Edited By Elżbieta Chrzanowska-Kluczewska and Olga Vorobyova
The book offers an interdisciplinary discussion of the cognitive-semiotic interface between language, literature, and the arts, with a special focus on creativity and imagination. It brings together international contributors suggesting a wide range of innovative perspectives on the correlation between verbal discourse and creative artefacts. The book reveals the specificity of such phenomena as parallax, transparency, corporeal imagination, and multimodality. Alongside interpreting artistic texts, the contributors search for cognitive and semiotic manifestations of creativity in political and everyday discourse.
Bilinguals and Linguistics of Creativity: The Case of Ukrainians Speaking English (Olga Valigura)
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Kyiv National Linguistic University, Ukraine
Bilinguals and Linguistics of Creativity: The Case of Ukrainians Speaking English
Abstract: This contribution presents an account of heterogeneous pronunciation errors on segmental and suprasegmental levels, typical for native speakers of Ukrainian, communicating in English. Thus, it reveals instances of phonetic interference in Ukrainians’ English that highlight the relationship between bilingualism, cognition and creativity. The research identifies two types of errors in Ukrainians’ English: (i) pronunciation errors caused by discrepancies in articulation and/or low standard of phonetic competence, as well as (ii) mental errors in phonological representations. Showing the interaction between cognitive (interfering) and linguistic (interfered) elements in the phonetic system of bilingual Ukrainians speaking English, the paper outlines the role of cognitive processes in the interaction between various phonetic components in bilinguals’ accented speech, thereby facilitating their creative performance. The study proves that phonologically close categories have different phonetic traits in English and Ukrainian, which should be taken into account by Ukrainian native speakers to overcome their accent in English, attain a higher standard of phonetic competence and further develop their bilingual creative potential.
In recent years a number of studies addressed bilingualism from various perspectives: sociolinguistic (Munro 2008; Romaine 2004; Titone 1991; Trudgill 1998), sociopragmatic (Walters 2004/2013), social-psychological (Lambert 2003), psycholinguistic (Meuter 2005; Poulisse 1997), neurolinguistic (Lamb 2005; Paradis 2007), cognitive (Kecskes 2007; Klein 2015; Kroll 2015; Valian 2015), cultural (Gal 1998), pedagogical (Savić 2009; Tucker...
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