B O O K O F A B S T R A C T S

Polish Cognitive Linguistics Association Conference 2019 Cognitive Linguistics in the Year 2019

September 26-28, 2019 University of Bialystok Poland

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Polish Cognitive Linguistics Association (Polskie Towarzystwo Językoznawstwa Kognitywnego) is an affiliate of International Cognitive Linguistics Association (ICLA). Please visit PTJK website for more information.

PCLA conferences are held annually to provide an academic platform for cognitive linguists to present their research findings, exchange ideas, share experiences and research results, explore opportunities for collaboration, and recognize outstanding achievements within their scientific community.

The Polish Cognitive Linguistics Association (PTJK/PCLA 2019 conference will be held from 26th September till 28th September in Bialystok, Poland. The conference is locally organized and hosted by the Institute of Modern Languages of the University of Białystok. 

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Conference venue: Wydział Filologiczny Uniwersytetu w Białymstoku Plac Niezależnego Zrzeszenia Studentów 1 15-420 Białystok, Poland PTJK2019 website e-mail

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Projekt finansowany w ramach programu Ministra Nauki i Szkolnictwa Wyższego pod nazwą „Regionalna Inicjatywa Doskonałości” na lata 2019-2022 nr projektu 009/RID/2018/19 kwota finansowania 8 791 222,00 zł.

The project is financed from the grant received from the Polish Ministry of Science and Higher Education under the Regional Initiative of Excellence programme for the years 2019-2022, project numer 009/RID/2018/19, the amount of funding 8 791 222,00 zloty.

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Organising Committee: Daniel Karczewski (Chair)

Martyna Awier, Paweł Dziedziul, Aleksandra Kowalewska-Buraczewska, Ewa Lewicka-

Mroczek, Piotr Malinowski, Dorota Szymaniuk, Edyta Wajda, Justyna Wawrzyniuk

Scientific Board: Alan Cienki – Vrije Universiteit Amsterdam,

Dagmar Divjak – University of Birmingham,

Małgorzata Fabiszak – Uniwersytet im. Adama Mickiewicza w Poznaniu,

Dirk Geeraerts – Katholieke Universiteit Leuven,

Adam Głaz – Uniwersytet Marii Curie-Skłodowskiej w Lublinie,

Elżbieta Górska – Uniwersytet Warszawski,

Marcin Grygiel – Uniwersytet Rzeszowski,

Beate Hampe – Universität Erfurt,

Martin Hilpert – Université de Neuchâtel,

Henryk Kardela – Uniwersytet Marii Curie-Skłodowskiej w Lublinie,

Zoltán Kövecses – Eötvös Loránd University,

Ronald W. Langacker -University of California,

Barbara Lewandowska-Tomaszczyk – Państwowa Wyższa Szkoła Zawodowa w Koninie,

Agnieszka Libura – Uniwersytet Wrocławski,

Jeannette Littlemore -University of Birmingham,

Günter Radden – Universität Hamburg,

Farzad Sharifian – MONASH University,

Waldemar Skrzypczak – Uniwersytet Mikołaja Kopernika w Toruniu,

Irena Szczepankowska – Uniwersytet w Białymstoku,

Halina Święczkowska – Uniwersytet w Białymstoku,

Elżbieta Tabakowska – Uniwersytet Jagielloński,

Marjolijn H. Verspoor - University of Groningen,

Krystyna Waszakowa – Uniwersytet Warszawski,

Jordan Zlatev – Lund University

Book of Abstracts compiled by Justyna Wawrzyniuk and Martyna Awier

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KEYNOTE SPEAKER LECTURE Constructions on the level of utterances: Approaching the variable multimodality of spoken language use Alan Cienki 9

KEYNOTE SPEAKER LECTURE The Cognitive Commitment: not words, but deeds Dagmar Divjak 11

KEYNOTE SPEAKER LECTURE Variation in the Experience of Metaphor Jeannette Littlemore 13

KEYNOTE SPEAKER LECTURE Polysemiotic communication vs. multimodality: narration, pantomime, and metaphor Jordan Zlatev 14

Focus shifts in fictive interaction: a multimodal analysis of films Natalia Alekseenko 15

Multimodal construal of suspense in Denis Villeneuve’s Arrival and Blade Runner 2049 Rafał Augustyn 16

Conceptualization of Donald Trump’s presidential campaign in selected campaign speeches Martyna Awier 18

Amalgamat w badaniu strategii tekstowej wierszy o obrazach Arnolda Böcklina na przykładzie poezji Zofii Gordziałkowskiej Lucyna Bagińska 19

