.
everyday life knowledge (definitions of words);
2.
elements of scientific knowledge and erudition;
3.
stereotyped and prototypal structure.
Figurative component is represented: internal forms of linguistic units and images
made by the author or case-law folklore texts.
25
The consideration of the concept under the model of associative language units and
values is the analysis of the interaction concept as a system to other concepts, where
a set of login concept is intra-zone, and a set of outputs – extra-zone (portable and
phraseological meanings, and corresponding to them associative relations). The
model involves the review of complex associative links to which is involved a
specific concept.
In the model of multilevel language implementation is presented the analysis of the
concept core, which includes a selection of words, which represent the semantic
analysis of the concept behalf, synonyms, similarity, antonyms of the core lexeme;
the search of selected sememe in other language representations, and to identify
ways of categorizing conceptual phenomena, etc.
In the research of linguo-cultural concept «Work» is used the complex of methods
and models to discover the difference between components and conceptual features
of the selected concept.
The investigation and the description of such a multidimensional and multilayered
structure as linguo-cultural concept involve various aspects.
The concept ‘Work’ bases its endeavors on a three-dimensional:
●
an opportunity and purpose for the development;
●
a service to the community and for the common good;
●
a responsible interaction with the creation.
The complex structure of the concept can be found through the analysis of linguistic
means of representation methods semantic-cognitive and cultural, linguistic
analysis. The main purpose of this analysis - describe the structure of the concept,
its linguo-cultural specificity and to make conclusions about its relevance for the
specific language world linguo-cultural community. The cores postulate of cognitive
linguistics that concept as a mental unit can be described through analysis of its
linguistic objectification.
The concept WORK is a kaleidoscopic multi-concept of sustainable means of
objectifying language. For its consideration of the concept of linguistic
representation used lexemes: work (concept name), job and occupation.
26
Analyzing the linguo-cultural concept in the framework of associative links, the
intra-zone of concept WORK is extremely widely distributed. The concept involved
in these associative links as:
●
part of speech:
Noun
She checked several points needing further work
A lot of people are out of work
Work equals force times distance
Verb
I will work hard to improve my grades
She worked hard for better living conditions for the poor
This unpleasant situation isn't going to work itself out
●
domain
Noun
⮚
Action;
⮚
Achievement
The works of bloody Mars
⮚
Works (in the plural)
Walls, trenches and the like, made for fortifications
⮚
In theology, moral duties or external performances
To set to work, to set on work, to employ; to engage in any business
Verb
⮚
In a general sense, to move, or to move one way and the other; to perform; as
in popular language it is said,
A mill or machine works well
⮚
To labor; to be occupied in performing manual labor, whether severe or
moderate
One man works better than another; one man works hare; another works lazily
⮚
To operate; to carry on business; to be customarily engaged or employed in
27
Some work in the mines, others in the loom, others at the anvil. They that work in
fine flax. (Isaiah 19)
⮚
To influence by acting upon; to manage; to lead
An work your royal father to his ruin
⮚
To expend in any work, as materials
They have worked up all the stock
To work into, to make way, or to insinuate;
To work ones self into favor or confidence
●
expressions
⮚
At work/ On the job
Had been at work for over an hour before her boss arrived
⮚
Labor
Accident occurring on the way to and from work and which may result in death or
personal injury
⮚
Assessment work
The annual or biennial work performed on a mining claim, after claim location and
before patent, to benefit or develop the claim and to protect it from relocation by
third parties
The concept ‘work’ includes a number of components. On the basis of
phraseological units are the following semantic groups:
1.
'the intensity of work and a large amount. "A sign of intensity and large
amount of work is actualized in the phraseological units with componentanimalism 'ox', 'horse', 'donkey' – to work (to labor, to work hard) like a horse. The
object names used in the comparison plow cattle. These idioms have complete
equivalents in Ukrainian: роботи (трудитися, гарувати), як бик, кінь, як дикий
осел. In the sense of 'a lot of work' is also used idiom to work for two, which, like
idioms with the comparative structure, saves the transparent inner form. English
sample has its analogue in the Ukrainian language – працювати за двох. A sign of
diligence and energy in working is inherent in the implementation of phraseological
28
unit – to work (to labor) with rolled up sleeves and Ukrainian analogue –
працювати (трудитися) закотивши рукави (Handbook of phraseology). The
value
'to
work
with
great
diligence'
also
implements
the
idiom to work hard. In the Ukrainian language it corresponds to – працювати в
поті чола.
