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Introduction
According to Wang (2020), deixis is a traditional topic in pragmatics research. The term deixis comes from the Greek and means to use the language to “pointing” or “indicating” (He, 2006). Deictic words are words such as ‘I’ and ‘you’, ‘this’, ‘now’, and ‘here’. The word ‘I’, along with all those other words listed (and many more), does not have a relatively stable referential value in the way that the word ‘seaside’ consistently refers to a place where the sea meets land. The referent of the word ‘I’ depends on and varies according to the context of the utterance-that is, according to the source of the utterance; who is saying ‘I’. This referential value changes with every person’s use of the word ‘I’ (Macrae, 2019).
Levison (1983), proposed that deixis can be divided into five types: personal deixis, time deixis, place deixis, discourse deixis and social deixis. However, this classification may change depending the author. For example, the division of deictic referents into person, place, and time is often expanded through the category of so-called anaphoric deixis (Dubrow, 2015). Merilai (2020), also emphasizes that when it is applied the pragmalinguistic theory of deixis and the analytic philosophical theory of indexicals to poetic texts it is also necessary to speak about emotional or modal deixis in addition to traditional spatial, temporal, and personal deixis.
According to this author, emotional deixis is very important and necessary in communication. Modern research on the theory of emotionality has repeatedly stated that the wide range of emotional means of language and speech proves the importance of the role of emotion in human life and creativity. In addition, the broader meaning of emotionality implies the presence of an emotional aspect in virtually any utterance. The transition to the level of speech raises the question of the diversity and complexity of emotions, and therefore the specificity of their study. Attempts to study different aspects of emotionality in speech have led to the emergence of specific models that incorporate the necessary parameters of such research.
Emotional deixis (ED) is a metaphorical development of deictic forms, which expresses the emotional and psychological distance and closeness between the speaker and the referent. For example, the pronoun /this/ indicates the speaker's emotionality, and /that/ indicates the speaker's emotional distance. Therefore, the study of emotional deixis is relevant for a better understanding of emotions and feelings which can be relevant in the teaching of communicative aspects of languages, as well as in the interpretation of texts.
Established its relevance, the main goal of this research is to analyzed the development of emotional deixis in order to determine the ways of its expression. To accomplish this, in the paper are investigated the nature of emotionality, the manifestations of the development features of emotional deixis as well examples are given in the study of deictic data.
Development
The words of any language have been divided into two areas according to the type of meaning and the characteristics of the functions: symbolic and index words. At the same time, both must express their meaning but also words of a symbolic field and words of full value combine their semantic concretization with other words that are semantically synonymous. However, in terms of their lexical meaning the first ones are full of specific content in communication.
Some linguists connect the use of the emotional deixis with the use of the social deixis. Mansarate Quinto (2014), notes that, in terms of social deixis as a separate category president Benigno Aquino effectively uses emotional expressions which would aid in the achievement of advantageous position in political discourse. Specifically, his division of the deictic field between two types of relationship: first, between bosses and beloved countrymen and corrupt officials, old politicians and thieves, helps him persuade the Filipino people in his favor and ultimately gain political leverage.
The conceptual order of the concept of emotional deixis was studied by Kravchenko. He notes that deixis in modern language can be described in terms that justifies the form of socio-spatial-temporal connection of the communicative act (Kravchenko, 1992, p. 79). The investigation finds out the system of emotional coordinates for the linguistic solution of the problem of verbal expression of positive and negative emotions at the level of speech. The emotion is fixed in a certain area of space.
Until now all the factors that determine emotional deixis can be divided into 2 groups: situational and situative. In spite of its relation the factors included in the 2nd group are more numerous and diverse. Some of them can be called interactive authority, the emotional status of communicators, and other types of communication. These include gender, age, speech of the subject and his partner, emotional current, as well as the experience of the speaker, and so on. The national-cultural specificity of emotion, one of the factors determined by ED, occurs not only in specific types of emotional events, but also in the nature of the situation they can create. This group of indices differs in that they can express the deictic meaning out of context by obtaining its syntactic construction. Sometimes the expression of emotions occurs in discourse deixis. Discourse deixis describes deictic expressions which indicate prior or succeeding parts of the discourse. The listeners or the readers decode meanings from the discourse by identifying such indexical expressions and relating them with the deixis (Yahya, 2020).
