4. Dynamics between Applied Studies on Language and Literature
Yunes Azizian; Mohammad Yousefvand
Abstract
This study employs a mixed-method, corpus-based approach to investigate the distinct argument structure constructions in Mark Twain’s The Adventures of Huckleberry Finn and The Adventures of Tom Sawyer through the lens of Adele Goldberg’s (1995) Construction Grammar (CxG). A 10,000-word corpus ...
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This study employs a mixed-method, corpus-based approach to investigate the distinct argument structure constructions in Mark Twain’s The Adventures of Huckleberry Finn and The Adventures of Tom Sawyer through the lens of Adele Goldberg’s (1995) Construction Grammar (CxG). A 10,000-word corpus from each novel was systematically analyzed using quantitative methods—including frequency counts and log-likelihood ratio tests—and qualitative interpretive techniques to identify and contextualize key constructions such as negative concord, resultative, caused-motion, and ditransitive. The findings reveal that Huckleberry Finn is characterized by a higher prevalence of non-standard, innovative constructions that mirror Huck’s vernacular speech and his experiential, marginal identity. In contrast, Tom Sawyer consistently employs more conventional, formulaic constructions, reflecting its structured, culturally mediated narrative style. These differences underscore the cognitive mechanisms of entrenchment, schema formation, and usage-based learning, which underlie the distinct narrative voices in Twain’s work. By integrating cognitive linguistics with literary analysis, this study not only highlights how constructional choices shape character identity and thematic depth but also provides a replicable framework for future interdisciplinary research. Overall, the results advance our understanding of Twain’s stylistic innovation and demonstrate the utility of CxG in elucidating the complex interplay between language form and literary meaning.
Yunes Azizian
Abstract
Intercultural Competence and Pragmatics, divided into nine illuminating chapters, examines the critical link between intercultural competence (IC) and pragmatics through the lens of modern foreign language teachers in higher education. The author surveyed instructors teaching a diverse array of languages, ...
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Intercultural Competence and Pragmatics, divided into nine illuminating chapters, examines the critical link between intercultural competence (IC) and pragmatics through the lens of modern foreign language teachers in higher education. The author surveyed instructors teaching a diverse array of languages, from Dutch and English to French, German, Italian, Spanish, and Swedish, to understand how they conceptualize intercultural competence and which skills, competences, and knowledge they deem essential within their teaching contexts. This is a timely and important inquiry, as international organizations like UNESCO and the Council of Europe have emphasized the pivotal role of intercultural competence in education, yet the specifics of what IC entails can remain unclear in particular subject areas and classroom settings. Certainly, this timely and thought-provoking volume will be of great interest and relevance to a wide range of stakeholders, including language teachers and teacher trainers, curriculum developers, and applied linguists specializing in the areas of pragmatics, intercultural communication, and language education policy.