2.
'the implementation of a heavy, dull work'. For a given semantic group
includes the idiom to pull a strap. In phraseological fund of the Ukrainian language
can be chosen expression тягнути лямку.
3.
'the negligent implementation of work '. A sign of bad quality of work
assigned in phraseology to work a slipshod manner and to do something anyhow.
Phraseological idiom to work in a slipshod manner is the opposite to work with
rolled up sleeves. In the Ukrainian language, a sign of negligent implementation of
work is reflected in phraseologisms працювати абияк та робити що-небудь тяпляп (тяп та ляп). To 'do something anyhow, to work in a hurry' is also used idiom
робити щось лівою ногою (п'ятою).
4.
'the appropriation of the results of others' labor'. Phraseological units,
such as to wringer all in Ukrainian вичавлювати соки з кого-небудь,
висмоктувати кров з кого-небудь, express the value of 'brutally exploit
somebody'. These examples provide a figurative representation of the unfair use of
the labor of others to someones advantage.
5.
'the senseless process of working’. An illustrative feature of the concept
‘work’ is a sign of the usefulness of the done work. The senseless process of working
is figuratively reflected in phraseologisms in English such as to catch the wind in a
net and in Ukrainian переливати з пустого в порожнє, возити воду в колодязь,
возити дрова в ліс, решетом носити воду, товкти воду (в ступі). They are
based on everyday household activities such as carrying water in buckets and
pounding grain in a mortar.
6.
'a lack of willingness to work hard, stay in inactivity’. The value of 'doing
nothing, being in a position in which it is impossible to work' is reflected in the
English phraseologisms, such as sit on one's hands, let the grass grow under one's
29
feet, lie (rest) on one's (the) oars, do nothing, fiddle away one's time, sit (stand)
without doing a stroke /without lifting a finger in Ukrainian analogues are сидіти
(чекати) склавши руки, лежати на боці, лежати на печі (та їсти калачі). The
semantic group 'a lack of willingness to work hard, stay in inactivity' can be
perceived not only as a component of the concept ‘work’, but also as a separate
concept, which is in opposed to the concept ‘work’.
Comparing the English and Ukrainian phraseological verbalized concept ‘work’,
there
are
many
similar
expressions,
which
is
an
indication
significant community perception of the world bearers of the two linguistic patterns
of the world. As in Ukrainian and in English are actualized the same characteristics
('intensity', 'duration', 'quality', 'appropriateness'), the same values that can be
considered universal.
The variation of the concept WORK is based on the recognition of the principle of
multi-variant and pluricausal effects of reality and the relativity of concepts,
suggesting that the same mental education can actualize and form from the existing
concept of cognitive attributes, consistent with the objectives and terms of a specific
type of discourse.
The means of verbalization the concept WORK involve classic (s) and nonclassical
(free, phraseological word combination with associated meaning and idioms)
nomination that convey culturally specific understanding of the working process in
the language of consciousness linguo-cultural society. The classic lexical means of
verbalization of the concept WORK divided into descriptive and pragmatically
oriented.
30
2.1.The actualization of the linguo-cultural concept WORK and Labor
The concepts are ideologies which define the operative dynamics of a century,
human advancement, societal evolution and revolution. The concept of WORK and
Labor helps to differentiate between both.
The concept WORK states, "Work is the process of mental conception, analysis and
completion of a project with its implementation dynamics". Thus, work is not a
physical exercise but a mental exercise. Men who work don't sweat, the reason is
because it is completed what it has to be done in the mind before engaging the hands.
This implies that productivity is equal to 95% mental exercise plus 5% hand work.
This is the most efficient mathematics for hyper productivity. For an individual to
engage in work, such must invest to develop someone’s mind. One's quality of mind
determines one's quality of work.
The man who is seen is the mind you don't see, for where the mind goes the man
follows. The Africans are cursed with labor because they have refused to think.
When one stops thinking he starts stinking.
When one develops his mind through the process of acquiring positive and quality
knowledge, the four faculties of the mind get into full activity with creativity and
productivity as the after effect.
There is no society can develop without workers. Workers are not laborers but
"hyper resourceful technocrats". The men whose minds are active and can provide
information and ideas for productive results.
