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2 results

  • Hyperbole and the Cost of Discipleship: A Case Study of Luke 14:26

  • Stephen Robert Llewelyn, Will Robinson
  • Journal:
    Harvard Theological Review / Volume 116 / Issue 1 / January 2023
    Published online by Cambridge University Press:
    09 February 2023, pp. 44-65
    Print publication:
    January 2023
    • Article
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  • Luke 14:26 has commonly been viewed as an example of hyperbole. This article applies modern studies on hyperbole that hold as its principle criteria both a scalar property and an evaluative/expressive function. We apply these criteria, analyzing Luke 14:26 in terms of encoded language, co-text, and context. We argue that hyperbole arises from the choice to use “hate” rather than “love more than” but also that the hyperbolic usage relies on a cause for effect (emotion for emotional response) metonym.1 In terms of language, we show that “hate” has variant meanings that may be different in their degrees of encoding. In terms of co-text, we argue that Luke’s use of “hate” and Matthew’s use of “love more than” are relevantly chosen; in other words, they are suited to and to be interpreted against their co-texts.

  • 10 - The Role of Co-Textual and Contextual Cues for Intelligibility in ELF Interactions

  • from Part II - Zooming in on ELF
  • Edited by Anna Mauranen, University of Helsinki, Svetlana Vetchinnikova, University of Helsinki
  • Book:
    Language Change
    Published online:
    17 December 2020
    Print publication:
    03 December 2020, pp 267-290

  • Summary

    It has been suggested that co-textual and contextual cues do not contribute much to phonological intelligibility in ELF interactions, since many non-native ELF users seem largely unable to draw on such cues when processing each other’s accents (Jenkins 2000). This small-scale, qualitative study investigates the role played by co-textual and contextual information in instances of phonological unintelligibility in ELF interactions. The results suggest that the non-native ELF users in this study tend to ‘interpret’ rather than ‘decode’ the incoming acoustic signal in relation to co-textual and contextual cues, provided they are available. The findings also indicate that such cues are not always beneficial to the listener, as they can also ‘mislead’ them by supporting an incorrect identification of a word.