When a movie becomes an argument inherit the wind in the contemporary discourse Shala Barczewska 21

Between the literal and the figurative Bogusław Bierwiaczonek 22

Corpus-based cognitive research of American blogosphere Olesya Chernyavska 23

O użyteczności pojęcia narracja w kognitywnej analizie opisów doświadczenia choroby we współczesnym polskim dyskursie medycznym Marta Chojnacka-Kuraś 24

The scope of cinematic metaphor in television series: two methodological questions Monika Cichmińska 25

Cognitive automaticity in translation and beyond Mikołaj Deckert 26

“Dumb and Dumber” - the illumination of human stupidity (?) Aneta Dłutek 27

“The journey toward a calloused mind” What the blending theory can tell us about David Goggins, the toughest man alive Anna Drogosz 28

Context and cognitive principles in memorial landscape Małgorzata Fabiszak 29

Derywatywy słowotwórcze od rzeczownika empatia w tekstach współczesnej polszczyzny. Analiza semantyczna Marta Falkowska 30

Gest negujący wyrażający wartości skrajne Sonia Gembalczyk 32

Moving metaphorically in cartoons and print advertisements Elżbieta Górska 34

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Analogy and contrast in the structure of Hungarian co-verbial constructions Marcin Grygiel 36

Kognitywna analiza staroindyjskich formuł magicznych. Szanse i wyzwania metodologiczne Krzysztof Gutowski 37

Podobieństwa i różnice konceptualizacji lilii w polskiej i węgierskiej frazeologii Julia Hamsovszki 38

The dynamics of narration as reflected in gesture use Olga Iriskhanova 39

Focus shifts in the evasion speech acts: a multimodal analysis Snezhana Isaeva 41

“She can’t boil potatoes, never mind cook a meal”: analysis of the connector never mind from a constructionist perspective Aneider Iza Erviti, María Sandra Peña Cervel 42

Alternate construals in complement selection by Polish verbal predicates: a corpus-based study Agnieszka Kaleta 43

Meaning extension in Japanese and Czech – contrastive study Petra Kanasugi 44

Normativity and genericity in parent-child interactions – a questionnaire-based research study of Polish-and English-speaking respondents Daniel Karczewski, Marcin Trojszczak 45

A conceptual link between the animal kingdom and the human world: the case of the concept wealth/prosperity Robert Kiełtyka 46

Linguistic creativity tuning: how focusing boosts figurativeness in children’s literature Maria Kiose 47

Grammatical structures as a means of regulating interpersonal relations: A note on the grammar of verbal abuse Agata Kochańska 49

The German emotional lexeme ÄRGER and its counterparts in Russian, Czech, Polish, Upper and Lower Sorbian Jana Kocková, Katja Brankačkec, Karolína Skwarska 50

A quantitative analysis of English and Polish aspectual distinctions: problem solving in data annotation Iwona Kokorniak 52

Multisensoriality, language and cognition – on some consequences of a phenomenological approach to multimodality of perception Piotr Konderak 54

The fish sounds great!: An analysis of pseudo-copular constructions in English Zbigniew Kopeć 56

The concept of Straight in English and Tok Pisin: A Comparative Analysis of Literal and Metaphorical Uses Krzysztof Kosecki 57

Wybrane strategie kompensacyjne stosowane w miejscach trudnych – na przykładzie multimodalnych kazań w duszpasterstwach niesłyszących Lucyna Kościelniak 58

Normatywność wypowiedzi generycznych o charakterze dwoistym. Kształtowanie rzeczywistości społecznej w perspektywie językoznawczej. Aleksandra Kowalewska-Buraczewska 60

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“But it’s the truth, even if it didn’t happen.” Constructed expressions as idealizations in cognitive linguistics Hubert Kowalewski 62

Znaczenie w multisemiotycznym przekazie – funkcje gestów towarzyszących mowie jako elementów struktury wypowiedzi Izabela Kraśnicka-Wilk 63

The Rose of Rone: On multimodal patterns of communication in late medieval England Marcin Kudła 64

Wewnątrz- i międzukulturowe zróżnicowanie metafor DEPRESJI Anna Kuncy-Zając 65

Multimodality of the film discourse as means of identity construction Natalia Kyslytsyna 66

Nonverbal representation in argumentative discourse Anna Leonteva 67

Parametrization of tertium comparationis in Cognitive Linguistic contrastive analysis: Polish and English hate Barbara Lewandowska-Tomaszczyk 68

Skąd pochodzą nasze skojarzenia? Analiza pierwszych skojarzeń nazw emocji z grupy strachu i radości Agnieszka Libura Marta Dobrowolska-Pigoń 69

