CULTURE

COGNITION
COMMUNICATION
Language and Culture in Social Cognition

The conference is organized by

the Department of General and English Linguistics,
Maria Curie-Skłodowska University, Lublin, Poland

Lublin, 21-22.11.2019

Organizing committee:

Joanna Jabłońska-Hood
Hubert Kowalewski
Ewelina Prażmo
Katarzyna Stadnik
Angelina Żyśko
Konrad Żyśko

2
5
Polysemiotic construal of motion in film
Rafał Augustyn (Maria Curie-Skłodowska University in Lublin, Poland)

The paper analyses different dimensions of motion coded visually, audio-visually and
verbally, as represented in two science-fiction films Arrival (2016) and Blade Runner
2049 (2017) directed by Denis Villeneuve. The focus of this paper is on how cognitive
linguistics tools (such as embodiment, image schemas, metaphor and metonymy and
blending) can explain the ways in which certain aspects of meaning emerge holistically in
polysemiotic film setting, where image appears to be the dominant mode of presentation,
supported by other modalities, including the verbal (dialogues or written language) and
auditory inputs (sound and music composed for the film).
Given that the latter two modalities are used either as prominent or liminally
ostensive stimuli in the examined films, while the image is relatively static, the paper
examines selected examples of how these three modalities (visual, auditory, verbal)
interact to create a cognitively coherent impression of dynamic motion in the analysed
science-fiction dramas. The methodology applied in this study combines the elements of
cognitive film analysis (cf. Bordwell 1989; Thompson 1999; Coëgnarts & Kravanja 2012,
2015; Coëgnarts 2017) with cognitive linguistic tools, focusing in particular on
multimodal metaphor (Forceville 2016; Forceville & Urios-Aparisi 2009).

Keywords: cognitive film analysis, motion, multimodal metaphor, science-fiction film

References:
Bordwell, David. 1989. A Case for Cognitivism. Iris 9: 11-40.
Coëgnarts, Maarten. 2017. Cinema and the embodied mind: Metaphor and simulation in
understanding meaning in films. Palgrave Communications 3: 1-15
Coëgnarts, Maarten & Peter Kravanja. 2012. Embodied Visual Meaning: Image Schemas
in Film. Projections: The Journal for Movies and Mind 6(2): 84-101.
Coëgnarts, Maarten & Peter Kravanja (eds.) 2015. Embodied Cognition and Cinema.
Leuven: Leuven University Press.
Forceville, Charles. 2016. Visual and multimodal metaphor in film: charting the field. In
Kathrin Fahlenbrach (ed.), Embodied Metaphors in Film, Television and Video Games:
Cognitive Approaches, 17-32. London: Routledge.
Forceville, Charles & Eduardo Urios-Aparisi (eds.). 2009. Multimodal Metaphor. Berlin:
Mouton de Gruyter.
Thompson, Kristin. 1999. Storytelling in the New Hollywood: Understanding Classical
Narrative Technique. Cambridge: Harvard University Press.
Villeneuve, Denis (Director). 2016. Arrival [Motion picture]. USA: FilmNation
Entertainment.

Villeneuve, Denis (Director). 2017. Blade Runner 2049 [Motion picture]. USA: Alcon
Entertainment/Columbia Pictures.

6
Analysis of fictional dialogue of the first chapter of Faith, a novel by Lesley
Pearse, against selected linguistic outlooks on spoken language and
conversation
Janusz Badio (University of Lodz, Poland)

This work provides an analysis of the fictional dialogue of the first chapter of Faith, a
novel by the British writer and novelist, Lesley Pearse. The choice of the novel itself is not
considered key. It is most important though that it is a recent novel, with up-to-date
topics relevant to an ordinary person. The research question that this author attempts to
answer is the extent to which the FD of the first chapter of the novel is similar to real talk
and conversations. To this end the FD as a mimetic camouflage is discussed against
selected cognitive, processing and pragmatic models of speech, talk and discourse. The
analysis seems to suggest that in many respects the FD of the first chapter of Faith is
indeed a gross simplification of the processes that real talk involves. However, this is only
to be expected given the contention that it only constitutes the writer’s construal of
prison conversation between women inmates. As is the case of any example of language
use, the FD seems to be similar to real-life talk because it selectively triggers some
features of real talk. These, however, suffice for the reader to mentally simulate an entire
scene.

Keywords: fictional dialogue, narrative, strategy, conversational move, intonation unit,

episode, topic, mimetic camouflage, mental simulation, banter, style

7
Use of stereotypical social gender roles in an L2 narrative construal task
Janusz Badio (University of Lodz, Poland), Ourania Papadima (University of Dundee, UK)

This talk presents a study of the processes (mainly the application of stereotyping)
involved in reading a joke (Misztal 1990) and its subsequent retelling in writing.The
original version of the joke comprised a list of petty cash expenses of a small family
business (Misztal 1990: 74).The list of expenses starts with an advertisement for a
secretary, includes everyday objects, tickets, salaries and people’s names and ends with
an advertisement for a new secretary.
The construal of meaning and interpretation during the reading of the list is guided
by selective activation of schematic and stereotypical knowledge structures: frames (e.g.
restaurant frame with objects and people without temporal or causal relationships),
domains and schemas (abstract knowledge packages, e.g. narrative schema) and scripts
(knowledge structures usually involving human participants interacting at a certain
location and along a specific temporal profile, e.g. at the doctor’s, buying something at
the food store). The first part of the talk presents an experiment conducted in IFA Łódź,
Poland. Intermediate to advanced, Polish students (N= 36) of English as a foreign
language were asked to read two different versions of the above joke in independent
groups, and the changes that were made to the baseline joke are presented in the table
below:

Independent variable: agreement or not with cultural schemata

Agreement (reference Disagreement (changed
version) version)
VF (version with the name VM (version with the name Mike,
Gloria, presumably the presumably the secretary’s name)
secretary’s name)
8. Candy for husband
8. Candy for wife 22. Mike’s salary
22. Gloria’s salary 24. Theatre and dinner, Mike and
24. Theatre and dinner, Gloria self
and self 28. New laptop for husband
28. New fur coat for wife
In general, the changes involved a reversal of the schematic gender roles. In the
changed version of the joke the business is owned by a woman, who hires a
secretary(Mike) and she has an affair with him, buys him presents and goes out to the
theatre with him.
The research question posed in this part of the study was whether the participants
would construe gender roles as well as causal links between the participants and objects
differently as a result of the application of the independent variable, the VM and VF
conditions (see above). It was predicted that the VM version of the joke (with the name
Mike, supposedly male secretary) would take the participants more time to interpret as
compared to the VF version (with Gloria as a possible candidate for the secretary role).
This hypothesis was indeed confirmed. However, the experimental subjects did not take
significantly longer to write the VM version of the input joke; this prediction failed to be
confirmed.
The second part of the presentation highlights results of the qualitative analysis into
the way the participants (Polish and Greek students of English as a foreign language)
coded in writing the joke-list that was to be turned into a story. Specific decisions and
selected construal options will be discussed to demonstrate general cultural bias and
application of stereotyping in the Greek-English and Polish-English written retellings of
the joke. This will be coupled with some focus on the differences between the way female
and male writers decided to construe participants’ roles and relations as well as causal
links between objects and participants, often against or in the absence of clear
instructions in the input to do so. Examples from the Greek-English and Polish-English
stories will be provided in the presentation.

