Prezývky motivované somatizmami

The aim of this paper is to explore the potential of body part designations in the creation of bynames by pupils. The study analyses a corpus of 1,753 bynames invented as fictional names by pupils and students of pedagogy. Most of the bynames are associated with parts of the head, particularly the nose (e.g. Nosatý, Frňo, Dlhonos), hair (e.g. Hair, Brčo, Holohlav), and eyes (e.g. Guliočko, Škulo). Others are motivated by the mouth and lips (e.g. Papuľa, Puchor), face shape (e.g. Ksichtoš), tongue (e.g. Jazykolap), chin and beard (e.g. Brada, Fúzač), teeth (e.g. Zubo), ears (e.g. Ušatý Jožo), skin colour (e.g. Bleky, Čoko), and general appearance (e.g. Neandrtálec, Troska). The study also examines bynames related to weight (e.g. Suchár, Pupkáč), height (e.g. Drobec, Žiraf), and limbs (e.g. Noháč, Dlhoprstý). Metaphor and metonymy play a crucial role in the pupils’ creative process, reflecting their personal and experiential perception of reality.

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Publication Details

Journal
Acta onomastica
Published
2025-01-01
DOI
https://doi.org/10.58756/a1662912
Primary Topic
Education, Psychology, and Social Research
Type
article
Field-Weighted Citation Impact
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article

Prezývky motivované somatizmami

Mária Beláková
Acta onomastica
Education, Psychology, and Social Research
article

Prezývky motivované somatizmami

Mária Beláková
article en

Abstract

The aim of this paper is to explore the potential of body part designations in the creation of bynames by pupils. The study analyses a corpus of 1,753 bynames invented as fictional names by pupils and students of pedagogy. Most of the bynames are associated with parts of the head, particularly the nose (e.g. Nosatý, Frňo, Dlhonos), hair (e.g. Hair, Brčo, Holohlav), and eyes (e.g. Guliočko, Škulo). Others are motivated by the mouth and lips (e.g. Papuľa, Puchor), face shape (e.g. Ksichtoš), tongue (e.g. Jazykolap), chin and beard (e.g. Brada, Fúzač), teeth (e.g. Zubo), ears (e.g. Ušatý Jožo), skin colour (e.g. Bleky, Čoko), and general appearance (e.g. Neandrtálec, Troska). The study also examines bynames related to weight (e.g. Suchár, Pupkáč), height (e.g. Drobec, Žiraf), and limbs (e.g. Noháč, Dlhoprstý). Metaphor and metonymy play a crucial role in the pupils’ creative process, reflecting their personal and experiential perception of reality.

Acta onomasticaVol. 66(2)
Openalex Percentile: Top 70%
Education, Psychology, and Social Research
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