Images of images as examples of variations Aleksandra Majdzińska-Koczorowicz 71

Recognizing metaphor: how do non-experts and machines deal with a metaphor identification task? Joanna Marhula, Justyna Polak, Maria Janicka, Aleksander Wawer 72

I will see the job done: metonymic extensions of English verbs of perception Łukasz Matusz 73

Text painting as a conceptual blending operation: A multimodal analysis of selected fragments from W.A. Mozart’s Requiem Agnieszka Mierzwińska-Hajnos 74

South Slavic stative reflexive-dative: a construction grammar view Liljana Mitkovska 75

Life is not all cakes and ale. Translating metaphors with food related component Julia Ostanina-Olszewska 77

Non-prototypical Polish constructions with the verbs ‘dać’ and ‘dawać’ Joanna Paszenda 78

Metaphors in the Service of Ideology – the Language of 2019 European Parliament Election in Poland Katarzyna Pawłowska 80

The role of visual patterns in the production of spoken descriptive discourse: an experimental study of speech, gestures, and gaze Olga Prokofyeva 81

Śmierć w teatrze lalek. Istotne relacje pojęciowe oraz interakcje przestrzeni mentalnych Monika Reks 82

Challenges with metaphor identification in Polish Maciej Rosiński, Joanna Marhula 83

Does Brexit mean Brexit? The analysis of the semantic field of the lexeme ‘Brexit’ Izabela Sekścińska, Agnieszka Piórkowska 84

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Affective grounding, imageability and concreteness Mateusz-Milan Stanojević, Vedrana Gnjidić, Anita Peti-Stantić 85

Przysłówkowe kolokacje przymiotnika pięknyw ujęciu kognitywnym Monika Szymańska 86

“This song is like the night after the last day of school” - figurative language in song reviews Marcin Trojszczak 87

Opposite properties of sensory meanings of wine language Hang Truong, Ivana Bianchi, Roberto Burro 88

Focal gestures in spoken narrative and descriptive discourse Ekaterina Varenik 89

Do all eagles fly high? The generic overgeneralization effect: the impact of fillers in truth value judgment tasks Edyta Wajda, Daniel Karczewski 90

Metaphorical duality between TIME AS A PURSUER and TIME AS AN OBJECT OF PURSUIT Jacek Tadeusz Waliński 91

Wieloaspektowość pojęcia konceptualizacja w gramatyce R. Langackera (spojrzenie z perspektywy użytkownika terminologii kognitywnej) Krystyna Waszakowa 92

Investigating the potential of conceptual metaphors as a diagnostic tool in mental health - a case study of accounts of BD and BPD patients Małgorzata Waśniewska 93

“That’s the metaphor you’re going for?” Deliberate metaphors and humor Justyna Wawrzyniuk 94

Od synonimii składniowej do polisemii konstrukcyjnej (rozważania metodologiczne na przykładzie analizy polskich konstrukcji wyrażających relację przyczynowo-skutkową) Elżbieta Wierzbicka - Piotrowska 95

Metaphor or Metonymy? Conceptual plexity as a driving force in anthropomorphic figurative language construals of Europe Przemysław Wilk 97

Description of force dynamics and cognitive retention in translation Katarzyna Wiśniewska 98

Cross-cultural diversity in spatial metaphors of emotion Ewelina Wnuk, Yuma Ito 99

Metonimia jako przejaw ekstensji kategorialnej na przykładzie języka mediów informacyjnych Łukasz Wnuk 100

Where arithmetic comes from - motion schemas in the narrative of numbers Jacek Woźny 101

The form is the message: a comparative cognitive rhetorical study of the philosophical dialogues by Zhuangzi and Plato Mingjian Xiang, Anna Bonifazi 102

Comprehension of denomination vs. demonstration by Mandarin speaking children with ASD: Evidence from an eye-tracking experiment Fan Xie, Esther Pascual 103

Performatywność przekazu multimodalnego Małgorzata Zadka 105

Narrative metaphors in perfumery discourse Magdalena Zawisławska 106

Conceptual metaphors in lyrics and music – reinforcement and modification Magdalena Zyga 107

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KEYNOTE SPEAKER LECTURE

Constructions on the level of utterances: Approaching the variable multimodality of spoken language use