8
 “He was a rotten building”: Metaphors of extreme emotion in the
contemporary American fiction
Anna Bendrat (Maria Curie-Sklodowska University Lublin, Poland)

The paper will address the phenomenon defined in psychology and psychiatry as
emotional dysregulation (ED). The term refers to emotional reactions that are poorly
modulated and do not lie within the accepted range of emotive responses. ED is often
associated with trauma experienced in childhood and this trace will be developed on the
example of the characters from two American novels: A Little Life by Hanya Yanagihara
and Sharp Objects by Gillian Flynn. The adult protagonists must cope with both
hypersensitivity and emotional detachment physically manifested through self-harm
rituals, which are said to help them to “reactivate the pain into something whiter than
white.”

Keywords: emotional dysregulation, self-harm, childhood trauma, metaphor, Hanya

Yanagihara, Gillian Flynn

9
Conundrums in Translation – A Cognitive Study
Wojciech Błachnio (Maria Curie-Skłodowska University in Lublin, Poland)

Although translation has always played an important role in interlingual communication

between different cultures, its role has dramatically increased in today’s globalised,
cosmopolitan society. When translating texts from the source language to the target
language, a translator, must, on a number of occasions, depart from “linguistic unit-for-
unit faithfulness” and produce a translation that is relevant in the target culture.
Departures of this sort are particularly common in the case of humour translation. The
aim of this paper is to account for the cognitive mechanism which ensures that the
original cognitive humorous effect residing in an utterance is not lost in the translation
but is “cognitively appropriated.” (Risku, 2012) When the “faithfulness strategy” fails to
ensure the sameness of meaning, i.e. when the equivalent units in the target language
do not convey the exact same message, the rendering of humour in the target requires
more effort in finding an appropriate means of “cognitive appropriation”. In our view, the
process of “cognitive appropriation” can best be accounted for by the Binary Branching
model as envisioned by Patrick Zabalbeascoa (2005) combined with Sperber and Wilson’s
Relevance Theory (1999). The analysis is based on the material coming from translated
movies and stand-up comedies, which pose a significant challenge for translators.
Key words: cognition, translation, binary branching, relevance, faithfulness

References:
Munday, Jeremy N. 2001. ‘Introducing Translation Studies: Theories and Applications’.
In Semantic Scholar .
Risku, Hanna. 2012. ‘Cognitive Approaches to Translation’. In The Encyclopedia
of Applied Linguistics. American Cancer Society.
https://doi.org/10.1002/9781405198431.wbeal0145.
Rojo, Ana, and Iraide Ibarretxe-Antuñano. 2013. ‘Cognitive Linguistics and Translation
Studies: Past, Present and Future’. In Cognitive Linguistics and Translation, edited
by Ana Rojo and Iraide Ibarretxe-Antuñano. Berlin, Boston: DE GRUYTER.
https://doi.org/10.1515/9783110302943.3.
Wendland, Ernst. n.d. SURVEY OF TRANSLATION STUDIES, Version 4.7. Accessed 15
September 2019.
https://www.academia.edu/11318453/SURVEY_OF_TRANSLATION_STUDIES_version_
4.
Wendland, Ernst Richard. 2017. ‘Overview of Cognitive Linguistics and Translation:
Advances in Some Theoretical Models and Applications’ 2 (1): 10.
Wilson, Deirdre, and Dan Sperber. 1999. ‘Relevance and Relevance Theory’. In
MIT Encyclopedia of the Cognitive Sciences, 719–722. MIT Press.
Zabalbeascoa, Patrick. 2005. ‘Humor and Translation—an Interdiscipline’. Humor 18 (2).
https://doi.org/10.1515/humr.2005.18.2.185.

10
The role of foreign language learning for newcomers in the process
of integration.
Mariia Busko (Lviv Polytechnic National University, Ukraine)

The paper deals with the investigation of peculiarities of foreign language learning on the
example of newcomers in Canada. As the result, the experience has successfully been
studied and applied to foreign students, who came from different countries to enter Lviv
Polytechnic National University. Canadian experience is of great importance to Ukraine,as
Canada is the coutry with rich history of immigration and immigrants’ training.
The research has shown that newcomers ’studying is based not only on learning
language as a system of sounds, words and grammar rules, but it also includes
understanding the values (social, ethical, and civil), customs and peculiarities of
functioning in a new society. All in all, due to language learning immigrants are
acquianted with all important spheres of life in a new country. The research results have
shown that it is an important part of the adaptation to new life (Meaney, 2008) for both
newcomers in Canada and Ukraine. Also it is a key to gaining higher education and
financial stability in the future.
To carry out the research such methods a scomparative and experimental have
been used. They both have helped to get the best ideas from the Canada’s experience
and apply them in Ukraine.
It has been found out that immagrants’ language learning can be held at two
stages: before the arrival in the country and after it. It should also be noted that such
learning is absolutely different from the one held for other categories of adults as it takes
place everywhere and every time in a new multilingual and multicultural society.
Sometimes such learning is accompanied by communication with the specialists in
different spheres, who teach them not only thel anguage, but also how to act in different
situations, providingtheexampleson real-lifesituations. To sum up, language immersion,
direct and oral methods turn out to be quite productive for adults (Thornbury, 2017).
Having conducted the research, it has been found out that many ideas are very helpful in
organizing language programmes for potencial students of Lviv Polytechnic National
University, especially those combining language learning with integration into a new
society.

Keywords: language learning, immigrant, newcomer, foreign language

References:
Thornbury, S. (2017). 30 Language Teaching Methods. Cambridge: Cambridge
University Press.
Meaney J. (2008) Adult immigrant learning needs in Atlantic Canadian Communities.
Report on a series of community knowledge-exchange meetings. Canadian Council
on Learning.

11
Bi-longing: Identity and the second language learner
Chokri Smaoui (Applied Linguistics Faculty of Arts & Humanities, Sfax, Tunisia)

The learning of a second language is a multi-dimentional task. In addition to the question

of language proper, i.e. the mastery (or lack of it) of a new linguistic system, there are
other questions pertaining to the learner’s psychology (for example whether the learner
is introvert or extrovert), the new culture being exposed to and the degree of acceptance
of that culture, and the concomitant issue of the type of attitude that this learner has
towards the L2 and its speakers.
The question of identity, then, is at the heart of the language learning operation.
Identity is understood as “the way a person understands his or her relationship to the
world, how that relationship is constructed across time and space, and how the person
understands possibilities for the future” (Norton 2013, 1). As our relationship to the
world is to a large extent constructed through our first language (Clark 2003), it is
important to see how learning an L2 contributes to modifying that relationship or
otherwise maintaining it. This state of being/living between two different systems and
two different cultures can lead to learners having hyphenated selves and experiencing
two, sometimes completely different, worlds.
The present paper tackles the question of identity and language learning from a
number of perspectives. First, I deal with what I dub the ‘classical second language
acquisition perspective’, where I talk about the well-known issues of affective filter,
acculturation, affective variables, and the L2=L1 hypothesis. Then, I move on to
clarifying the relevance of individual bilingualism studies to the question of identity. In
the following part, I refer to the social psychology perspective, focusing in particular on
Social Accommodation Theory and Attribution Theory. The question of identity and
language learning is then looked at from the English as a Lingua Franca (ELF) angle,
where it is shown that norms for usage are questioned to a large extent, and that no one
presently can confidently claim to own English. After this, the ‘Critical SLA’ perspective
part addresses the issues of dynamic identity, investment, imagined communities and
positioning. The last perspective to deal with in this paper is the digital age perspective,
where questions such as multiple identities and virtual selves are addressed.