The effect of work:
●
Creativity: Work results in creativity. Creativity is the ability of the mind to
ascend into that which has never existed, through the effective functioning of the
four faculties of the mind, creative, thinking, imaginative and reasoning faculties.
Through creativity an individual can express his unique mind quality as intelligence
and ideas for productivity.
31
●
Productivity: Productivity is the expression of creativity as inventions,
innovations and creations. The industrial revolution in history was an expression of
creativity as productivity.
●
Human and environmental impact: Work is measured by its human and
environmental impact and not on activity. When men truly work things change for
the best. Work is not punishment but an opportunity for one to express his potential
for productive results. God worked for six days and redefined the physical
environment and humanity. It's time that is stopped measuring the work effort based
on activities but on its impact on humanity and the environment.
Any work effort which does not enhance human quality and the environment is mere
activity and labor. With work humanity can make life worth living.
The Concept Labor: is the first curse the fall of man brought. God said to man, he
will eat from his sweat. Labor is physical activities without mental input. This
demand for much physical energy with low productivity.
The 80% of the world's population are labor. Only 20% work. That is, only 20% of
people engage their minds for creative knowledge and ideas which reduce physical
stress but enhances productivity.
One of the greatest breakthroughs most developing societies need is the
transformation of the system of operation from labor to work. For this to be achieved
much effort has to be made to develop the minds of citizens for creative knowledge
and ideas.
Labor Day celebrations should be changed to Workers Day celebrations, where the
importance of work over labor has to be emphasized.
The effects of Labor:
●
Poverty: This is not a lack of money or material things. Poverty is a mental
problem. Poverty is the evidence of mental dormancy and unproductivity. All that
man needs exists in the mind as intelligence, creative ideas etc. It takes mental
exercise to transform intelligence and creative ideas to wealth. Labor increases
poverty, work reduces poverty.
32
●
High mortality rate: Labor is physical activities minus mental input. Labor
places great stress on the human body which results in high mortality. Societies
where people labor are societies with high mortality rates.
●
Low productivity: Labor has a negative impact on productivity. Societies with
more underdeveloped individuals will always experience low productivity in all
areas.
For interpretation the meaning of language units, which represent the concept
WORK in a modern English discourse are relevant to these domains, interconnected
complex hierarchical relationships: MAN; HUMAN ACTIVITY; THE CONTENT
OF
ACTIVITIES
(mental
or
physical
effort
to
achieve
/ Product / results); THE SCOPE OF ACTIVITY (legally regulated
/ Is not legally regulated); THE MEMBERS OF ACTIVITY(subjects, objects); THE
REASONS / THE AID OF SUBJECTS OF WORK (the actual need to satisfy needs
for self-expression, obtaining financial compensation, some experience and others);
THE RESULT / THE PRODUCT OF SUBJECTS OF WORK (tangible and
intangible benefits); THE MEANS OF SUBJECTS OF WORK (choice and use
reasonable means, for example: tools, technologies, methods, etc.).
The work is the basis for human existence and the main core of the history of society
and nature as it is the source of all wealth and values of human culture. In addition,
work is the basis for the existence of any society in the sense that all social relations,
and the first economic relations consist in work or about work and its results.
The 21st century civilization will be relative to work and not labors. Nothing works
like work; it takes work to have worth. "Work is the process of mental conception,
analysis and completion of a project with its implementation dynamics".
33
2.2. The concept of WORK and Reward
R
E
W
A
R
D
WORK
In the most general meaning, the degree of "work" an individual puts forth is
equivalent to the "reward" they receive; “as I work harder, the reward I receive
increases”, “The more I study, the higher my grade”.
There are two factors that motivate people to do work:
●
Possibility for future satisfaction
●
The avoidance of future dissatisfaction
The happiest workers are the ones who work for the satisfaction of the reward.
Nevertheless, working to avoid dissatisfaction can be equally motivating. After all,
spend time and money having cars inspected in order to avoid having an inspection
violation in the future.
A Distorted Perception of Work and Reward
It is interesting to consider when the correlation between work and reward is not
maintained. An ordinary example, of course, would be being rejected by someone is
trying to be impressed, or even finding a $5 bill on the ground. In both examples,
the level of work that is applied did not correlate with the reward. When these
instances are trivial and infrequent, they are normally insignificant.