Alan Cienki Vrije Universiteit Amsterdam

Moscow State Linguistic University

Some proponents of the theory of Construction Grammar have been investigating how it might address the nature of spoken language usage as multimodal (e.g., Andrén 2010; Schoonjans 2014; Steen & Turner 2013; Zima 2014; Zima & Bergs 2017). Problems confronted in this endeavour have included the variable frequency with which gesture is used with speech (per speaker, per usage event) and the varying degrees to which gesture is obligatory, depending on the type of verbal expression and the context of use. Following Kendon (2004), “utterance” is proposed as a level of description above that of speech and gesture for characterizing face-to-face communicative constructions. The theory of Utterance Construction Grammar (Cienki 2017) picks up on earlier proposals to consider constructions as prototype categories with more central and more peripheral features (Gries 2003; Imo 2007; Lakoff 1987). The language community’s knowledge of a given utterance construction and that of any language user are discussed as “deep structures” (in a non-Chomskian sense) that provide a set of options (some more central and others more peripheral) for expression. In this sense, any “surface structure” is a metonymic precipitation in context of the construction’s features. Furthermore, these deep and surface structures can be thought of in terms of language users’ knowledge of their potential forms, or in terms of how they are actually used in given communicative usage events (Langacker 2008). For example, what Fried (2015) calls a construct (a concrete utterance token that has actually been produced) is a surface structure as actually used, while a potential surface structure involves the level of all the possible allomorphs of a given utterance construction. Taken together in terms of a more fully elaborated framework, it is hoped that the elements of this approach may help bring Construction Grammar closer to being a truly usage-based theory (Barlow & Kemmer 2000).

References Andrén, Mats. 2010. Children’s gestures from 18 to 30 months. Unpublished PhD dissertation. Lunds Universitet,

Sweden. Barlow, Michael & Suzanne Kemmer (eds.). 2000. Usage-based models of language. Stanford, CA: Center for the

Study of Language and Information.

Cienki, A. 2017. Utterance Construction Grammar (UCxG) and the variable multimodality of constructions. Linguistics Vanguard 3(s1) DOI 10.1515/lingvan-2016-0048.

Fried, Mirjam. 2015. Construction grammar. In Tibor Kiss & Artemis Alexiadou (eds.), Syntax – Theory and analysis: An international handbook (vol. 2), 974–1003. Berlin: De Gruyter Mouton.

Gries, Stefan T. 2003. Towards a corpus-based identification of prototypical instances of constructions. Annual Review of Cognitive Linguistics 1: 1–27.

Imo, Wolfgang. 2007. Der Zwang zur Kategorienbildung: Probleme der Anwendung der Construction Grammar bei

der Analyse gesprochener Sprache. Gesprächsforschung: Online-Zeitschrift zur verbalen Interaktion 8: 22–45 (www.gespraechsforschung-ozs.de).

Kendon, Adam. 2004. Gesture: Visible action as utterance. Cambridge: Cambridge University Press.

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Lakoff, George. 1987. Women, fire, and dangerous things: What categories reveal about the mind. Chicago:

University of Chicago Press. Langacker, Ronald W. 2008. Cognitive Grammar: A basic introduction. Oxford: Oxford University Press. Schoonjans, Stefan. 2014. Modalpartikeln als multimodale Konstruktionen. Eine korpusbasierte

Kookkurrenzanalyse von Modalpartikeln und Gestik im Deutschen. Unpublished PhD dissertation. University of Leuven, Belgium.

Steen, Francis & Mark Turner. 2013. Multimodal Construction Grammar. In Michael Borkent, Barbara Dancygier & Jennifer Hinnell (eds.), Language and the creative mind, 255–274. Stanford, CA: CSLI Publications.

Zima, Elisabeth. 2014. English multimodal motion constructions. A construction grammar perspective. Papers of the Linguistic Society of Belgium 8. 14–29. http://uahost.uantwerpen.be/linguist/SBKL/sbkl2013/Zim2013.pdf

Zima, Elisabeth & Alexander Bergs. 2017. Special issue: Towards a multimodal construction grammar. Linguistics

Vanguard 3(s1). https://www.degruyter.com/view/j/lingvan.2017.3.issue-s1/issue-files/lingvan.2017.3.issue-s1.xml

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KEYNOTE SPEAKER LECTURE

The Cognitive Commitment: not words, but deeds Dagmar Divjak

University of Birmingham

Commitment is an act, not a word.

Jean-Paul Sartre

Cognitive linguists are bound by two major commitments: the generalization commitment and the cognitive commitment (Lakoff 1990: 40). While the former refers to our goal of providing a characterization of the general principles governing all aspects of human language, the latter adds that any generalization must comply with what is known about the brain and mind from other disciplines. Work in the Cognitive Linguistic tradition therefore likes to stress that the analyses proposed are “in line with what is known about the mind” and abounds with claims that the proposed analysis would be cognitively realistic, if not cognitively real.

