{"id":849,"date":"2019-10-09T14:08:50","date_gmt":"2019-10-09T14:08:50","guid":{"rendered":"https:\/\/www.lingstud.od.ua\/?p=849"},"modified":"2019-10-09T14:38:29","modified_gmt":"2019-10-09T14:38:29","slug":"%d0%bc%d0%be%d0%b4%d0%b0%d0%bb%d1%8c%d0%bd%d0%b0-%d1%81%d0%b5%d0%bc%d0%b0%d0%bd%d1%82%d0%b8%d0%ba%d0%b0-%d0%b2-%d0%b4%d0%b8%d1%82%d1%8f%d1%87%d1%96%d0%b9-%d0%bb%d1%96%d1%82%d0%b5%d1%80%d0%b0%d1%82","status":"publish","type":"post","link":"https:\/\/www.lingstud.od.ua\/en\/2019\/10\/09\/%d0%bc%d0%be%d0%b4%d0%b0%d0%bb%d1%8c%d0%bd%d0%b0-%d1%81%d0%b5%d0%bc%d0%b0%d0%bd%d1%82%d0%b8%d0%ba%d0%b0-%d0%b2-%d0%b4%d0%b8%d1%82%d1%8f%d1%87%d1%96%d0%b9-%d0%bb%d1%96%d1%82%d0%b5%d1%80%d0%b0%d1%82\/","title":{"rendered":"Modal Semantics in Children\u2019s Literature"},"content":{"rendered":"<p><strong><em>\u041a\u043e\u0440\u043e\u043b\u044c\u043e\u0432\u0430 \u0422. \u041c., \u0421\u0438\u0432\u043e\u043a\u0456\u043d\u044c \u0413. \u0412.<a href=\"\/archive\/2018\/27\/17.pdf\"><img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-470 alignright\" src=\"https:\/\/www.lingstud.od.ua\/wp-content\/uploads\/2019\/09\/833px-PDF_file_icon.svg_-e1568127429360.png\" alt=\"pdf\" width=\"69\" height=\"85\" \/><\/a><br \/>\n<\/em><\/strong>DOI: https:\/\/doi.org\/10.24195\/2616-5317-2018-27-17<\/p>\n<hr \/>\n<p><strong>Key words: <\/strong>subjective modality, semantics, children\u2019s literature, linguistic means.<\/p>\n<hr \/>\n<p style=\"text-align: justify;\">Linguistic means actualizing deontical, alethical, axiological and epistemical modality in children\u2019s literature are researched in the article. It\u2019s been proved that linguistic means of modal semantics refer to the effective instruments influencing the evolutionary process of child\u2019s cognitive development. This aim is reached by the following means used by the author: lexical and grammatical forms (nonstandard syntactic structures, attitudinal lexemes), phonetic forms (phrase intonation variability due to inversion and graphical means), stylistic figures exploitation (metaphors, epithets, comparisons) that present the functional field of subjective modality semantics.<\/p>\n<hr \/>\n<p style=\"text-align: center;\">REFERENCES<\/p>\n<p>Bahmut, A.\u00a0Y. (1991) Semantyka i intonatsiya v ukrayinskiy movi. K.: Naukova dumka [In Ukrainian].<\/p>\n<p>Berezhan, L.\u00a0V. (1997) Kategoriya sponukalnosti v suchasniy ukrayinskiy movi. Ivano-Frankivsk [In Ukrainian].<\/p>\n<p>Brovchenko, T.\u00a0O. (2006) Fonetyka angliyskoyi movy (konrastyvnyy analiz angliyskoyi ta ukrayinskoyi vymovy). Mykolayiv: Vyd-vo MDGU im. Petra Mohyly [In Ukrainian].<\/p>\n<p>Vynogradov, V.\u00a0V. (1975) O kategorii modalnosti I modalnykh slovah v russkom yazyke. M. [In Russian].<\/p>\n<p>Gorodetskaya, L.\u00a0A. (2001) Kulturno obuslovlennyye ritualy obscheniya: obyazatelnost soblyudeniya i vozmozhnost narusheniya \/\/ Vestnik Mosk. un-ta. Ser. 19. Lingvistika I mezhkulturnaya kommunikatsiya. \u2116\u00a02 [In Russian].