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18Folk songs have a particularly important position in moral education and human personality. Educating students in behavioral skills is a very necessary task in social integration. From studying the theoretical and practical basis of the topic, we realize that educating students on behavioral culture and lifestyle through folk songs and proverbs is a very necessary and practical job. high in practice. At the same time, in order to achieve the highest results in teaching folk songs and proverbs in high schools, it is necessary to pay attention to the perception of students so that they can have a deeper insight into reality themselves.
Nowadays, modern life with economic pressures is trampling on moral values. How can those traditional values not be lost? How do young people properly perceive the meaning of love and life, how to behave in love as well as in marriage and family life? Although the topic is meaningful to use as a reference for the study of folklore, from a certain perspective on society and culture, we hope to make specific positive contributions to preserving and promoting and enhance the traditional beauty of the nation. High school students are at the age of adulthood and adulthood, so in addition to scientific knowledge education, behavioral culture education plays an important role in the formation and development of personality. Educating behavior culture through lessons from love folk songs not only contributes to preserving and developing traditional moral values, but also perfecting personality, overcoming mistakes and limitations in life. relationships with teachers, friends in life.
References
1. Tran Thuy Anh, Traditional behavior with nature and society of Vietnamese people in the Northern Delta through folk songs and proverbs, Lao Dong Publishing House, 2011
2. Ha Dan, "From the word "meaning" in folk songs, finding a behavior in the cultural tradition of Vietnamese people", Language Magazine(12), 2006, 58p.
3. Nguyen Thi Ngoc Diep, "The symbolic world of double waves in Vietnamese folk songs", Folklore Magazine (3), Hanoi, 2011, 53 - 58pp.
4. Tran Thi Ngan Giang, "The meaning of the word "long" in Vietnamese and the word forbearance in the behavioral culture of Vietnamese people", Language Magazine (6), 2004, 71 -74pp.
5. Nguyen Xuan Kinh, Poetry of folk songs, National University Publishing House, Hanoi Interior, 2006
6. Nguyen Xuan Kinh, "The meaning of two words bamboo and mai in scholarly literature and in folk songs", Folklore culture (4), 1987, 22-29pp.
7. Nguyen Xuan Kinh, "Through proverbs and folk songs in Hanoi, learn about the nation's construction and preserve national cultural identity", Folklore (3+4), 1983, 57 - 67pp.
8. Nguyen Xuan Lac, "Folk literature with fostering the national soul for the young generation", Folklore culture(3), 1998, 73 - 82pp.
9. Tran Kim Lien, "Contributing to preserving the national cultural identity in the teaching and learning of folklore in high schools", Folklore (1), 2002. 64-75pp.
10. Pham Viet Long, Proverbs, folk songs reflecting Vietnamese customs, Publishing House, University of Social Sciences and Humanities, Hanoi, 2000.
11. M. Bakhtin, Aesthetics of creating words, Art Publishing House, Maxcova, 1989, 329p.
12. Bui Manh Nhi, "Traditional formula and structural characteristics of folk songs - lyrical folk songs", Literary Review (1), 1977, 21 - 26 pp.
13. Pham Danh Mon, Couple love in Vietnamese folk songs, Ho Chi Minh City General Publishing House, 2011
14. Ngo Thi Thanh Quy, Reading comprehension of languages, images in Vietnamese folk songs, Journal of Literary Research, 2020.
15. Ngo Thi Thanh Quy, Nguyen Thi Hoa, "Educating culture and behavior for high school students through Vietnamese folk songs and proverbs", Journal of Literary and Art Criticism (6), 2018, 80-87pp.
16. Le Thi Tham (2009), "The concept of couple -couple in Vietnamese folk songs about marriage and family", Language and Life (1+2), pp. 66 - 69.
17. Ta Dang Tuyen, "folk songs and lullabies with the education of moral and human values", Folklore (1), 2008, 23 - 28pp.
18. Dang Dieu Trang, "Nature with the metaphorical and symbolic world in folk songs", Folklore (1), 2006, 15 - 23pp.
19. Pham Thu Yen, The worlds of folk art, Education Publishing House, Hanoi, 1988
MONDAY OR FRIDAY? UNDERSTANDING TIME THROUGH SPATIAL EXPERIENCE
Rommel A.