In recent work I have raised the question of whether there is any cognitive reality to our analyses (Divjak 2015, Divjak et al. 2016). Research has shown that traditional linguistic categories do not adequately capture language user’s intuitions about their native language (Dąbrowska 2008 for morphology, Dattner in press for syntax, Divjak et al. 2015 for semantics). Yet these categories form the foundation for work on language across disciplines, including Psychology and Engineering. How does this affect our aspirations? How much of our methodological toolbox needs to be cognitively real for us to be cognitive linguists? Is the cognitive reality of a linguistic category necessary for it to be useful to cognitive linguists? How do we relate to categories that are unlikely to have cognitive relevance? Should we do away with traditional linguistic categories altogether?

In this talk I will present work done as part of the Leverhulme-funded Out of Our Minds project [https://outofourminds.bham.ac.uk]. We set out to change the ways in which languages are described, modelled and taught by taking an interdisciplinary approach involving linguistics, psychology and engineering, with the end goal of proposing a new way of describing language data that yields a cognitively plausible description of speakers’ linguistic knowledge. To achieve this goal, we implement the requirement for cognitive reality in linguistic analysis at the theoretical, methodological and descriptive levels. I will present the results we have achieved so far in the area of morphology, syntax and semantics. All studies use (or derive) cognitively plausible categories for annotation, cognitively plausible models for computational simulation and extensive testing of predictions against behavioural data. By providing researchers across disciplines with linguistic patterns and abstractions that matter to the cognitive systems of speakers, we pave the way for cognitively plausible models of language and for integrative interdisciplinary language sciences.

References Dattner, E. (In press). The Hebrew dative: usage patterns as discourse profile constructions. Linguistics. Divjak, D. 2015. Four challenges for usage-based linguistics. In Daems, Jocelyne, Eline Zenner, Kris Heylen, Dirk

Speelman and Hubert Cuyckens (Eds.). Change of Paradigms: New Paradoxes. Recontextualizing Language and Linguistics. Berlin/Boston: Walter de Gruyter, 297-309. [Applications of Cognitive Linguistics 31]

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Divjak, D., N. Szymor, A. Socha-Michalik. 2015. Less is more: possibility and necessity as centres of gravity in a

usage-based classification of core modals in Polish. Russian Linguistics. International Journal for the Study of Russian and other Slavic Languages 39 (3): 327-349.

Divjak, D., N. Levshina, J. Klavan. 2016. Cognitive Linguistics: Looking back, looking forward. Cognitive

Linguistics 27(4): 447-463. Dąbrowska, E. 2008. The effects of frequency and neighbourhood density on adult native speakers’ productivity

with Polish case inflections: An empirical test of usage-based approaches to morphology. Journal of Memory and Language 58: 931-951

Milin, P., D. Divjak, S. Dimitrijevic & H. Baayen. 2016. Towards cognitively plausible data science in language research. Cognitive Linguistics 27(4): 507-526.

Lakoff, George. 1990. The Invariance Hypothesis: is abstract reason based on image-schemas? Cognitive

Linguistics 1(1): 39 - 74.

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KEYNOTE SPEAKER LECTURE

Variation in the Experience of Metaphor Jeannette Littlemore

University of Birmingham

Our bodily interactions with the world provide a motivation for many of the metaphorical ways in which we talk about abstract concepts and emotions. For example, we often talk about moving through time as if it were moving through space, allowing us, for example, to ‘look back in anger’. We talk about feeling ‘down’ when we are depressed, and we talk about emotional closeness as if it were physical closeness. Studies have shown that metaphors such as these have the ability to evoke physical (i.e. sensory-motor) responses in readers and listeners and for this reason, they are sometimes described as ‘embodied’. Much of the work on embodied metaphor has tended to assume a single set of universal, shared bodily experiences that motivate our understanding of abstract concepts, and there has been relatively little investigation of the ways in which people’s experiences of such metaphors might vary. Factors such as environment and context, the shape and size of one’s body, age, gender, physical or linguistic impairment, personality, ideology, political stance, religious beliefs, cultural and linguistic background all have the potential to impact on the way in which we use and interact with embodied metaphor. In this talk, I bring these different factors together, and combine theoretical argument with findings from empirical studies, to explore how the variety of ‘human experience’ shapes the ways in which we acquire and use embodied metaphor. By analysing the ways embodied metaphor varies across different individuals and contexts of use, I aim to provide a deeper understanding of the nature of embodied metaphor itself.