12
Where do metaphorical idioms reside most frequently?
Anna Dąbrowska (Maria Curie-Sklodowska University in Lublin, Poland)

Conceptual metaphors can occur in numerous culture-specific linguistic manifestations,

among which metaphorical idioms have become the material of my research.
Metaphoricity is commonlyregarded as an indispensable property of an idiom (Nunberget
al. 1994), and “some types of idioms behave exactly like metaphors,” indeed (Glucksberg
2001: 67).
The aim of my research is to analyse the context in which metaphorical idioms
pertaining to ANGER occur most frequently. The data set of my study comprises the top
50 anger-related idioms, which first have been extracted from dictionaries of idioms and
the COCA Corpus. The idioms have been compared in terms of their occurrence in five
different types of register, namely those offered by the COCA, i.e. spoken discourse,
fiction, popular magazines, newspapers, and academic texts.The results obtained from
my research reveal that the most popular context in which anger idioms occur is fiction
discourse (33%), then spoken discourse (24%), magazines (22%), newspaper (19%),
and the least favourable for idioms are academic texts (2%). The top frequent anger
idioms for all the COCA registers include, e.g. to be up in arms ‘to be very angry’; to see
red ‘to become very angry or annoyed suddenly’; to go ballistic ‘to become very angry’;
to rant and rave ‘to protest noisily and forcefully about something with anger’. The
anger-related idioms yielded in the study do function as metaphors. Yet some further
research needs to be made to analyse in detail the colloquial registers, popular speech
and oral culture in which idioms most likely occur, in order to find out whether other
factors, e.g. gender, determine the choice of metaphorical language.

Keywords: conceptual metaphor, metaphorical idioms, anger, colloquial registers, corpus

study

References:
Glucksberg, Sam. 2001. Understanding Figurative Language: From Metaphors to Idioms.
Oxford: Oxford University Press.
Nunberg, Geoffrey; Sag, Ivan; and Wasow, Thomas. 1994. Idioms. Language 70 (3),
491-538.

13
Conceptual Metaphors of Fear in Digital Games
Bartosz Dudek (Maria Curie-Sklodowska University in Lublin, Poland)

Fear, as one of the most powerful human emotions, is receiving considerable attention in
a variety of research fields. Although we naturally induce it by dangers lurking within our
vicinity, as current research shows, fear can be also exploited by social constructs such
us books, movies, or digital games. Especially the last one has shown that there is a
problem in fear understanding. The way we perceive it very often does not correspond to
the way game designers portray it. This article examines the problem of horror digital
games that fail to induce fear through their digital representation. We argue that
insufficient number of clear conceptual metaphors corresponding to fear (Kövecses 2000)
is one of the reasons causing this failure. By examining a few examples of the most and
the worst critically acclaimed digital games, we provide evidence for our claim. In theory,
the more conceptual metaphors of fear in the game can be found, the scarier, and thus
critically acclaimed, it becomes. Case study data have been collected from review
aggregators and video game plays. While discussing the subject matter, we take into
consideration three main anchorage points, i.e.: game world design, characters and
avatar. The research shall prove that there is correlation between insufficient number of
fear-inducing mechanisms and frightening experience they induce. This would show that
some conceptual metaphors of fear correlate with game design techniques exploiting it.
For this reason, horror game designers shall take a closer look at the study of fear to
enhance their products. Scholars, on the other hand, could track the differences between
these techniques and the way they activate specific emotions in their players.

Keywords: fear, conceptual metaphor, digital games, emotions

14
Classic Mayan and ancient Maya culture as products of human
Agnieszka Hamann (University of Warsaw, Poland)

The recent decades have brought about significant developments in the decipherment of
Maya glyphs, which revealed the complexity of the writing system itself and the
sophistication of the Classic Period (250-900AD) Maya culture. The extant texts, most of
which are text-image pairings, show the ingenuity of human mind, reflected in the ways
artists enjoyed their creative license to innovate spellings, blur lines between image and
text, hide and highlight pieces of information by varied use of available resources.
Writing and painting being one conceptual category, Maya inscriptions are highly
multimodal and it is only the complex interaction of all modalities (image, gestures,
pictorial signs and textual signs) that delivers the complete message. For example, since
the language (Classic Mayan) is theme-oriented, the text rarely mentions agents of
described events – they tend to be depicted in the accompanying image, which suggests
that the concept of agency is universally relevant for humans, even when the language
does not reflect that. This paper analyses aspects of the highly creative cognitive
environment and social practice created by Maya elites of the Classic Period: how they
encoded and stored information, what the possible context of access was, what it says
about ancient Maya society.

Keywords: Maya glyphs, cognitive environment, social mind in language and culture

References:
Bassie-Sweet, Karen, and Nicholas A. Hopkins. 2019. Maya Narrative Arts.
University Press of Colorado.
Guernsey, Julia. 2006. Ritual and Power in Stone: The Performance of Rulership
in Mesoamerican Izapan Style Art. University of Texas Press.
Houston, Stephen D. 2000. ‘Into the Minds of Ancients: Advances in Maya Glyph
Studies’. Journal of World Prehistory 14 (2): 121–99.
McLeod, Alexus. 2019. Philosophy of the Ancient Maya: Lords of Time. S.l.:
Lexington Books.