PhD student - Linguistics Faculty of Eotvos Lorand University
Abstract
The question of how people are able to think and talk about abstract concepts, such as time and love, has been a subject of interest among linguists for decades. Some views maintain the stance that the abstract domain can be understood through the concrete, or physical, domain (Lakoff & Johnson, 1980). For instance, studies conducted by Boroditsky and Ramscar (2002) demonstrated that English participants understood the abstract concept of time through the experience-based domain of space. Moreover, they understood that these two domains are so tightly correlated, that whilst experiencing basic spatial activities, people subconsciously changed the way they thought about time. This experiment was later replicated with Russian speakers (Chugunova, 2009), which was possible as there is ambiguity surrounding the word "forward" in both the English and Russian languages. However, the
study replicated with Russian speakers produced differing results (Chugunova, 2009). Thus, the present research replicated Boroditsky's and Ramscar's experiment with the Russian speakers once again. This replication shed light on whether the hypothesis that time is understood through spatial experience can be generalized to languages other than English. Most importantly, the research elaborates on the practical implications of the hypothesis, particularly for individuals living with different types of dementia - such as Alzheimer's disease - who often struggle with orientation in the time continuum.
Keywords: metaphors, metaphoric structuring, linguistics, time, space, dementia, Alzheimer's.
Introduction
"What, then, is time? If no one asks me, I know what it is. If I wish to explain it to him who asks, I do not know."
Saint Augustine
The question of how people can both think and talk about abstract concepts, such as time and love, has been investigated by linguists for many years. According to the Metaphoric Structuring View, the abstract domain can be understood through the more concrete domain (Lakoff & Johnson, 1980) and, furthermore, "metaphors are used for organizing information within abstract domains" (Boroditsky, 2000). If we talk about the conceptualization of time, for instance, according to the Metaphoric Structuring View, the abstract domain of time can be understood via metaphorical mapping, stemming from the experience-based domain of space (Lakoff & Johnson, 1980). In such a case, two main spatial metaphors can be used to define how events happen in time (Lakoff & Johnson, 1980). The first is called the ego-moving metaphor. This metaphor implies that the person's ego is moving through time towards the future, as in the example provided by Boro-ditsky (2000, p. 5) "We are coming up on Christmas". The second metaphor is a time-moving metaphor, according to which, the events are moving towards us, from the future to the past, as in "Christmas is coming up" (Boroditsky, 2000, p. 5). It is crucial to emphasize that an important difference between these two metaphors lies in assigning the notions of front and back to the timeline. In the case of the ego-moving metaphor, the front is associated with the upcoming events in the future. Contrastingly, in the case of the time-moving metaphor, the front is associated with events which had happened in the past.
However, according to the Structural Parallelism View, because of the inherent similarities which can be found between the concepts of time and space, two parallel and completely independent sequencing systems evolve in the two domains (Murphy, 1996). Due to these similarities, the two concepts then receive the same linguistic label. In such a situation "... the same set of terms might be used in both domains, without one domain having been structured by the other" (Borodit-sky, 2002). Despite criticism, many linguists support the Metaphoric Structuring View. For example, Boroditsky has dedicated several works to finding the empirical evidence to prove that abstract domains are understood through mappings from experience-based domains (Boroditsky, 2000, 2001, 2002). After a series of experiments involving the abstract concept of time and the concrete domain of space, Boroditsky discovered empirical evidence for the Metaphoric Structuring
View, as well as evidence to support the linguistic relativity hypothesis. One of these experiments will be replicated by the present research.
Boroditsky's and Ramscar's experiment (2002)
In 2002, Boroditsky and Ramscar published an article in which they presented the results of three experiments. These experiments demonstrated that time is understood through spatial experience, and even understood through just by thinking about spatial experience. In the particular experiment which will be replicated in this paper, two scientists asked 239 students to fill out a short questionnaire, which consisted of two tasks. The participants were introduced to two types of spatial primes, the first of which was designed to make people think of themselves moving through space (ego-moving prime). The second prime prompted them to imagine themselves standing statically whilst they moved objects towards themselves (object-moving prime). "Next Wednesday's meeting has been moved forward two days. What day will the meeting be held?". The answer to this question can be both Monday and Friday, due to the ambiguity of the meaning of the word forward.