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KEYNOTE SPEAKER LECTURE

Polysemiotic communication vs. multimodality: narration, pantomime, and metaphor

Jordan Zlatev Lund University

Language, gesture and depiction are three universal human semiotics systems, realized in various ways dependent on culture and technology. While each may be used independently, most spontaneous human communication involves the combination of two or more of these (and other) systems, i.e. polysemiotic communication. This allows complex interactions of sign use, where the different expressive potentials of the systems interplay with and balance one another in ways that remain to be explored in detail.

Some research that is relevant for this topic is carried out under the banner of multimodality. “Modality”, however, remains a highly ambiguous notion. For some, it corresponds to the notion of semiotic system (e.g. Forceville 2017). In gesture studies, language itself is considered “multimodal” (Vigliocco, Perniss & Vinson, 2014) and in social semiotics one considers the combination of “modes” such as speech, text, picture, color, music, typography, design etc. (Kress, 2009). Finally, in most of psychology “modality” is used to refer to the different senses: vision, hearing, touch, smell and touch (and possibly others like proprioception), and perception is known to be multimodal.

In our cognitive semiotic approach, we restrict multimodality to the latter “sensory”, sense, and tease it apart from polysemiotic communication (Zlatev 2019). In my presentation, I will illustrate the usefulness of this distinction by reviewing three empirical studies: on unimodal vs. multimodal pantomime (Zlatev et al, 2017), on translating from unisemiotic to polysemiotic narratives (Louhema et al. in preparation) and on unisemiotic and polysemiotic metaphor in street art (Stampoulidis et al. in preparation).

References Forceville, C. 2017. Visual and multimodal metaphor in advertising: cultural perspectives. Styles of

Communication 9(2). 26–41.

Kress, G. 2009. Multimodality: A social semiotic approach to contemporary communication. London: Routledge. Vigliocco, G., Perniss, P., & Vinson, D. (2014). Language as a multimodal phenomenon: implications for language

learning, processing and evolution. Phil. Trans. R. Soc. B, 369(1651), 20130292.

Zlatev, J. 2019. Mimesis theory, learning and polysemiotic communication. Encylcopedia of Educational Philosophy and Theory. Springer.

Zlatev, J. Zywiczynski, P, Wacewicz, S, & van de Weijer, J 2017. Multimodal-first or pantomime-first? Communicating events through pantomime with and without vocalization. Interaction Studies. 18(3), 455-479.

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Focus shifts in fictive interaction: a multimodal analysis of films

Natalia Alekseenko Moscow State Linguistic University

The following research focuses on the phenomenon of fictive interaction (FI) (Pascual 2006; Pascual 2014) which has become a popular object of scientific studies within cognitive linguistics. FI consists in conceptualizing cognitive, discursive, and linguistic entities in conversational terms with the help of a dialogical frame. Although the phenomenon has been examined in a number of languages in relation to different discourse types (Stec 2007, Brandt Pascual 2016) further research is needed to investigate how the phenomenon plays out in other languages and types of discourse with a view to their multimodality.

The aim of the current work is to investigate FI from multimodal perspective. Film discourse serves as the material of the study. Basically, I look into “the break of the fourth wall” scenes which involve a movie character shifting the focus of attention and addressing the viewer, thus creating a fictive dialogue between them. First, I am interested in modalities that contribute to the realization of FI. Therefore, the main objective is to determine potential verbal and non-verbal markers of FI, i.e. the means by which FI is built, and study their correlation. For instance, verbal markers can indicate dialogical nature of the utterance under review (e.g., direct address, second person pronouns etc.) whereas non-verbal ones indicate its orientation to the viewer (e.g. the character’s gaze).

Second, we seek to explore the forms FI can take in film discourse, for the length and complexity of FI cases vary drastically: in some instances it is confined to an utterance, in others it can represent an extended monologue of a character directed towards the viewer. Film creators may resort to FI for different reasons, hence the variety of the pragmatic functions FI can perform.

The research also takes into consideration the processes of perspectivization that FI activates. The change of the viewpoint is regarded as one of the most important markers of FI. In films FI shifts the perspective from internal to external, which can also be achieved through different modalities: verbally, by means of a character’s gaze, camera movement, zoom-in and zoom-out, etc.

Abbreviated References: Brandt, L. & Pascual, E. (2016). “Say hello to this Ad”: The persuasive rhetoric of fictive interaction in marketing.

In: The Conversation Frame: Forms and Functions of Fictive Interaction. John Benjamins Publishing Company, 493-527.

Pascual, E. (2006). Fictive interaction within the sentence: A communicative type of fictivity in grammar. Cognitive Linguistics 17(2), 245 267.

Pascual, E. (2014). Fictive interaction: the conversation frame in thought, language and discourse. Amsterdam/Philadelphia: John Benjamins.