15
Love and Sorrow: A metaphorical Conceptualization of Emotion in
Khalil Gibran’s The Broken Wings
Hassan Isyaku (Federal University in Dutse, Nigeria)

The research identified and examined the conceptualization of love and sorrow in the
poetic novel The Broken Wings by Khalil Gibran. The researcher asked three research
questions on what linguistic metaphors were used in the text, to what extent such
linguistic metaphors were used and their ontological correspondences within the text. The
researcher further question whether the love and sorrow in the Arab Literature which
constitute to a great extent the emotion metaphors could be generalized and conform to
the literature (in the English context) on Emotion as FOOD, FLUID in a CONTAINER and
other bodily organs metaphors that conceptualize emotion. The data for the study was
the complete (English translated) poetic novel of Khalil Gibran, The Broken Wings
(originally written in Arabic with the name Al Ajniha Al Mutakassirah). The novel was
chosen because of its Arabic originality and size (containing only 31 pages). The
researcher employed a qualitative research design specifically dwelling on Merriam’s
descriptive interpretive method. A purposive sampling was employed to select the text
from a number of texts of similar content and context. The Conceptual Metaphor Theory
(CMT) of Lakoff and Jonson (1980) was used as the framework of the study. The results
revealed that the first level of generalization (on emotion as Container) could be applied
to the Arabic literature while the second level (on the emotion as bodily organs) could not
be applied as in the whole, there wasn’t a realization of bodily organs in conceptualising
Love and Sorrow within the text. Based on the descriptive statistical analysis, it was
revealed that love and Sorrow share 20% similarity of source domains out of the 109
conceptual metaphors identified from the novel. Finally, the study was found significant
to both Arabic ESL learners and teachers. Based on the limitations of translations,
overlapping of source domains and a very narrow scope employed for the study, the
researcher recommended for more studies with wide scope and a good number of novels
in the Arabic literature to be able to make valid generalisations on the relevance and
generalizations of CMT to the Arabic literature.

Keywords: literature, emotion, love, sorrow, cognitive metaphors

16
An Andalusian view of death in translation: ‘Clamor’ by Federico García
Lorca and its Polish translation
Anna Jamka (University of Warsaw, Poland)

Death, an essential part of life, is a mesmerizing topic for a number of reasons. Without a
shadow of a doubt, it is a universal phenomenon. Nevertheless, the variety of death
ritesas well as myths and beliefs related to the act of passing,suggest certain differences
in its understanding among individuals, communities, and cultures. Are such differences
manifested in language? And if so, can they be examined in analysis of translations of
highly artistic, poetic texts?
In this talk I seek to reconstruct the linguistic view of DEATHin ‘Clamor’ by Federico García
Lorca and its latest Polish translation (2019) by Jacek Lyszczyna. Having in mind that
language constitutes the raw material of literature (Pajdzińska, 2013), I believe that
analyzing poetry in view of the linguistic worldview is crucial for its deeper understanding
and, as a consequence, delivering a good translation. What is more, I am convinced that
applying the analytical tools developed by cultural linguistics, and in particular, the
Ethnolinguistic School of Lublin, in translation studies may be useful not only in
assessment of translation quality, but also very telling of the role of translated texts in
the target language, culture and literary system. Therefore, I intend to analyse
Lyszczyna’s translation in view of the linguistic worldview to assess its quality and
determine what such an ‘infected’ view of DEATHmay tell us about our own (Polish) take
on this concept.
Firstly, I will analyse García Lorca´s poem to identify the key linguistic exponents of
DEATHand reconstruct its non-standard linguistic view (Gicala, 2018) in ‘Clamor’. Secondly,
I will capture the key linguistic exponents of DEATHin form of holistic cognitive definitions
following the principles established by Bartmiński et al. (1988, 1996, 2006, 2010, 2013,
2018). Furthermore, I will do the same with their Polish equivalents used in Lyszczyna’s
translation. On the basis of the outcomes of the study, I will reconstruct the ‘translated’
linguistic view of DEATHand answer the research questions.

Keywords: linguistic worldview, translation studies, Federico García Lorca, death, cultural
concept

References:
Bartmiński, J. (Ed.).(1988). Językowy obraz świata. Lublin: Wydawnictwo UMCS.
Bartmiński, J. (Ed.).(2006). Językowe podstawy obrazu świata. Lublin:
Wydawnictwo UMCS.
Bartmiński, J. (2010). Pojęcie „językowy obraz świata” i sposoby jego operacjonalizacji,
In P. Czapliński, A. Legeżyńska & M. Telicki (Eds.), Jaka antropologia literatury jest
dzisiaj możliwa? (pp. 155-178). Poznań: Poznańskie Studia Polonistyczne.
Bartmiński, J. (2013). The Cognitive Definition as a Text of Culture. In A. Głaz, D.
Danaher & P. Łozowski (Eds.), The Linguistic Worldview: Ethnolinguistics, Cognition,
and Culture(pp. 161-180). London: Versita.
Bartmiński, J. (2018). O założeniach i postulatach lingwistyki kulturowej (na przykładzie
definicji PRACY). Półrocznik Językoznawczy Tertium. Tertium Linguistic Journal 3 (1),
26-55.
García Lorca, F. (1982a). Obras, I. Poesía 1(M. García-Posada, Ed.). Madrid: Akal.
García Lorca, F. (2019). Federico García Lorca - od symbolizmu do
surrealizmu (J.Lyszczyna, Trans.). Katowice: Wydawnictwo Uniwersytetu Śląskiego.
Gicala, A. (2018). Przekładanie obrazu świata: Językowy obraz świata w przekładzie
artystycznym. Kraków: Towarzystwo Autorów i Wydawców Prac Naukowych
"Universitas".
Pajdzińska, A. (2013). The Linguistic Worldview and Literature. In A. Głaz, D. Danaher &
P. Łozowski (Eds.), The Linguistic Worldview: Ethnolinguistics, Cognition, and
Culture(pp. 41-59). London: Versita.
SSiSL - Bartmiński, J. (Ed.). (1996). Słownik stereotypów i symboli ludowych, t. 1, cz. 1.
Lublin: Wydawnictwo UMCS.

17
Common mistakes in English speech Of Azerbaijani students in condition of
artificial bilingualism
Kamala Kafarova (Baku Business University, Baku, Azerbaijan)

One cannot study a foreign language without coordinating it with native language. It is
necessary to arrange the process in a more effective way, so that the native language
might not impede, but help to learn a foreign language. It requires examining key
problems experienced by some learners in the process of studying, as well as
determining the ways to overcome them.
Many scientists and investigators pay a considerable attention to the problems of
bilingualism, particularly, to the interfering impact of native language in learning a
foreign language.
Interference in linguistics is a consequence of influence of one language on the
other. This is an interaction of language systems, deviations from the norm and system
of non-native language takes place as a result of impact of native language. We support
the idea of V.A.Vinogradov in understanding interference to be an interaction of language
systems in the context of multilingualism where an uncontrolled transfer of certain
structures or elements of one language to the other takes place. Such aphenomenon may
appear both in the oral and written speeches.(Vinogradov, 1990, p.102)
The main objective of our paper is to study the phenomenon of “interference” of
native language in teaching English and discover the common mistakes. First of all, it
requires identifying the reasons, why such mistakes take place.
Languages are in close coordination when people or nations get in touch with each
other. It took many historic periods for nations and their languages to be in cooperation
so that the system of teaching non-native language might be established. However,
regardless of such historic periods, the native language speaker had coped with the
phenomenon of interference every time he tried to understand and learn the language of
other nation – the leading function of native language as to its different nature formed
obstacles in learning a foreign language.