The data obtained by Boroditsky and Ramscar (2002) supported their hypothesis: that people do indeed use spatial primes to think about time. Such significant results (p <0.001) allowed Boroditsky and Ramscar (2002) to claim that the way people think about time is strongly tied to their spatial experience, and moreover, to their thinking about spatial experience. Taken together with the other experiments, the results provide strong evidence for the connection between abstract thinking and knowledge of concrete domains.
It comes as no surprise that there has been interest in replicating Boroditsky's and Ramscar's (2002) study in other languages. For example, Vera Szamarasz made an attempt to replicate the experiment with Hungarian speakers (Szamarasz, 2006), while Stocker and Hartmann (2018) replicated the study in Swiss German. However, the most important replication for the present paper is the study by Chugunov (2009), which replicated the original experiment with Russian speakers. This is because although similar results to the original study were expected, Chugunova arrived at vastly different conclusions. The reason that the Russian experiment's results (Chugunova 2009) go against Borodit-sky's and Ramscar's (2002) hypothesis can be found in the potential limitations of Chugunova's (2009) research. For instance, as Chugunova's sample consisted exclusively of students of her home university, there is a high chance that the obtained results were affected by the particular dialect of the region, or even the city itself.
This creates a necessity to replicate the Borodit-sky's and Ramscar's (2002) experiment with Russian speakers once again, to shed light on whether the original hypothesis holds true: that the abstract concept of time is understood through the concrete domain of spatial experience, and that this can be supported and generalized to languages other than English.
Methodology
The main goal of the present research is to replicate the original Boroditsky's and Ramscar's (2002)
experiment; therefore, the design of the experiment presented by the paper is identical to the original one. To perform the experiment, two types of two-page questionnaires were designed and sent out to the participants via email in the form of Word documents. It is important to mention that due to the fact that the questionnaires were sent out and filled out electronically, clear instructions were given at the top of the first page. The instructions included a warning to not turn to the next page before finishing the first task, and to do the second task immediately after finishing the first.
Fig. 1. Object-moving prime.
On the first page, participants were introduced to the spatial-prime task. The first type of questionnaire contained the object-moving prime (Figure 1), while the second type contained the ego-moving prime (Figure 2). Both types of spatial-prime task consisted of an
image, which invited the participants to maneuver the chair to the X sign, and indicate the direction of its movement by dragging the appropriate arrow onto the picture.
Fig. 2. Ego-moving prime.
On the second page, which followed these primes, all participants were asked the same ambiguous question: "Next Wednesday's meeting has been moved forward two days. What day will the meeting be held?". Below the question, the participants had a space where they had to indicate the time of the rescheduled meeting (the answer could be both Monday and Friday). After filling in the questionnaire, participants were required to send it back for further analysis.
Sample
One hundred and one Russian speakers participated in the experiment. The participants were the employees of a pharmaceutical company in Russia (78% female, 22% male). The sample consisted of Russian speakers from all the different regions of the country, as defined by the pharmaceutical company's policies: the Central Region (20), the North and Northwest Region (14), the Volga Region (17), the South Region (20), the Ural Region (15), and Western & Eastern Siberia (15). This geographically diverse sample range allowed the present research to overcome the limitation
of Chugunova's replication (2009) and thus served as an advantage.
Procedure
The questionnaires in the form of a Word document were sent out to the participants via email; the email addresses were provided by the company. The sample was divided randomly into two groups: the first group (53 respondents) received the ego-moving prime questionnaire, whereas the second group (48 participants) received the object-moving prime. The participants were asked to email the filled questionnaire back within seven days. The received data were grouped and analyzed with the use of IBM SPSS Statistics for Windows, version 25 (IBM Corp., Armonk, N.Y., USA).
Hypothesis
The hypotheses which will be tested by the present research are stated the following way:
Ho - Time is not understood through spatial experience and thinking about spatial experience; therefore, this particular dependence is specific to the English language.
H1 - Time is indeed understood through spatial experience and thinking about spatial experience; moreover, this particular dependence can be generalized to languages other than English.
Needless to say, if the H1 is true and time is understood through the spatial experience, and even thinking about spatial experience, the participants introduced to the ego-moving spatial prime should be able to reflect this perspective on time. Therefore, they should answer that the meeting is moved to Friday. Participants introduced to the object-moving spatial prime, for instance, should prefer the time-moving perspective and so should answer that the meeting will be held on Monday. It should be noted that if the concept of time is not understood through the spatial experience, and the null hypothesis is true, then the spatial primes should have no effect on how participants answer this ambiguous question.