The words and phrases that indicate the relationship between an utterance and the prior action is a kind of commentary on the text or conversation by the speaker. The peculiarity of these signifiers is that they are often considered in connection with other necessary deictic units, in which case the pronoun / I / also appears. Verb indicators also initially express some emotional excitement and feelings, which convey the basic lexical meaning of those verbs. These verbs are verbs that express emotion, for example: to be happy, to feel, to hate, to love, to like. In syntactic functions, they are represented by first-person singular pronouns and reinforce the emotional, i.e emotional-deictic character. This time (I hate, feel, love,) and other type sentences are processed.
Emotional deixis is associated with verbs with loose semantic content, initially processed by the pronoun /I/, which is a reinforcing unit, and expresses emotionality. These emotionally charged verbs are characteristic of colloquial language and slang. The study of emotions and their manifestations in various areas of human activity requires the study of a number of problems. These problems include the problem of correlation between the problem of emotion and cognition, the problem of differential emotions and their prototyping status through their parameterization, to determine how important emotions and their manifestations are.
The interaction of emotion and cognition is reflected in the fact that compulsory cognition is evaluated, which is the basis for the emergence of any emotion. Emotions not only have a multifaceted effect on the subject's own speech, but also on the direct witness of the emergence of his emotionality, the joint action of both positive and negative symbols of the communicator.
Some emotions (for example, dislike, accusation, hatred, disgust, excitement, frustration, surprise) are combined in a large sequence in emotional expressions, which allows us to classify the types given as speech emotions. From the point of view of emotional deixis, the study of emotionality at the level of speech opens wide horizons for a deeper study of different problems.
One of the most promising studies is the mutual study of different emotional deixis. It is known that the same emotional stimulus can cause a number of reactions. Among the pragmatic goals to be addressed in the near future is how the addressee of emotional deixis affects the formation and dynamics of the person to whom ED is addressed. Such focus of further research is related to the role of emotive deixis in the study of emotional expressions. The complex solution of all these problems should be useful for the development of language theory of emotions, as well as for the interpretation and adequate understanding of literary texts and the emotional aspect, for the teaching and practice of a foreign language and for everyday communication.
Lakoff (1974), notes that emotional deixis arises when the speaker under emotion does not fulfill the basis of the development of deictic units. The deictic elements /this/ and /that/ can be used non-differentially to indicate that an object is not close. /This/ is used when the previous utterance is uttered by the same person.
Brown, et al. (1987), note that the face is something completely specific, given to people with two special desires: (1) the desire to be unhindered: (roughly); and (2) desire to be approved (as a sign of respect). In general, people want to be liked and move freely in terms of social equality. Thus, Brown, et al. (1987), identified two additional aspects of the face called positive and negative: (1) positive image - approval of the public image; and (2) negative personality - the ability to interfere in someone's work.
Sometimes certain actions can create dangers related to different aspects of the face. Face-threatening expressions could be considered to be face-threatening actions. Here one can see the face as a psychosociological manifestation of social value.
From this point of view, the expression of emotions, or emotional interruption, is one of the methods that regulates the general state of an individual, as well as the dynamic and meaningful nature of the activity the person performs. Although the speaker is not actually trying to influence his or her speech partner at the moment, such an emotional manifestation is often accompanied by an "emotional virus,". Next it will be identified the types of emotional deixis (ED) of the language carrier (LC) that are located within the speech, through which the subject of speech expresses his directed/undirected emotions, as well as their speech features. A speaker needs to be able to express his or her emotional feelings verbally. This can be seen in the following context:
Ex: / It is a grievous affair to my poor girls, you must confess. Not that I mean to find fault with you for such things I know are all chance in this world/.
/ Thank Heaven! When I saw them carry you in, I felt quite sick /.
It is known that there are three types of communication: real, educational and literary. Following Shakhovsky & Zhura (2002), it becomes clear that literary communication is a special type of communication that reflects real communication and therefore has all its features. As it is known, the specificity of the linguistic activity of the character of a literary work is not free in the choice of language methods of the latter, ie it is the second system that forces the author to express his existence. Nevertheless, the author cannot convey any discourse to the character through the process of "addition" and does not go beyond the time and its language culture, i.e he has to rely on real models of speech accepted in the described society of a certain period.