Keywords: interference, grammatical interference, bilingualism, language interaction,

source language, target language

18
Intersubjective communication in the narrative. An SPS-based Analysis of
James Joyce’s Eveline
Anna Kędra-Kardela (Maria Curie-Skłodowska University in Lublin, Poland)

In her study Storyworld Possible Selves (2018), Maria-Angeles Martinez “explore[s] the
cognitive processes underlying the idiosyncrasy of the narrative experience, with special
attention to feelings and emotions as indispensable components of human cognition” (1).
In particular, she focuses on narrative engagement of individual readers and their
emotional response to narratives. Using Fauconnier&Turner’s (2002) theory of conceptual
blending, Martinez develops her model of storyworld possible selves (SPS) to account for
the reader’s interaction with the narrative, which ultimately leadsto the meaning
construction process of the narrative in question. In Martinez’s SPS conceptual
integration model, the Generic Space contains “narrative perspectivization […] including
an intradiegetic perspectivizer […] and an extradiegetic audience member” (22), while
Input Space I comprises “character construct of a focalizer and/or narrator” and Input
Space II includes “the individual reader’s or audience member’s self-concept” (20-21).
The emergent SPS is a blend which combines conceptually the two input spaces.
Viewed in this way, the concept of an SPS allows for a fine-grained analysis of the
character – audience interaction by reconciling the intra- and extradiegetic perspectives.
The construction of an SPS can thus implement the reader’s intersubjective ability to
“read somebody else’s mind,” to read the reasoning and emotions of others (e.g.
characters in works of narrative fiction)and ultimately identify with them (cf.
Rembowska-Płuciennik 2012: 102).
The presentation applies Martinez’s model to the analysis of James Joyce’s short story
“Eveline,” a third-person narrative with Eveline as a focalizer. The analysis is designed to
demonstrate that introducing Eveline’s angle of vision as reflected in her memories,
reflections on her current situation, and predictions concerning her future, may result in
the reader’s empathetic identification with her as a character. The change of perspective
at the end of the story from that of Eveline’s to that of the narrator’s has an impact on
the reader’s interpretation of the protagonist.

Keywords: storyworld possible self, narrative engagement, intersubjectivity, narrator,

focalizer, James Joyce’s “Eveline”

References:
Fauconnier, Gilles, Mark Turner. 2002. The Way We Think. Conceptual Blending and
the Mind’s Hidden Complexities. New York: Basic Books.
Martínez, María-Ángeles. 2018. Storyworld Possible Selves. Berlin/Boston: de Gryuter.
Rembowska-Płuciennik, Magdalena. 2012. Poetyka intersubiektyw-ności.
Kognitywistyczna teoria narracji a proza XX wieku. Toruń: Wyd. Naukowe
Uniwersytetu Mikołaja Kopernika.

19
Aspects of emotional engagement in literary text reading:
A case study in Susan Heyboer O’Keefe’s Frankenstein’s Monster (2010)
Andrzej Kowalczyk (Maria Curie-Skłodowska University in Lublin, Poland)

As cognitive studies of literature develop, more and more critical attention is paid to
emotions and their role in meaning production. In Keith Oatley’s words, “[e]motions are
centres of considerable density of meaning in texts” (168). Arguably, in the case of
literary fiction, as in real life, the “ability to share others’ feelings ultimately results in a
better understanding of the present and future mental states and actions of the people
around” and generating prosocial behaviour (Singer and Lamm 81). The sharing, or
empathy, can be understood as a phenomenon in which affective and cognitive aspects
intertwine (Lockwood).
The present paper proposes an analysis of a contemporary novel, Susan Heyboer
O’Keefe’s Frankenstein’s Monster (2010), with regard to the reader’s emotional
engagement and her/his empathizing with the eponymous Monster. I intend to discuss
the techniques/methods utilized to elicit the reader’s affective-cognitive response.
Considered will be such elements as narrative perspective, the impact of intertextual
relations, the therapeutic role of “writingandreading” (K. Oatley’s term), and the use of
the so-called textual “emoticons” (J. Płuciennik), among others. In the course of my
analysis I will argue that a cognitive-poetic reading of a literary text with regard to its
emotional-cognitive potential combines the “traditional” idea of authorial intention with
textual intention (sensu U. Eco) and an individual reader’s concretization of the work of
art (sensu R. Ingarden).

References:
Heyboer O’Keefe, Susan (2010). Frankenstein’s Monster. New York: Three Rivers Press.
MOBI.
Lockwood, Patricia L. (2016). “The anatomy of empathy: Vicarious experience and
disorders of social cognition.” Behavioural Brain Research 311: 255-266. DOI:
10.1016/j.bbr.2016.05.048.
Oatley, Keith (2003). “Writingandreading: The future of cognitive poetics.” Cognitive
Poetics in Practice, eds. J. Gavins and G. Steen. London: Routledge. 161-173.
Płuciennik, Jarosław (2004). Literackie identyfikacje i oddźwięki: poetyka a empatia. 2nd
ed. Kraków: Wydawnictwo Universitas.
Singer, Tania and Claus Lamm (2009). “The Social Neuroscience of Empathy.” The Year
in Cognitive Neuroscience 2009: Ann. N.Y. Acad. Sci. 1156: 81–96. DOI:
10.1111/j.1749-6632.2009.04418.x
Trump’s Manipulative Strategies in the 2016 Campaign for Presidency
Hajer Labidi (Higher Institute of Applied Languages & Computer Science Beja, Tunisia)

Political discourse invests language both as a powerful tool and a tool of power to redirect
public opinion towards peculiar issues and warrant future plans by a variety of means.
From this vantage point, foregrounding, misrepresentation, and rhetoric are among the
strategies deployed. In the case of electoral campaigns, politicians’ language would
alternatively help them win elections. This paper is an attempt to answer queries about
how effective lexis (nouns, adjectives, adverbs) and deixis (I, we, they) are in unveiling
ideologies, attitudes, stereotypical images and background knowledge of the US
candidate for presidency Donald Trump (2016). In this research Fairclough’s three-
dimensional model is combined with other frameworks, more precisely pragmatics and
critical discourse analysis. The results have shown that racist attitudes were uncovered
by a lucid, extensive accusation and menacing of the other has also been made tacit,
whose basis is value-judgment and overgeneralization.

Keywords: political discourse, pragmatics, critical discourse analysis, power, lexis,

deictics, racist.

20
A Cognitive Linguistic approach to welfare animal advertisements
Aleksandra Majdzińska-Koczorowicz (University of Lodz, Poland)

Social campaigns aim at raising people's awareness about certain current problems and
triggering given motion. In the thicket of information and multimodal content fighting for
our attention, marketers need to be creative and innovative to successfully get their
message across. Social marketing, in opposition to the commercial one, faces more
challenges to be effective as it promotes ideas – not products. Influencing the society's
recognition of certain (mostly invisible at first glance) areas such as the environment,
health care, or the wildlife calls for using efficacious persuasive techniques, stirring
emotions, and skillfully combining text with image.

My presentation will focus on campaigns addressing animal rights, the endagnerment of

the wildlife, and the abuse of animals. In order to discuss particular levels of the
advertisements' bimodal expression, I will refer to the persuasive use of language (e.g.
marketing techniques, presenting arguments), construal operations (Langacker 1987,
2008), and figurative devices (e.g. metaphor, metonymy, hyperbole). Since campaigns
are undoubtedly complex forms, the conceptual blending theory (Fauconnier and Turner
2002) will also be handy to discuss certain cognitive mechanisms behind their
presentation.