Results
As expected, the majority of participants indeed were responding to the ambiguous question based on the previously introduced prime. Altogether, 69% of respondents answered the question according to the prime introduced. More precisely, 77.4% of participants from Group 1, who were introduced with the ego-moving prime, answered that the meeting was to be held on Friday; therefore, they replied in a prime-consistent way. On the other hand, only 22.6% of respondents thought the meeting was being moved to Monday. The respondents from Group 2, who were primed with the object-moving metaphor, showed the reverse tendency. At the same time, 60.5% of the respondents from this group answered in a prime-consistent manner, and said that the meeting was rescheduled to Monday. Opposingly, only 39.5% said that the meeting would be held on Friday. Thus, the results of this experiment are similar to those obtained by Boroditsky and Ramscar (2002), and vastly different to Chugunova's (2009) results. In order to confirm the effect of the above-mentioned consistency, the chi-square (x2) statistics was used. As predicted, the x2 statistics confirmed the consistency of the answers, and thus proved the hypothesis of the present research (p <0.01). Therefore, the results obtained can be considered highly significant and the null hypothesis can be rejected.
Discussion
The results obtained by the present paper confirm the hypothesis that time is understood through spatial experience and thinking about spatial experience; moreover, that this dependence can be found in languages other than English. It was clearly observed that different spatial primes affected how the participants thought about time. These results also support the Met-aphoric Structuring View and the original hypothesis of Boroditsky and Ramscar (2002). At the same time, the results obtained reject the claim of the previous research conducted with Russian speakers: that Russian speakers prefer using the ego-moving model while thinking about time, and that they show themselves to be less susceptible to the influence of spatial representations in the process of understanding time.
Practical implications
As clearly outlined above, the present research provides strong evidence for Boroditsky and Ramscar's (2002) statement that time is understood through spatial experiences, and consequently, the paper lends support to the Metaphoric Structuring View. The evidence may help lay down a path for new research; this could explore the possible practical implications of the fact that people use metaphors for organizing information within abstract domains, and that this is done through mapping from the concrete domain. These practical implications could be found in various fields, such as marketing and artificial intelligence (AI). This paper, however, will focus on understanding time through space in particular, and will elaborate on future research which could be (and should be) conducted with dementia and Alzheimer's patients.
Unfortunately, over the past several decades, the number of individuals living with dementia has risen significantly due to an increase in the average age of the general population. Therefore, it is now more important than ever to research dementia from new medical, psychological, communicational, and linguistic perspectives, in order to facilitate both patients and their care-givers to enjoy the highest possible quality of life.
Dementia is defined as a cognitive disorder with symptoms such as loss of memory, a decline in speech and language skills, behavioral changes, and most importantly, disorientation in time. Disorientation in time, in turn, inevitably results in anxiety, confusion, and even loss of the concept of self (Grewal, 1995). Therefore, helping people who live with dementia to orient effectively in time, for as long as possible, would increase their quality of life, and thus would help to ease the pressure on their caregivers.
As of now, there are special clocks that have been designed to help people living with dementia to orient themselves more accurately in time. These clocks show not only the time, but also identify the season, month, and the day of the week. Nevertheless, with the help of the knowledge that people experience time through space, better visual representations of time could be found.
Some patients who suffer from Alzheimer's disease experience difficulties in comprehending metaphors (Roncero & G. de Almeida, 2014). However, the empirical evidence of the claim that understanding time is deeply rooted in spatial experiences can help people living with Alzheimer's disease, as well as other types of dementia, to orient effectively in the time continuum. It is important to further explore which metaphor (ego-moving or time-moving) is more apt for Alzheimer's patients, and to discover ways of how time can be appropriately communicated to those individuals. This includes finding new verbal and nonverbal aids that could be implemented for use with electronic (virtual applications) and non-electronic forms. The aforementioned research has begun and will soon be presented to the academic community.
Conclusions
In summary, results obtained by the present research clearly demonstrate the dependency between thinking about abstract domains and experience-based concepts; in particular, that time is understood through
the concrete domain of space in languages other than English. Moreover, the study demonstrates that not only spatial experience can influence the way people understand time, but also the process of thinking about spatial experience. Overall, the findings of the present research provide strong evidence for the claim that people do indeed understand time through spatial experience. Most importantly, it emphasizes the need for further research in order to bring this theoretical knowledge into practice.