This position allows the study of the character as an autonomous system for the study of self-expressive emotional deixis verbalization of the language. In the structure, when emotional intention and illocutive purpose are perlocutive issues, ED considers self-expression, and we consider illocutive goal to be superior.
A distinctive feature of the process of verbal expression of ED (language carrier) emotions is the closeness to emotional anxiety in the environment of the subject of speech. In this regard, for ease of marking, in the future it will be called a similar method of interpretation of ED as the emotional self-expression of the subject of speech. To find a way to create a typology of the emotional deixis of the language carrier, it is advisable to compare the characteristics of a number of emotional effects and processes of emotional expression of the language subject. The scheme for this is created like that. Here it is used M - emotional modality, I - emotional direction, T - emotional tonality, EI - emotional intensity, Price 1 - initial cognitive value, Price 2 - verbalized price reductions. Recall that the first cognitive value is a comparison of the awakening of "memory or feeling", which in any case arises with a specific emotion in terms of tonality, direction and modality. The second value reflects the characteristic of conformity-inconsistency of the situation listed to the expectations of the subject of speech in the form of the use of verbalization.
Examining the relationship between emotional state and differentiation, the differentiation criteria has been found for these two phenomena. The verbalization of the expression deixis (EM (emotional attitude)) to compare it with ED language methods in the future will be reviewed. Note that the ED under study makes the upcoming differentiation possible. Examining these parameters, it becomes clear that different types of ED expression can be distinguished by tonality and modality, expressing parameters such as emotional intention (expressing the subject's own emotions) and direction (expressing the direction of emotions). The topic discussed in detail was the negative expression of ED by the speaker EM. For him (given its meaning) the following are characteristic:
The intention of self-expression.
Negative tone of emotions.
The expression of the addressed emotions, i.e the meaning of the first three parameters remains unchanged.
Consider how the immutability of emotional modality is reflected in the LC used verbally. Before examining the emotional deixis, which is an expression of the emotions of the modality of which the intensity is expressed, it will be noted that in the form of verbalization they manifest themselves as in an emotive-evaluative relationship.
It is also believed that they are all presented as different types of non-praise. The study of extralinguistic contexts of disliked expressions showed that in many cases the social status of residents is the same as the status of the subject of speech, in the middle case the status of the speaker is low, and at a low level speech corresponds to the presence of a low status resident. This quantitative comparison suggests that, in spite of "self-expression," the subject of speech in many cases does not forget the presence of the audience, and is absent from the interlocutor without giving a negative assessment. On the other hand, the fact that the speaker is a few percent superior in terms of status, his certain / I / image, should be confirmed more categorically.
An interpretation of the discussed ED diversity, a review of the participating stylistic and syntactic lexical methods, revealed that its main objectification and speech method is a non-categorical negative value. The latter statement can be presented in both explicit and implicit forms. In the first case, the verbalization of the dislike EM is carried out by various evaluative words, expressive styles and stylistic methods (especially lexical). Less than half of the total number of negative expressions in the evaluative lexicon are nouns and adjectives with negative value semantics, and a very small part belongs to verbs and word combinations. A distinctive feature of the lexicon used to verbalize negatively evaluated ED is the emotional and rational expressions of the average categorical negative value included in its semantics (impudent, extraordinary, right, wrong, rubbish, waste). The following examples, with a negative-evaluative noun (first example) and a stylistic method (second example), allow us to express our disapproval of EM according to this subtype of ED.
Ex: /What a waste of time // You are always thinking of the past wrong actions you did/.
Non-categorical negative assessment involvement of lexical units (adjectives, nouns, verbs, adverbs, word combinations), underestimated lexicon and broad semantic words with negative accents as a result of contextual insertion can be realized with.
Ex: /Not good style at all / Do you suppose I would read a book, sir /.
Another way of verbalizing the expression of dislike for ED is to create an implicit negative value. An analysis of broad and extralinguistic contexts, and sometimes the lexical-syntactic features of speech, can help.