Stec, K. (2007). Wait till you hear the best part: fictive interaction in narrative : Undergraduate honors thesis,

Department of Linguistics. University of California, Berkeley.

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Multimodal construal of suspense in Denis Villeneuve’s Arrival and Blade Runner 2049

Rafał Augustyn Uniwersytet Marii Curie-Skłodowskiej w Lublinie

This paper aims at analysing the selected examples of visual, audio-visual and verbal representations of meaning presented in two science-fiction films directed by Denis Villeneuve – Arrival (2016) and Blade Runner 2049 (2017). The focus of this paper is on how cognitive linguistics tools (such as embodiment, image schemas, metaphor, metonymy and blending) can explain the ways in which certain aspects of meaning emerge in multimodal film setting, where image is the dominant mode of presentation, supported by other modalities such as the verbal (dialogues or written language) and auditory inputs (sound and music composed for the film), whereby the last two can be used either as prominent or liminally ostensive stimuli in the film.

In particular, the paper examines how these three modalities (visual, auditory, verbal) interact to create a cognitively coherent atmosphere of mystery and suspense which is present in the analysed science-fiction dramas. The two source materials selected for analysis are both science-fiction films directed by the same person, but are vastly different with regard to their plot and discussed themes; also, other teams were responsible for cinematography and music. 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 analysis, focusing in particular on multimodal metaphor (Forceville 2016) and conceptual blending (Fauconnier & Turner 2002; Brandt 2013).

As a result of this study, we distinguished a number of specific patterns of visual and multimodal conceptual integration, which can give rise to or strengthen the atmosphere of suspenseful mystery permeating the examined films, as intended by the film director. These include, among others:

- the camera shift from long to close-up shots for metonymic construals of concepts that are crucial for the film plot, but presented only implicitly;

- the use of scenes where image and dialogue are presented asynchronously or even non-simultaneously; - quick alternation of different types of shots to introduce emotional tension accompanied by non-

diegetic sounds with oscillating pitch and change in lighting (e.g. hard high-key lighting vs. soft backlighting);

- the use of generally subdued colours and simplistic soundscapes for better focus, while salient objects/concepts/events are highlighted by the use of saturated colours and change in sound volume, frequency and timbre;

- repetition or slight alteration of visual imagery and accompanying musical themes for better plot continuity/coherence.

These and other patterns can be found in both analysed films, although their distribution, intensity and frequency are different.

References: Bordwell, D. (1989). A Case for Cognitivism. Iris 9, 11-40. Brandt, L. (2013). The Communicative Mind. A Linguistic Exploration of Conceptual Integration and Meaning

Construction. Newcastle u. Tyne: Cambridge Scholars Publishing.

Coëgnarts, M. (2017). Cinema and the embodied mind: Metaphor and simulation in understanding meaning in films. Palgrave Communications 3, 1-15

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Coëgnarts, M., & Kravanja, P. (2012). Embodied Visual Meaning: Image Schemas in Film. Projections: The Journal

for Movies and Mind 6(2), 84-101. Coëgnarts, M., & Kravanja, P. (eds.) (2015). Embodied Cognition and Cinema. Leuven: Leuven University Press. Fauconnier, G., & Turner, M. (2002). The Way We Think: Conceptual Blending and the Mind’s Hidden

Complexities. New York: Basic Books. Forceville, Ch. (2016). Visual and multimodal metaphor in film: charting the field. In K. Fahlenbrach (ed.),

Embodied Metaphors in Film, Television and Video Games: Cognitive Approaches, 17-32. London: Routledge. Thompson, K. (1999). Storytelling in the New Hollywood: Understanding Classical Narrative Technique.

Cambridge: Harvard University Press. Villeneuve, D. (Director). (2016). Arrival [Motion picture]. USA: FilmNation Entertainment. Villeneuve, D. (Director). (2017). Blade Runner 2049 [Motion picture]. USA: Alcon Entertainment/Columbia

Pictures.

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Conceptualization of Donald Trump’s presidential campaign in selected campaign speeches

Martyna Awier Uniwersytet w Białymstoku

Conceptualization is a cognitive process that involves accessing encyclopaedic knowledge and conceptual processing, which gives rise to the emergent novel conceptions. According to Cognitive Linguistics, language shapes reality and particular linguistic choices determine a person’s conceptualization of a given issue. Metaphor, known for its productivity and subliminal character, shapes reality and posits a seminal tool for the process of conceptualization. George Lakoff and Mark Johnson’s groundbreaking Theory of Conceptual Metaphor assumes that diffuse concepts are understood in terms of more concrete and tangible ones. Conceptual Metaphor Theory reveals that human cognition is dependent on conceptual system of metaphors. Correspondingly, politics is also based on conceptual system and metaphorical reasoning. Metaphor can be employed to achieve ends which may not be readily detectable at a superficial level. As a result, politicians treat language as a platform that facilitates the communication of their policies and aspirations. Conceptualization and peculiar language choices are especially important in the context of political discourse and campaign elections.