R
E
W
A
R
D
WORK
34
Now, if an envelope with $500 dollars spontaneously appeared on someone's
doorstep every morning, the perception of work and reward may become distorted
over time. They will eventually quit their job and learn to rely on the $500 dollars a
day as their main source of income. Until, suddenly, the envelope ceases to appear,
and they are forced to find a job, again. The subsequent hours spent working at their
new job is for the avoidance of the dissatisfaction of having no money. Their first
earned paycheck will result in no real satisfaction, as their past experience had taught
them that there should be no work associated with receiving money.
R
E
W
A
R
D
WORK
The prior example demonstrates a large reward being given in exchange for no work.
It may also occur that large amounts of work result in little to no reward. For
example:
I might try as hard as I can to impress somebody, but because I am the ugliest
person in the world, I may never be successful. In effect, I would become very
discouraged over time, and eventually give up altogether. In this case, the work of
impressing potential mates was reward-less work.
When a person’s experience tells them that little work results in large rewards, the
person is relatively content as long as that disproportion maintains. If forced into a
normal environment where the relationship between work and reward is
proportional, the person will become discontent.
Although a high reward, low work scenario may seem ideal, it is the most volatile
and undesirable. A balanced perception of work and reward, where the degree of
work put forth equals that of the reward, and where the majority of work put forth is
35
for satisfaction rather than the avoidance of dissatisfaction, results in the most
balanced and predictable scenario.
Unfortunately, uncontrollable factors cause the work/reward balance to become
disproportionate, to varying degrees. When this occurs, it is important that it does
not consume.
As people understand under “labor” – the first and foremost is work, it should be
noted about the bad work (it is about hired labor).
As a result, it can be concluded that in humans age-related characteristics do not
impose a significant imprint on the prototype of the very bad work. Relevant are the
social characteristics. For people with low social status of the prototype of the worst
can be admitted the physical, dirty, monotonous work of an employee with a strong
command early in the career. For people with a relatively high position, who do not
work in physical labor, the worst job has the prototypical features, such as: the
monotony, there is a problem in the team.
36
2.3. The reasons of discourse variety of linguo-cultural concept WORK
The "picture of the world" is conceived as a global form of the world, thesaurus
scripts, schemas, frames and other structures of the knowledge of common
situations. The "world model" is presented as the result of subjective interpretation
of the national consciousness of the world. The subjectivity of the "world model" of
the nation is conditional; it includes knowledge of a particular type, conventionally
called "subjective": the values and their hierarchies, and other constructs that
generalize the experience of the individual and society. An important component of
the "world model" of every nation is the knowledge that is associated with difficulty
with work activities. Work – is not only political and economic but also the moral,
philosophical category. By importance of the concept “work”, in its estimation in
society, can largely be judged on the ideals of society, its sense of life. Work as a
component of the value of the world picture is also the value of any nation.
The Value part of the “picture of the world” stands as a part of the "world model",
which reflects the nation's identity, historically mutating in the process of group
reflection on the relevant value of natural conditions, social and spiritual life of man.
The idealized "world model" includes not all components and options of the natural
world, it is estimated only what is needed (physically and spiritually) person and
Humanity.
The attitude to work as a basic value of the nation is determined by two groups of
factors:
●
the functional categorization, that is formed in the process of direct experience
of the individual, due to need-motivational sphere of human, and
●
the communicative (discourse) activity in which the "world model" is
interpreted infinitely. The discursive activity (discourse) refers to certain temporal
and chronological scope of the general process of using language, and due to specific
types of social activity of people that pursues specific goals and objectives, and
proceeding in fixed conditions, both in terms of overall socio-cultural and specific
individual components of its implementation and instantiation.
37
The language as an instrument of culture and the fact of the nation is a stabilization
of the "world model" and fill its values. It reflects the values and ideals of the nation,
recorded its vocabulary and grammar in language. Under the conditions of a certain
type of discourse, pursuing specific goals and objectives, that are forced to revise
the content of the cognitive structures of discourse, thus providing a "redraw" in the
"model of the world".
The value is on the basis of assessing phenomena in reality. The process of forming
estimated meanings associated with the processes of: categorization and
conceptualization. Conditionally produce two types of categorization: the natural
and estimated (functional, interpretive, Modus). Estimated categorization is the
mental correlate of the object with a certain axiological scale. The difference
between the two types of categorization is that they are based on different ways of
perceiving and understanding the world: the natural and value “picture of the world”,
is the physical world and the idealized model, as well as differentiation of a
collective, universal and personal, individual experience and knowledge of human.