Ex: /How that woman did talk! /
The exclamation point of the sentence is emphatic and did not like the broad context EM. In addition to the indeterminate expression for the verbalization of the ED subtype in question, it is characterized by the use of a number of means of attenuation. The ED manifold used by LC of this variety is included in the list of methods used / I don't think\see\believe\understand / and so on. It may refer to the subjectivity of the price (a bit, rather and the verb form). In addition, with the use of lexical units with positive value semantics, the above-mentioned negative value expression and /very, too, so/ type intensifiers can be attributed to attenuation styles in negative constructions.
In addition to the listed language styles, syntactic methods are used to objectify the expression ED dislike. Around 72% of cases, sentences characterized by ED present themselves as separate sentences (simple, complex), and in only 28% of cases do they expand into complex syntactic complexes (SSCs) that include a series of sentences. However, around 60.4% of the sentences are narrative sentences (also formed in one-syllable and / What a ...! / /How...!/ models), 15% - question construction (the intensity of the information request is formal - 8% of questions - appellate structures), 5% command sentences / Let us go \ not go, we mustn't go, we a better / are used. About 12% of the above types describe incomplete and 4% focused emotion.
The role of syntactic-stylistic methods in the sense of ED dislikes is small. However, it should be noted that their formation can be complicated by non-directed emotions, the ED modal structure, which expresses the sequence of directed / undirected emotions of the subject of language, which is reflected in the emotional sense of speech. The syntactic and stylistic methods use includes:
Parallel constructions.
Repetitions.
Inversion.
As well as specialized members of the enumeration and sentence.
Repetition in the following statement, an emphoric element (ever) question - an appealing structure, exclamation point / What a ...! /, As well as dislike, allows you to express emotions such as surprise.
Ex: / The porter? / Why ever the porter? / / What a very extraordinary idea! /
Emotional content - the analysis corresponds to the following statement:
Ex: / I know all about the honor of Yond, Mary Jane, but I think it's not at all honorable for the pope to turn the woman out of the chairs that have slaved there all their lives and put little whispers-snappers of boys over their heads. I suppose it is for the good of the church if the pope does it. But it’s not just, Mary Jane and it’s not right ”// (Maugham, 1919).
This allows the following message to be expressed honestly and confirms the speaker's feelings of dislike, disappointment, and sadness.
Ex:/ I don’t t approve of the popes’ actions as they are somewhat incompatible with my moral and spiritual values I also feel a little bit disappointed and upset because some things turn out not. What they are expected to be / (Maugham, 1919).
Sometimes the addressee needs to express his feelings of love or pity in words.
/ It’s useless, what am I doing in your life? I’ve often wondered this, you know, only I never told my doubts. You are a growing tree. I am only a bird. You cannot break your roots and fly away with me /.
As the context shows, the young woman creates images to express her feelings of love and sorrow in words: she likens her lover to a growing tree, and considers herself a bird. This is the verbal expression of the emotional deixis. The use of lexical units in this context refers to verbal emotion directed at the addressee.
Conclusions
Deixis is a way of using language expressions and signs. Its interpretation depends on reference to the physical coordinates of the moment of speech, its participants, space or time. Deixis is an important means of communication in any language and for this reason, it can be stated as a language universal.
The expression of emotions and feelings expressed by emotional deixis are necessary in language, because they form, organize and direct the perception of thoughts and actions. Emotional deixis is a metaphorical development of deictic forms, which expresses the emotional and psychological distance and closeness between the speaker and the referent. Emotions not only have a multifaceted effect on the subject's own speech, but also directly affect the witnessing of the emergence of his emotionality, the joint activity of both positive and negative symbols of the communicator.
From the point of view of emotional deixis, the study of emotionality at the level of speech opens wide horizons for a deeper study of different problems. One of the most promising is the mutual study of different emotional deixis. It is known that the same emotional stimulus can cause a number of reactions. One of the pragmatic goals to be addressed in the near future is how the addressee of emotional deixis affects the formation and dynamics of the person addressed by emotional deixis.
Such a focus of further research is related to the role of emotive deixis in the study of emotional expressions. The complex solution of all these problems should be useful for the development of language theory of emotions, as well as for the interpretation and adequate understanding of literary texts, the emotional aspect for the teaching and practice of a foreign language, for everyday communication, among other aspects.