Keywords: construal, blending, advertising

References:
Fauconnier, G. & M. Turner. (2002). The Way We Think: Conceptual Blending and the
Mind's Hidden Complexities. New York: Basic Books.
Langacker, R. (1987). Foundations of Cognitive Grammar, Volume
I, Theoretical Prerequisites. Stanford, Cal.: Stanford University Press.
Langacker, R. (2008). Cognitive Grammar: A Basic Introduction. New York:
Oxford University Press.

21
Where text and music merge: On a multimodal communication in W.A. Mozart’s
Requiem
Agnieszka Mierzwińska-Hajnos (Maria Curie-Skłodowska University in Lublin)

Drawing on Wittgenstein’s observation that “understanding a sentence is much more akin

to understanding a theme in music” (2001: 527, after Zbikowski 2009: 359 ), the aim of
the present paper is to explore in what way and to what extent two distinct modes, text
and music, shape the ultimate message as conveyed in two fragments, Dies irae and
Confutatis, taken from the famous Requiem by W. A. Mozart. Musical masterpieces are
often referred to as forms of discourse (cf. McKerrell and Way 2017; Moore 2013) that
communicate meaning via two channels, i.e. music, being the ‘affective’ content of a
given musical masterpiece (Jackendoff 2009) and text, rendered its ‘propositional’
content (Zbikowski 2009)
While offering an in-depth multimodal music-cum-text analysis of Dies irae and
Confutatis , two problems will be particularly taken into consideration: (i) which cognitive
processes are activated in the course of conceptualizing music and text (Brandt 2009,
also Antović 2011, Zbikowski 2009), and (ii) to what extent the integration of these two
disparate modes can be viewed a conceptual blending operation in the sense of
Fauconnier and Turner (2002).

Keywords: multimodality, conceptual integration, Mozart’s

Requiem References:
Antović, M. 2011. Musical Metaphor Revisited: Primitives, Universals and Conceptual
Blending. Available online at SSRN http://ssrn.com/abstract=1763503. Accessed 14
May 2015.
Brandt, P.A. 2009. Music and the Abstract Mind. Journal of Music and Meaning, 7, 3.
Available online at: http://www.musicandmeaning.net/issues/showArticle.php?art
ID=7.3. Accessed 20 August 2018.
Fauconnier, G., M. Turner. 2002. The Way We Think: Conceptual Blending and the Mind’s
Hidden Complexities. New York: Basic Books.
Jackendoff, R. 2009. Parallels and nonparallels between language and music.
Music Perception 26 (3), 195-204.
McKerrell, S., L. Way. 2017. Understanding Music as Multimodal Discourse. In: Lyndon
Way and S. McKerrell (eds.) Music as Multimodal Discourse: Semiotics, Power and
Protest. London and NewYork: Bloomsbury Academic, 1-20.
Moore, A. F. 2013. Song Means: Analysing and Interpreting Recorded Popular Song.
Aldershot: Ashgate.
Wittgenstein, L. 2001. Philosophical Investigations. 3 rd ed. Gertrude Elisabeth
Margaret Anscombe (transl.). Oxford: Blackwell.
Zbikowski, L. 2009. Music, Language, and Multimodal Metaphor. In: Charles Forceville,
and E. Urios-Aparisi (eds.). Multimodal Metaphor. Berlin: Mouton de Gruyter, 2009).
359–381.

22
Conceptual metaphors for communication in stress-generating medical
environment
Katarzyna Karska (Medical University of Lublin, Poland), Ewelina Prażmo (Maria Curie-
Skłodowska University in Lublin, Poland)

Metaphors govern human understanding of the world and are present in many activities
related to our everyday life, language and thoughts. They are an integral component of
human cognition, and thus shape our communication. Metaphors are powerful cognitive
mechanisms that trigger both lexical and textual creativity and creatively expand the way
the world is perceived and construed. They make it possible to access the less evident
areas of experience via perceptually salient conceptual domains. The present study
discusses different functions of metaphors found in the field of medicine within the
boundaries of doctor-patient or doctor-doctor interaction and communication. The
usefulness of metaphors is clear in the context of stress-generating medical environment
including a number of contexts (pain, diagnoses, diseases, emergencies). Thus, different
roles that metaphors play in the medical discourse are discussed. The use of metaphor
proves to aid the decision-making processes concerning patient diagnosis and treatment.
Additionally, it helps find common ground and familiarise the patient with the medical
environment so that the doctor can be more emotionally available to the patient.
Metaphor is a tool for demonstrating empathy and encouragement to fight the disease on
the one hand and a useful tool to create a more familiar context for communication on
the other. Metaphors possess the potential for breaking stereotypes and barriers and
helping find common ground between doctors and patients. Finally, metaphors prove that
doctors may show equality and alliance as well as sympathy and understanding for the
patient, since they help reduce the impact of potentially stress generating information to
the patient. The present study is maintained withing the methodological framework of
cognitive linguistics in general and conceptual metaphor theory in particular.

References:
Baker SR. 2014. Metaphors in Radiology. In Notes of a Radiology Watcher, Springer.
Biss, E. 2014. Medicine and Its Metaphors, last accessed on the 20th January 2016,
available at https://www.guernicamag.com/features/medicine-and-its metaphors/
Khullar, D. 2014. The Trouble With Medicine's Metaphors. The Atlantic. Vol. 8
Klass, P. 2007. Learning the Language. Composing Knowledge: Reading for College
Writer. Ed. Rolf Norgaard. Boston: Bedford/St. Martin’s.
Lakoff, G., Johnson, M. 1980. Metaphors We Live By. The University of Chicago Press.
Vyjeyanthi S. Priyakoul. 2008. Using Metaphors in Medicine. In Journal of Palliative
Medicine Vol. 11nr 6.

23
Following and violating the prototypic features and functions of academia
in Anglophone and Polish academic mystery novels
Elżbieta Perkowska-Gawlik (Maria Curie-Skłodowska University in Lublin, Poland)

Social schemas concerning academia appear to produce an idyll with its unique
chronotope. ‘Faculty towers’ and the campus with their own time divided into terms or
semesters are effective in creating the prototypical feature of “an innocent society in a
state of grace” (Auden). In contrast, academic fiction and especially the academic
mystery novel present the university as a macrocosm whose own rules and mores make
it “thick with the possibilities of intrigue” (Showalter). Incorporating murder and the
ensuing criminal investigation in the world of tertiary education, the academic mystery
novel uncovers, highlights and comments upon the uncomfortable problems which
contemporary universities are haunted by, i.e. an unscrupulous fight for tenure,
plagiarism, misogyny or mobbing sanctioned by the academic hierarchy.
To show how the academic mystery implodes the prevalent ‘idyllic’ schema of academia I
will anchor my analysis of “person schemas, self schemas, role schemas, and event
schemas” (Augoustinos, Walker 1995) in academic mysteries, whose authors, mainly
academics themselves, situate their criminal plots at different universities in the United
Kingdom, the USA, and Poland. Moreover, I will scrutinize the major differences between
Anglophone and Polish academic mysteries, with a special focus on their reception among
their major audience, i.e. academics, which results in the unceasing production and
popularity of the former and rare examples of the latter.