The result of the evaluation categorization is evaluative categories and concepts of
a particular type – Modus.The linguo-cultural concept WORK differs by
accentuation value of the component. It is a unit of collective knowledge, and is the
highest spiritual value, and linguistic expression has a marked ethnic and cultural
characteristics. This linguo-cultural concept in a concentrated form contains an
evaluation code of linguo-cultures. In this regard, the linguo-cultural concept reveals
the same specificity as the Modus categories and concepts - dependence, relative to
other cognitive domains that are sources of their formation, which makes them
similar in content to the type of Modus concepts.
The linguo-cultural concept ‘work” is a part of the "world model" of the nation and
is a unit of the collective knowledge of ethno-cultural knowledge, qualifying, "the
activity" toward the individual and constitutes a field of conscious action. The
concept WORK is structured according to the scheme of action, elements of which
are the subjects of work, the purpose, the act and result. This script is presented as a
thesaurus of cognitive features which are specified and reinterpreted increments new
38
meanings in different types of discourse. The specificity of this concept is that in the
language system it is nominated by the name ‘work’, for which there is a semantic
complex.
The structure of the linguo-cultural concept WORK has its cognitive features of the
concept WORK, the concept LABOR, and the concept JOB.
The conceptual components of the concept ‘work’ include the following features of
the cognitive concept LABOR: «work – hard physical labor," "goal of the work –
survival," "manual worker", and “enterprise as a form of employee individualism.”
One of the main features associated with hard work, is the image of the "horse" as a
patient and industrious animal. There is the presence of physical imagery. There is
also other imageries, for example, the image of a dog, a servant (from Greek
mythology). The value attitude for hard work is shaped by functional categorization.
Through labor activity, people meet in the first place, vital needs: for food, warm
clothing. In axiological component includes information about the display of
patience and respect for the work. The work is conceived as a gift from God, so the
work cannot be neglected. Freedom secures to the individual employee responsible
for the results of both labor and for the failure, and encourages business and risk.
The conceptual components of the concept ‘work’ include also the following
features of the cognitive concept JOB: "Job – regular physical or intellectual labor",
"the goal of work – getting money", "work – a favorite business", "an employee of
physical or intellectual labor", "the employee as a member of the team", "the
evaluation of results: success/failure", "the tools for working: manual/mechanical".
The basis of the value attitude to work is the ability to satisfy the need for respect
(ego needs), associated with the social status of the employee.
All three concepts WORK, LABOR and JOB are separate concepts of various scopes
and degrees of abstraction, coupled with each other in a national "picture of the
world". Such a structure of the concept WORK is the result of the flexibility of
knowledge structures, dynamic values. This concept is subjected to transformations
under the influence of goals and objectives of a particular type of discourse.
39
The interpretation of the concept “work” involves: job, work, post, position,
occupation, profession, and career.
The job is the work that is done regularly in order to earn money, especially when
work for a company or public organization
My last job was with a computer firm.
He finally got a job in a supermarket.
Work is used in a more general way to talk about activities that are done to earn
money, either working for a company or for someone self
Will you go back to work when you've had the baby
I started work when I was 18.
Post and position are more formal words for a job in a company or organization.
They are used especially in job advertisements and when are talking about someone
moving to a different job
This post would suit a recent graduate.
He left last summer for a teaching position in Singapore.
Occupation is used to talk about the kind of work that someone usually does, for
example if they are a teacher, lawyer, driving instructor etc. Occupation is used
mainly on official forms
State your name, age, and occupation in the box below.
A profession is a kind of work for which is needed special training and a good
education, for example teaching, law, or medicine
the legal profession
The career is the type of work that is done or hopes to be done for most of someone’s
life
I'm interested in a career in television.
His career is more important to him than his family.
The variability of the concept WORK is based on the recognition of the principle of
multi-variant and pluri-causal phenomena of reality, which suggests that the same
mental education can actualize and form from the existing concept of cognitive
attributes, consistent with the objectives and conditions of a particular type of
40
discourse. The variation of the basic concepts of culture becomes possible due to
their specific structural organization. It is established that structurally the concept
WORK is organized as a strategic scenario, which is a package of information that
is stored in memory or created it as needed from the memory contained in the
components that provide an adequate strategy for a particular situation find the best
options for verbalization.