<\/p>\n<p>Dubenko, O.\u00a0Yu. (2005) Porivnyalna stylitstyka anhliyskoyi ta ukrayinskoyi mov. Posibnyk dlya studentiv ta vykladachiv vysvhykh navchalnykh zakladiv. Vinnitsya: NOVA KNYHA [In Ukrainian].<\/p>\n<p>Dubov, I.\u00a0G. (2000) Moralnaya determinatsiya povedeniya v obydennom soznanii razlichnykh grupp naseleniya. \/\/ Voprosy psihologii \u2116\u00a05 [In Russian].<\/p>\n<p>Yermolenko, S.\u00a0S. (2006) Movne modelyuvannya diysnosti i znakova struktura movnykh odynyts: monografiya. K. [In Ukrainian].<\/p>\n<p>Zakharova, Yu. M. (2004) intonatsiyna orhanizatsiya suchasnoho anhliyskoho movlennya: navch. posib. K.: Vyd-vo NA SB Ukrayiny [In Ukrainian].<\/p>\n<p>Kalyta, A.\u00a0A. (2001) Fonetychni zasoby aktualizatsiyi smyslu anhliyskoho emotsiynoho vyslovlyuvannya: monohrafiya. K. [In Ukrainian].<\/p>\n<p>Korolyova, T.\u00a0M. (1989) Mehanizm vzimodeystivya lingvisticheskih sredstv pri peredache modalnyh znacheniy \/\/ Movoznavstvo \u2116\u00a02 [In Russian].<\/p>\n<p>Korolyova, T.\u00a0M. (2013) Leksyko-hramatychni zasoby aktualizatsiyi epistemichnoyi modalnosti v naukovo-populyarnomu dyskursi \/\/ Naukovyy visnyk PNPU: Lingvistychni nauky \u2116\u00a016. Odesa [In Ukrainian].<\/p>\n<p>Korunets, I.\u00a0V. (2003) Porivnyalna typologiya anhliyskoyi ta ukryinskoyi mov: navch. posib. Vinnytsya: NOVA KNYHA [In Ukrainian].<\/p>\n<p>Kusko, K.\u00a0Ya. (2001) Dyskurs inozemnoyi kommunikatsiyi: kontesptualni pytannya teoriyi i praktyky. Lviv: vyd-vo Lvivsk. nats, un-tu im. 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Vyp. 2\u00a0\u2014 Vinnytsya: VDPU [In Ukrainian].<\/p>\n<p>Bickerton D.\u00a0Language and Human Behaviour \/ Derek Bickerton.\u00a0\u2014 Washington: University of Washington Press, 1996.\u00a0\u2014 190 p. [In English].<\/p>\n<p>Braun F.\u00a0Terms of Address: Problems of Patterns and Usage in Various Languages and Cultures \/ Friederike Braun.\u00a0\u2014 Berlin\u00a0: de Gruyter, 1988.\u00a0\u2014 372\u00a0p. [In English].<\/p>\n<p>Brown G., Yule G.\u00a0Discourse Analysis \/ G.\u00a0Brown, G.\u00a0Yule.\u00a0\u2014 Cambridge\u00a0: Cambridge University Press, 1996.\u00a0\u2014 288 p. [In English].<\/p>\n<p>Cruse\u00a0D.\u00a0A.\u00a0Meaning in Language. An Introduction to Semantics and Pragmatics \/ D.\u00a0A.\u00a0Cruse.\u00a0\u2014 Oxford\u00a0: Oxford University Press, 2000.\u00a0\u2014 424 p. [In English].<\/p>\n<p>Larson R.\u00a0Knowledge of Meaning\u00a0: An Introduction to Semantic Theory \/ R.\u00a0Larson, G.\u00a0Segal.\u00a0\u2014 L.\u00a0: Cambridge University Press, 1995.\u00a0\u2014 639 p. [In English].<\/p>\n<p>Searle\u00a0J.\u00a0R.\u00a0Expression and Meaning. Studies in the Theory of Speech Acts \/ J.\u00a0R.\u00a0Searle.\u00a0\u2014 Cambridge\u00a0: Cambridge University Press, 1979.\u00a0\u2014 187 p. [In English].<\/p>\n<p>Schiffrin D.