References
1. Boroditsky, L. (2000). Metaphoric structuring: Understanding time through spatial metaphors. Cognition, 75(1), 1-28.
2. Boroditsky, L. (2001). Does language shape thought? Mandarin and English speakers' conceptions of time. Cognitive Psychology, 43(1), 1-22.
3. Boroditsky, L., & Ramscar, M. (2002). The roles of body and mind in abstract thought. Psychological Science, 13(2), 185-189.
4. Chugunova, S. (2009). Концептуализация времени в различных культурах.
5. [Conceptualization of Time in Different Cultures]. VAK RF.
6. Grewal, R. P. (1995). Awareness of time in dementia of the Alzheimer type. Psychol. Rep. 76, 717718.
7. Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.
8. Murphy, G. L. (1996). On metaphoric representation. Cognition, 60(2), 173-204.
9. Roncero, C, De Almeida, R. (2014). The Importance of Being Apt: Metaphor Comprehension in Alzheimer's Disease. Frontiers in Human Neuroscience. 8. 10
10. Stocker, K., & Hartmann, M. (2019). "Next Wednesday's meeting has been moved forward two days": The time-perspective question is ambiguous in Swiss German, but not in standard German. Swiss Journal of Psychology, 78(1-2), 61-67.
11. Szamarasz, V. Z. (2006). Az ido ten meta-forai: a metaforak szerepe a feldolgozasban. [Spatial metaphors of time: the role of metaphors in processing]. Vilagossag, 8-9-10, 99-109.
RESEARCH WORKS ON MUKHTAR AUEZOV'S CREATIVITY IN TURKEY
Mashakova A.
PhD Philology, Leading researcher M.O. Auezov Institute of Literature and Art, Almaty, Kazakhstan
Abstract
The article is devoted to the scientific researches on the creative writings of the classic of the Kazakh literature Mukhtar Auezov in Turkey based on the example of the monographic research of the scholar in philology from Turkey Ali Abbas Chinar "Research on Kazakh culture and literature". One of the chapters of the monograph is devoted to the creative writings of Mukhtar Auezov. Ali Abbas Chinar observes the entire life and creative path, especially noting the contribution of the writer, scientist, teacher and famous public figure Mukhtar Auezov to the culture and literature of Kazakhstan.
Keywords: the Kazakh literature, Mukhtar Auezov, Turkey.
The works of foreign authors on literary studies occupy an important place in the process of foreign reception of the Kazakh literature. An example of a fruitful research activity on the Kazakh literature abroad is the monographic study of a scientist from Turkey Ali Abbas Chinar "Study of Kazakh culture and literature" [1], published in 2006 in the city of Mugla. Historical, cognitive and scientific value for Turkish readers and specialists in oriental literature is represented by the chapter devoted to the creativity of the classic of the Kazakh literature Mukhtar Auezov (1897-1961).
Ali Abbas Chinar is a philologist, author of many scientific publications on the history of folklore and Turkish literature. He is an assistant professor at the Department of Contemporary Turkic Literature at Mugla University. In 1986, he was conferred PhD degree in Philology in folklore studies at the Institute of Humanities at the University of Hacettepe. Since 1995 he has been teaching at the Mugla University at the Faculty of Modern Turkic Languages and Literature. Ali Abbas Chinar spoke at international conferences not only in Turkey, but also in Kazakhstan, Turkmenistan,
and Uzbekistan. In addition to the monograph "Study of Kazakh culture and literature", he is the author of many scientific articles and a number of books on the creativity of the classics of the Kazakh literature, which have been published since 1993 in Turkey and Kazakhstan.
Ali Abbas Chinar's research on Kazakh folklore and Kazakh literature, which is one of the most important sources of the Turkic cultural treasury, is due to the fact that they are not well known in Turkey. At the same time, the researcher realizes that in order to introduce the readers of Turkey to the unique culture of Kazakhstan in full is an extensive objective of the joint efforts of the scientists, and his modest work in the form of the articles and monographs is just a "grain of sand in the ocean". He had the opportunity to visit Kazakhstan ten times in the period from 1992 to 2002, during which he was engaged in serious research activities and participated in conferences. Ali Abbas Chinar in his monograph "Study of Kazakh culture and literature" emphasized that he preserved the hospitality of the people of Kazakhstan in his heart forever, which he found