The concept WORK is a set of elements that are in relationships and connections
between them and form an integrity [FS, p. 427], which includes the object-system;
a system of homogeneous set of objects and object systems. The integral part of
which is a plurality, communication, integrity and structuring. Moreover, the
concept WORK is characterized by the following principles as: consistency and
variability, of which derived their properties: hierarchical / linear, iso-/
polymorphism, stability / instability.
The discursive configuration of the concept is this variety of system in which the
concept is situational organized on the basis of logical rationale, including the
system of higher organize – the conceptual scope.
41
Conclusions
So having read and worked over the information of theoretical and practical material,
which concerns to the theme of my diploma paper I have done such conclusions.
The researchers treat the concept as a cognitive, psycholinguistic, linguistic culture,
cultural, linguistic phenomenon.
I admit that “Concept” is an umbrella term as it “covers” the subject areas of several
scientific directions: first of all cognitive psychology and cognitive linguistics.
Language is necessary not for the formation of concepts but for the exchange of
concepts and the discussion in the communication process. Concepts exist in the real
mentality of people, therefore, it is necessary to verbalize them for communication
i.e. express them using language means.
It is clear that the linguo-cultural concept is multidimensional mental unit, which
includes conceptual, valuable and figurative components. Because of its cultural
markedness the linguo-cultural concept is the basic unit of representation of culture
in language. The linguo-cultural concepts help better to understand the culture of the
language community.
The peculiarities of using concept are to a great extent connected with the cultural
conventions in an English-speaking as probably in any other speech community. A
concept can be viewed in such types – not a concept, concrete or perceptual concepts
vs abstract concepts, defined (or relational) and associated concepts, complex
concepts.
It is clear that concepts exist in the real mentality of an individual, thus, to
communicate they have to be verbalized, that is, to be expressed by language means.
In the language the concept can be verbalized both by individual words and phrases
and by sentences and the entire texts, which determines the concept itself.
The structure of the concept in linguo-cultural context is as a structure consisting of
conceptual, figurative and value components
I find out that in language concept can be verbalized by separate words, phrases,
sentences or the whole texts; this depends on the concept itself.
42
I think that the choice of verbal shape depends on the personal meaning, mental
representation and the internal lexicon of the speaker, which are all interconnected
among themselves. The notional component of the concept is stored in the mind in
verbal form and can be just described or interpreted.
It is clear that the concept ‘work’ is one of the basic concepts in any culture.
It takes an important role over the nominative means of verbalization for the concept
WORK as well as their parts of speech classification on the basis of lexical and
graphic sources data. That all means of verbalization for the concept WORK are
divided into classical (words) and non-classical nominations (free word
combinations, phraseological word combinations with linked meaning and idioms).
It is declared that in conformity with its meaning and typical functions all means of
verbalization for the concept WORK are divided into the following categories:
substantive, adjective, verbal and adverbial.
The interpretation of the concept “work” involves: job, work, post, position,
occupation, profession, and career.
The most striking stylistic means used in the novel: labor, toil, drudgery, travail.
In all this forms, the concept “work” is of special importance in any communication
since they have illocutionary force and thus are considered as speech acts.
I also concentrated that the linguo-cultural concept ‘work” is a part of the "world
model" of the nation and is a unit of the collective knowledge of ethno-cultural
knowledge, qualifying, "the activity" toward the individual and constitutes a field of
conscious action.
Having analyzed more than 30 books (fiction) and more than 100 examples of the
concept ‘work’ I’ve come to conclusion that there are many ways of expressing
‘work’ in English and Ukrainian. In more than 70 examples of ‘work’: the word
“job” is used (it plays an important role). The concept ‘work’ is very often used in
public and sewage works, computers, etc. It plays an important role in the language
of business.
I also concentrated on importance of the concept ‘work’ for native learners and
foreign learners. Methodological aspect is also important.
43
The analysis of research of linguo-cultural concept WORK showed that the
understanding of this concept and approaches for its consideration about essential
characteristics are inhomogeneous. The common features of linguo-cultural concept
are such as multidimensional character, the presence of axiological and clearly
defined cultural component, and the plurality of language appeals.
44
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