Aug 2026· Revista de Estudos Interdisciplinares· Vol 25, pp. e3583· 0 citations
Abstract
This paper has as its research problem the fact that although many scholars present different approaches to the concept of ambiguity in their works, among those that were found, few – if any – studies are based on more current theoretical frameworks such as those of Cognitive Linguistics; a fact we consider to be relevant, as research in this field has made significant advances. Within this context, the general objective of this study is to refine the concept of ambiguity by considering, in addition to grammatical aspects, the mental spaces theory (MST). To this end, we investigate how meaning is constructed in WhatsApp messages that contain ambiguous stickers, based on the theories of mental spaces by Fauconnier (1994 and 1997), conceptual blending by Fauconnier and Turner (2002), and frame semantics by Fillmore (1976, 1982, and 1985). The analysis, based on WhatsApp messages, explains how double meanings are constructed, highlighting the specific blending processes involved in building the ambiguous meaning of the messages.
This study investigates the meanings and uses of the word “fire” as perceived by sixth-semester undergraduate students in the Portuguese Language program at the Federal University of Piauí (UFPI), Ministro Petrônio Portella Campus. It aims to analyze the concepts attributed to the word by the students, as well as the utterances they produce, in order to understand how different contexts of use contribute to the construction of meaning. The research is grounded in studies related to Pragmatics and to the notions of meaning, sense, and context, drawing on contributions from authors such as Martelotta (2003), Fiorin (2004), Levinson (2007), Flores (2008), Góes and Cruz (2006), Paveau (2006), Neves (1997), and Moura (1999), among others. The corpus consists of data produced by the participating students through a questionnaire designed to investigate their perceptions of the word “fire” and its different uses. The analysis was conducted based on categories established from the collected data, relating the concepts presented by the participants to the utterances they produced as examples of use. The results indicate that the students recognize different possibilities of interpretation for the word “fire” and are able to produce varied utterances based on the meanings attributed to it, demonstrating the influence of context on the construction of meaning. Thus, the study contributes to reflections on language use and on the importance of analyzing the contexts in which utterances are produced and interpreted in Portuguese language teaching.
Isael da Silva Sousa, Max Mateus Moura da Silva, Lígia Vanessa Penha Oliveira et al.· Revista de Estudos Interdisc...· 0 citations
: Meaning is one of the most fundamental yet complex problems in linguistic theory. The question of what a linguistic expression means has generated diverse approaches, ranging from reference and sense to use, context and cognition. Modern linguistic thought has progressively moved beyond the assumption that meaning is reducible to the relationship between a word and an external object. Frege's distinction between sense and reference, Wittgenstein's emphasis on use, Austin's analysis of language as action, and contemporary cognitive approaches have progressively foregrounded the roles of context, conceptualization, experience and cognition in meaning. The Indian śāstric traditions developed a sophisticated analysis of linguistic meaning through the concepts of śabda, artha, śakti, abhidhā, lakṣaṇā, tātparya, vākyārtha and śābdabodha. Nyāya, Mīmāṃsā and Vyākaraṇa approached the problem from distinct philosophical perspectives, while Bhartṛhari's Vākyapadīya offers an especially comprehensive account connecting language, meaning and cognition. This paper undertakes a comparative examination of these approaches. Rather than equating concepts belonging to different intellectual traditions, it investigates the semantic problems addressed by them and argues that a movement from reference to cognition provides a productive framework for understanding meaning as a dynamic phenomenon involving linguistic expression, context, interpretation and consciousness.
Jyothirmayi Pc· International Journal of Sci...· 0 citations
What is conceptual engineering about? In this paper, I defend the superiority of the pragmatist account of concepts over the two main contenders in the field – the representationalist account and the psychological account. I evaluate the different contenders with respect to their ability to make sense of the practice of conceptual engineering along two dimensions. First, the feasibility of conceptual engineering. If conceptual engineering is (almost) impossible to achieve because concepts are not the kinds of things that can be revised, there is no point in engaging in such a practice. Second, the distinctiveness of conceptual engineering in relation to other projects such as empirical inquiry or conceptual analysis. If conceptual engineering ends up being more of the same, it is unclear why it deserves the current level of interest, let alone its own field. I argue that the pragmatist account of concepts is the most apt in explaining why conceptual engineering is both feasible and distinctive. Finally, I respond to a possible objection, i.e., that my proposal will only appeal to those who are already sold on pragmatism, by showing the value of taking pragmatist concepts as the targets of conceptual engineering in practice, even if one ultimately rejects pragmatist metasemantics.