24
Metaphor in Idioms of Emotions
Tatiana Sorokina (Maria Curie-Skłodowska University in Lublin, Poland)

Based on the cognitivist view of idioms, the paper develops a linguistic analysis of English
and Russian idiomatic expressions of emotions. Idioms challenge linguistic theories and
the language acquisition process: they are a difficult linguistic area to master for foreign
language learners and a difficult area to explore, in a systematic way, by linguists. With
the advent of cognitive linguistics, idiomaticity is not just a matter of language, but is
taken to be a universal aspect and process of human cognition. Idioms, Kövecses (2002)
notes, “are conceptual in nature, their meaning is not arbitrary, and they are
‘conceptually motivated,” where motivation of idioms arises from knowledge of the
cognitive mechanisms such as metaphor, metonymy, conventional knowledge that link
figurative meaning to literal. According to Langlotz, conceptual metaphors reflect
cognitive creativity. (2006). Relying on the metaphor-based approach to emotions as
delineated in Kövecses (2015), the paper attempts to answer the question how emotion
concepts are related to each other and what the precise role of metaphors, metonymies,
and related concepts in the cognitive construction of particular emotion concepts is.

Keywords: Idiom, idiomaticity, conceptual metaphor, emotion concept.

References:
Lakoff, George; and Johnson, Mark. 1980 [2003]. Metaphors We Live By. Chicago:
University of Chicago Press.
Kövecses, Zoltán. 2002. Metaphor: A Practical Introduction. Oxford: Oxford University
Press.
Kövecses, Zoltán. 2004. Metaphor and Emotion. Language, Culture, and Body in
Human Feeling. Cambridge: Cambridge University Press.
Kövecses, Zoltán. 2015. Where Metaphors Come from? Oxford: Oxford University Press.
Langlotz, Andreas. 1984.Idiomatic Creativity: A Cognitive Linguistic Model of
Idiom Representations and Idiom-Variation in English. Amsterdam
and Philadelphia: John Benjamins.

25
Socio-cultural situatedness as context-dependent vantage point in style
attribution
Szilárd Tátrai (Jagiellonian University, Cracow, Poland; Eötvös Loránd University,
Budapest, Hungary), Júlia Ballagó (Eötvös Loránd University, Budapest, Hungary)

The talk, which builds upon the theoretical foundations of social cognitive pragmatics
(see Tomasello 1999; Croft 2009), makes the case for considering the speaker’s
sociocultural situatedness in the intersubjective context of joint attention as a key factor
in the process of style attribution, functioning as a context-dependent vantage point of
construal (cf. Sanders–Spooren 1997). Hence, style attribution is understood as a deictic
process bringing different socio-cultural factors to bear on linguistic formation.
Specifically, sociocultural situatedness contributes to the successful interpretation of
referential scenes as the speaker adjusts linguistic formation to relevant socially
grounded and culture-specific expectations which are accessible to participants of the
scene of joint attention.
Aiming at the harmonization of theoretical modelling with empirical research, the
authors support their theoretical assumptions by a multi-level empirical study. The two
consecutive questionnaire studies address the following questions: (i) Which everyday
labels of style give evidence of the speaker’s socio-cultural situatedness during the
process of style attribution, reflecting her metapragmatic awareness (cf. Verschueren
2000)? (ii) Which factors of the speaker’s socio-cultural situatedness are foregrounded by
the expressions reflecting on style attributions understood as folk categories? (iii) What is
the effect of particular socio -cultural factors on the stylistic character of the discourse,
and the stylistic markedness of the applied linguistic constructions? (iv) How do linguistic
constructions processed in the course of style attribution become stylistically marked
relative to the activated stylistic schema, and thus salient in the discursive context of
construal (Schmid 2007)? The results of the study show that the expressions reflecting
on style attribution profile different conceptual components of the prevailing socio-
cultural factors, and are typically indicative of the polarized arrangement of conceptual
domains. Folk categories reflecting on style attribution form bundles whose arrangement
can be described by the more abstract, heuristic scientific categories of socio-cultural
factors. These socio-cultural factors are the speaker’s attitude to (i) the overall formation
of the discourse, (ii) to the discourse partner, (iii) to the value of the theme of the
discourse, (iv) to the temporality of the linguistic constructions and (v) to the norms of
the relevant language variety (cf. Tolcsvai Nagy 2005).

Keywords: intersubjective context, perspective, social deixis, social salience, socio-

cultural factors of style, stylistic schemas

References:
Croft, William 2009. Towards a social cognitive linguistics. In: Evans, Vyvyan – Poursel,
Stephanie (eds.): New directions in cognitive linguistics. John Benjamins,
Amsterdam,395–420.
Sanders, José – Spooren, Wilbert 1997. Perspective, subjectivity, and modality from a
cognitive point of view. In: Liebert, Wolf-Andreas – Redeker, Gisela – Waugh, Linda
(eds.): Discourse and perspective in cognitive linguistics. John Benjamins,
Amsterdam, Philadelphia, 85–112.
Schmid, Hans -Jürgen 2007. Entrenchment, salience, and basic levels. In: Geeraerts,
Dirk Cuyckens, Herbert (eds.): The Oxford handbook of cognitive linguistics. Oxford
University Press, Oxford, 117–138.
Tolcsvai Nagy, Gábor 2005. A cognitive theory of style. Metalinguistica 17. Peter
Lang, Frankfurt am Main.
Tomasello, Michael 1999. The cultural origins of human cognition. Cambridge MA:
Harvard University Press.
Verschueren, Jef 2000. Notes on the role of metapragmatic awareness. Pragmatics 10:
439–456.

26
‘A bunch of parasites invading our country’: Metaphorical representation
of (im)migrants in Lithuanian online press
Justina Urbonaitė (Vilnius University, Lithuania)

Combining the principles of the conceptual metaphor theory, metaphor identification

procedure (MIPVU) and critical metaphor analysis and drawing on a corpus of online
press articles (including reader comments) released in 2015–2019, this study aims to
explore the predominant metaphorical patterns detected in Lithuanian public discourse on
(im)migration.
The results demonstrate a prevalence of negative metaphors for (im)migrants and
(im)migration. Namely, (im)migration is predominantly metaphorically conceptualised as
an invasion, disease or calamity; whereas (im)migrants are most often metaphorically
viewed as dangerous bodies of water, objects/commodities, animals, waste and poison.
Notably, such metaphorical representations dehumanise, de-individualise, demonise and
denigrate immigrants and evoke fear, disgust and other negative emotions towards this
social group.
In addition, the predominant metaphorical patterns disclose a tendency for the media
and its consumers to frame immigrants as dirty, dangerous and poisonous ‘others’
thereby reinforcing, perpetuating and fostering xenophobic views towards this group of
people.

Keywords: metaphor, (im)migration, MIPVU, critical metaphor analysis.