\u00a0Approaches to Discourse\u00a0: Language as Social Interaction \/ Deborah Schiffrin.\u00a0\u2014 Blackwell, 1994.\u00a0\u2014 480 p. [In English].<\/p>\n<p>Stubbs M.\u00a0Discourse Analysis\u00a0: The Sociolinguistic Analysis of Natural Language \/ Michael Stubbs.\u00a0\u2014 Oxford\u00a0: Blackwell, 1983.\u00a0\u2014 272 p. [In English].<\/p>\n<p>Vanderveken D.\u00a0Meaning and Speech Acts. Principles of Language Use \/ Danial Vanderveken.\u00a0\u2014 Cambridge\u00a0: Cambridge University Press, 1990.\u00a0\u2014 Vol. 1.\u00a0\u2014 245 p. [In English].<\/p>\n<p>Baum\u00a0L.\u00a0F.\u00a0The marvelous land of Oz\/ L.\u00a0F.\u00a0Baum.\u00a0\u2014 Moscow: Raduga Publishers, 1986.\u00a0\u2014 362 p. [In English].<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u041a\u043e\u0440\u043e\u043b\u044c\u043e\u0432\u0430 \u0422. \u041c., \u0421\u0438\u0432\u043e\u043a\u0456\u043d\u044c \u0413. \u0412. DOI: https:\/\/doi.org\/10.24195\/2616-5317-2018-27-17 Key words: subjective modality, semantics, children\u2019s literature, linguistic means. Linguistic means actualizing deontical, alethical, axiological and epistemical modality in children\u2019s literature are researched in the article. It\u2019s been proved that linguistic means of modal semantics refer to the effective instruments influencing the evolutionary process of child\u2019s cognitive <a href=\"https:\/\/www.lingstud.od.ua\/en\/2019\/10\/09\/%d0%bc%d0%be%d0%b4%d0%b0%d0%bb%d1%8c%d0%bd%d0%b0-%d1%81%d0%b5%d0%bc%d0%b0%d0%bd%d1%82%d0%b8%d0%ba%d0%b0-%d0%b2-%d0%b4%d0%b8%d1%82%d1%8f%d1%87%d1%96%d0%b9-%d0%bb%d1%96%d1%82%d0%b5%d1%80%d0%b0%d1%82\/\" class=\"more-link\">...continue reading<span class=\"screen-reader-text\"> \"Modal Semantics in Children\u2019s Literature\"<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[57],"tags":[],"class_list":["post-849","post","type-post","status-publish","format-standard","category-issue-27","h-entry","hentry","h-as-article"],"_links":{"self":[{"href":"https:\/\/www.lingstud.od.ua\/en\/wp-json\/wp\/v2\/posts\/849","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.lingstud.od.ua\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.lingstud.od.ua\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.lingstud.od.ua\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.lingstud.od.ua\/en\/wp-json\/wp\/v2\/comments?post=849"}],"version-history":[{"count":6,"href":"https:\/\/www.lingstud.od.ua\/en\/wp-json\/wp\/v2\/posts\/849\/revisions"}],"predecessor-version":[{"id":907,"href":"https:\/\/www.lingstud.od.ua\/en\/wp-json\/wp\/v2\/posts\/849\/revisions\/907"}],"wp:attachment":[{"href":"https:\/\/www.lingstud.od.ua\/en\/wp-json\/wp\/v2\/media?parent=849"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.lingstud.od.ua\/en\/wp-json\/wp\/v2\/categories?post=849"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.lingstud.od.ua\/en\/wp-json\/wp\/v2\/tags?post=849"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}