Céline Henne· European Journal of Pragmati...· 0 citations
The nature of the mental lexicon remains one of the central controversies in cognitive science, bearing on
fundamental questions concerning the representation and processing of linguistic knowledge. In this article, we examine Gary
Libben’s contributions to the study of lexical representation and processing, with particular focus on the theoretical and
empirical studies leading to the “flexicon” framework. We address four interrelated questions that have guided both Libben’s
research program and broader debates in psycholinguistics: (a) What are the basic units of lexical representation? (b) Do
morphologically complex words undergo decomposition during recognition? (c) To what extent are perceptual analyses constrained by
morphological principles? And (d) does semantic information penetrate the earliest stages of lexical processing? Drawing on
Libben’s theoretical writings and a selection of empirical studies spanning four decades of research, we situate his proposals
within competing accounts of the mental lexicon, including symbolic, connectionist, Bayesian, and hybrid approaches. We argue that
the flexicon framework represents an attempt to reconcile aspects of these traditions by combining morphemes and full-word forms,
dynamic lexical representations, and usage-based influences within a system aimed at maximizing opportunities for lexical use. We
review evidence from studies involving aphasia, deep dyslexia, compound processing, and morphological ambiguity in trimorphemic
words, assessing the extent to which the findings support the framework’s central claims. While the flexicon provides an
innovative perspective on lexical flexibility and morphological productivity, we argue that several questions remain regarding the
role of constituent structure, morphological computation, and semantic information in lexical processing. We conclude by
suggesting that the flexicon is best viewed as a research program that raises important questions about the relationship between
lexical representations, linguistic structure, and language use.
Roberto G. de Almeida, Lori Buchanan· The Mental Lexicon· 0 citations
Bahasa membangun dan memfasilitasi pemikiran dan realitas sosial, namun ambiguitas semantik, kebingungan konseptual, dan manipulasi retorika semakin marak dalam wacana akademik, publik, dan pendidikan saat ini. Bahkan dengan adanya metode filosofis canggih untuk analisis makna linguistik, kesenjangan antara filsafat bahasa sebagai studi akademik dan penggunaannya secara praktis dalam konteks komunikasi profesional dan pendidikan tetap sangat besar. Studi ini bertujuan: (1) untuk mengidentifikasi dan mengartikulasikan manfaat inti dari mempelajari filsafat bahasa untuk praktik komunikatif; (2) untuk memeriksa bagaimana kerangka kerja filosofis teori permainan bahasa Wittgenstein, teori tindak tutur Austin, dan teori intensionalitas Searle dapat dioperasionalkan untuk meningkatkan kejelasan, makna, dan pemikiran kritis dalam wacana akademik, publik, dan pendidikan; dan (3) untuk mengusulkan Kerangka Kerja Filosofis-Linguistik Terintegrasi (IPLF) yang menyatukan sumber daya teoretis ini ke dalam model analitis dan pedagogis yang koheren. Metodologi penelitian yang diadopsi adalah analisis wacana kualitatif. Korpus penelitian ini diambil sampelnya secara purposif dan terdiri dari tiga puluh teks, yang dibagi rata menjadi tiga domain: tulisan akademis, wacana kebijakan publik, dan komunikasi pendidikan. Teks-teks tersebut dianalisis melalui lensa interpretatif teori permainan bahasa Wittgenstein (1953), teori tindak tutur Austin (1962), dan teori intensionalitas Searle (1969). Pengkodean sistematis mengungkapkan contoh-contoh ketidakpastian semantik, kegagalan ilokusi, dan opasitas epistemik. Tiga temuan utama muncul: (1) filsafat bahasa menawarkan kerangka acuan meta-linguistik yang ketat bagi penutur dan penulis untuk mendeteksi dan menyelesaikan ambiguitas konseptual; (2) teori tindak tutur dan konsep performativitas memperjelas perbedaan antara apa yang dikatakan dan apa yang dimaksudkan, yang mengarah pada peningkatan kompetensi pragmatik yang signifikan; dan (3) pendekatan filosofis-linguistik terintegrasi terbukti meningkatkan pemikiran kritis dengan memungkinkan komunikator untuk mempertanyakan asumsi, menilai validitas argumen, dan mengidentifikasi manipulasi retorika. Filsafat bahasa adalah disiplin intelektual dan sumber daya praktis yang transformatif. IPLF yang ditawarkan di sini menyediakan kerangka kerja yang koheren untuk pendidikan bahasa dan analisis wacana kritis serta pengembangan komunikasi profesional dan memiliki konsekuensi bagi desain kurikulum, komunikasi institusional, dan tanggung jawab epistemik dalam kehidupan publik.
M. Mashuri· Jurnal Pendidikan Tambusai· 0 citations
This paper was written during the course “Introduction to Linguistic Theories and Analysis,” offered by the PPGL – Graduate Program in Linguistics at UFSCAR – Federal University of São Carlos, in February 2026. During the course, we had the opportunity to develop a paper, following the conclusion of the course, with the aim of defining the semantic fields of the two terms mentioned, as well as examining their use within the field of linguistics. Methodologically, the text is structured as a literature review of works addressing science, linguistics, and language, drawn from both physical and digital collections. The primary reference consulted in this approach is Karl Popper’s, The Logic of Scientific Discovery (2013). As intended outcomes of this study, we hope to compile a set of arguments that will, in principle, serve to integrate some of the theoretical frameworks into our doctoral dissertation (in progress, UFSCAR, 2024-2028).
M. Oliveira, Dirceu Cleber Conde· Revista de Estudos Interdisc...· 0 citations
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