27
Universal metaphors vs. culture-related metaphors referring to
education Adam Warchoł (Maria Curie-Skłodowska University in Lublin, Poland)

In contrast to earlier metaphor-based accounts developed by Lakoff and Johnson (1980),

Kövecses (2015) stresses the importance of cultural context which determines the use of
metaphors. He divides metaphors into two classes: embodied (universal) metaphors and
culture-related metaphors, which form coherent networks of ideas.Taking John Henry
Newman’s (1801-1890) vision of university education into account, formulated in his The
Idea of a University (1858), the aim of this presentation is twofold. First, the
presentation discusses the conceptual metaphors and their linguistic manifestations that
seem to structure Newman’s conception of university. Second, it tries to establish which
of these metaphors seem to be still validafter almost two centuries, but in acompletely
different culture-specific context, namely in Poland.The results obtained in my Corpus-
based studyindicate that some of Newman’s metaphors, e.g. UNIVERSITY AS A BATTLE
FIELD, KNOWLEDGE IS TRUTH, KNOWLEDGE IS BEAUTY are relevant in the Polish
context as well;although, they sometimes vary in their linguistic manifestation (Sopory
and Dillard 2002: 408). Consequently, they can receive the status of universal metaphors
(cf. Kövecses 2015). On the other hand, a number of metaphors are novel, e.g.,
UNIVERSITY IS A PLACE TO PRESERVE RARE SPECIES, UNIVERSITY IS AID TO THOSE IN
NEED, UNIVERSITY IS AN OASIS OF TOLERANCE, etc. The new metaphors can be named
culture-related ones since they, indeed, reflect the specifity of the Polish cultural and
socio-economic background. Expectedly though, some of these present-day metaphors
areactive not only in Polish culture, but also in other cultures, which might be the issue
for further research in the future.

Keywords : universal and culture specific metaphors, context, culture, John Henry
Newman, university education

References:
Kövecses, Z. 2015. Where Metaphors Come from? Oxford: Oxford University Press.
Lakoff, G. and Johnson, M. 1980.Metaphors We Live By. Chicago: University of Chicago
Press.
Newman, John Henry. 1858. The Idea of a University. London: Longmans, Green and Co.
Online version available at: http://www.newmanreader.org/works/idea/in dex.html
Sopory, P. and Dillard, J. 2002. The persuasive effects of metaphor. A meta analysis.
Human Communication Research 28 (3), 382-419.

28
The image of offender and aggrieved party (victim) in the selected provisions of
the Polish Criminal Code
Agnieszka Wiltos (University of Warsaw, Poland)

My study is aimed at the analysis of the ways the image of offender and aggrieved party
(victim) is constructed in the selected provisions of the Polish Criminal Code. The article
is an interdisciplinary study combining both relevant domains – linguistics and law – with
linguistics playing the primary role.
The research will consist in analysing selected provisions of the Polish Criminal Code
devoted to broadly understood crimes against a person (crimes against life and health,
freedom, sexual liberty and decency, family and guardianship, honour and personal
inviolability) that shape the legal situation of persons in positions of relative weakness.
The first part of the study will address the question of whether legal texts confer agency
to persons recognised as vulnerable, according to the Fineman’s theory of vulnerability
(2015) or deprive them of it. For this purpose I will be using the theoretical apparatus
designed in my doctoral dissertation to analyse the semantico-syntax of law provisions. It
allows explicit differentiation between instances where the person (natural person, legal
person, institution), to whom a given provision of law applies is presented as the
semantic agent, i.e. equipped with agency, or as the semantic patient, i.e. deprived of it.
In the former the person is mentioned as either the grammatical subject of an active
sentence or within the agentive by-phrase. In the latter it is the direct object of an active
sentence or the grammatical subject of a passive one.
The second part of the study will examine other characteristics which the wording and
syntax of legal texts confer, either explicitly or implicitly, to persons: offender and
aggrieved party (victim).The adopted assumptions will allow to determine how imagery
and interpretation of a given situation are translated into words belonging to a given
language, thus obtaining the shape of a specific grammatical structure (Tabakowska
1990) in legal texts, strongly structured and conventionalized, drafted in accordance with
traditionally established principles of legislative technique.
Applying linguistic analysis to legal texts, as opposed to legal analysis, brings to the fore
some issues overlooked when a law is interpreted or applied. Linguistic research methods
also allow for a detailed and in-depth exploration of issues recognized within humanities,
social and legal sciences, thus contributing to these areas of knowledge.

Keywords: imagery,semantico-syntax,legal text, offender, victim

29
Social contexts of illocutionary metonymy in Hungarian and Polish directives
Agnieszka Veres-Guśpiel (Jagiellonian University, Cracow, Poland)

The lecture presents correlation between social context and appearance of illocutionary
metonymy in Polish and Hungarian directives. Metonymy is treated as a part of bigger
phenomenon, since metonymy in a first place is figure of thought that is present in our
language activity not only as referential, predicative or propositional metonymy but also
is speech acts as illocutionary metonymy (Panther - Thornburg 2011: 246-247). The
metonymic directives, analyzed in the paper, have triadic nature - someone is asking
somebody for something, and so social context has an influence on the social context of
its appearance, frequency and used types.
Illocutionary metonymy is based on scenarios and typically, metonymy recalls the action
request scenario stronger or lesser, depending conceptual distance of these elements
(Panther-Thornburg 2011: 256). Social context will have an influence on occurrence and
types of used illocutionary metonymy, and also it will vary in terms of strength taking
into consideration the evokes elements of request scenario and their number.
The research is based on discourse completion tests conducted among 43
Hungarian and 44 Polish native speakers (aged 18-35), that were asked to make 9
various requests for, in different social contexts (sub-situations), that in total gave 2523
requests.
The aim of the research is to show a co-occurrence between social context, weight of the
request (Csató- Pléh 1987/88) and frequency of given patterns in illocutionary metonymy
in directives.
The research shows the lowest appearance of metonymic, indirect speech acts in
symmetrical social relation paired with the usage of T addressive forms. The frequency of
indirect, metonymic requests rises as social relation gets more asymmetrical (regarding
power, culturally bond family relations, or degree of acquaintanceship), and if a request
is considered as not typical or face-threatening. Moreover in typical social contexts
typical metonymic patterns appeared. Research shows that perception of social relations
has an influence not only on the choice of T/V forms, but also on the degree of
metonymy in requests, showing its triadic nature, and the importance of social adequacy
in our political behavior (Watts-Locher 2005).

Keywords: social context, illocutionary metonymy, directives, request, social world

References:
Csató Valéria–Pléh Csaba 1987/88. Indirekt felszólítások a magyar nyelvben. Magyar
Pszichológiai Szemle. 44–45, 99–115
Thornburg, Linda–Panther Klaus–Uwe 2007. Metonymy. In: Geeraerts, Dirk–Cuyckens,
Hubert (eds.): The Oxford handbook of cognitive linguistics. 236–264. Oxford: Oxford
University Press.
Watts, Richard–Locher, Miriam 2005. Politeness theory and relational work. Journal of
Politeness research. Volume 1 issue 1, 9–33

30