The study aims to present how Donald Trump conceptualized his presidential campaign. The analysis of conceptualization of the politician’s message demands a successful recruitment of cognitive theories on Critical Discourse Analysis and Critical Metaphor. For the purpose of investigating the effectiveness of Donald Trump’s campaign message, I have compiled a corpus of ten speeches made by the politician ranging from January 24th, 2015 to October 20th, 2016. This time allowed me to examine Trump’s election campaign message and arrive at generalizations concerning his electoral political discourse. I resorted to the corpus research tool, i.e. the Sketch Engine and Metaphor Identification Process. The implementation of these tools facilitated the research and enabled me to establish metaphoricity of analyzed corpora. The results of the study show that the President used metaphorical expressions frequently. Therefore, I could create a scrutiny of prolific conceptual metaphors that unfolded in Trump’s discourse.

The analyzed data explicitly prove that Trump resorted to conceptual metaphors. The study investigates overarching conceptual metaphors underpinning the President’s discourse, including FORCE, MORALITY or DISEASE metaphors: POLICY OF HILLARY CLINTON IS A DESTRUCTIVE FORCE, CORRUPTION IS IMMORAL, CLINTON’S FOREIGN POLICY IS A LETHAL DISEASE. The speeches show that Trump frequently employs these metaphors to propel a reluctance towards the policy of “other” candidates and create the need for an instant change.

References: Charteris-Black, Jonathan. 2004. Corpus Approach to Critical Metaphor Analysis. Basingstoke: Palgrave MacMillan. Evans, Vyvyan and Melanie Green. 2006. Cognitive Linguistics: An Introduction. Edinburgh: Edinburgh University Press. Lakoff, George. 2002. Moral Politics. How Liberals and Conservatives Think. Chicago: University of Chicago Press. Van Dijk, Teun. 1997. “What is Political Discourse Analysis?”. In Bloommaert, Jan and Chris Bulcaen (eds.) Political

Linguistics. Special issue of Belgian Journal of Linguistics 11, 11-52.

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Amalgamat w badaniu strategii tekstowej wierszy o obrazach Arnolda Böcklina na przykładzie poezji Zofii Gordziałkowskiej

Lucyna Bagińska Uniwersytet Warszawski

Celem artykułu jest, po pierwsze, wykazanie, że amalgamat jako narzędzie metodologii kognitywnej można zastosować do przejrzystego zobrazowania sposobu konstytuowania się świata przedstawionego utworu poetyckiego, inspirowanego dziełem plastycznym, a po drugie, do adekwatnego porównania dwóch różnych strategii tekstowych wierszy o obrazach, pozwalającego w tej operacji wyeliminować intuicyjność. Wprawdzie, zdaniem teoretyka literatury, Adama Dziadka, ekfraza i hypotypoza stanowią różne realizacje strategii tekstowych utworów o obrazach, ale dylemat genologiczny polega na dotychczasowym braku rozstrzygnięcia, czy są one odmiennymi gatunkami, czy wariantami tego samego gatunku. Zilustrowanie złożonych relacji między komponentami świata przedstawionego tych wierszy a dziełem plastycznym oraz sposobem jego odczytania przez autorkę tekstu (zgodnie z założeniami wyznawcy hermeneutyki, Gorffrieda Bohema) będzie więc stanowiło przyczynek do próby rozstrzygnięcia tego dylematu.

W tym celu najpierw zostanie przedstawiona teoria amalgamatów jako narzędzi metodologii kognitywnej. Następnie zostanie zaprezentowana definicja ekfrazy w tradycyjnym jej rozumieniu z komponentami kompozycyjnymi (unaoczniającym i narratywizacyjnym) oraz sposobem funkcjonowania tych elementów składowych, zarówno w odniesieniu do źródłowego tekstu kultury (artefaktu), jak i wzajemnie między nimi. W końcu relacje te zostaną przełożone na schemat integracji pojęciowej, uzupełniony wykresem graficznym, który uwypukli różnice między ekfrazą a hypotypozą.

Materiałem do badań są utwory poetyckie Zofii Gordziałkowskiej, tworzącej na przełomie XIX i XX. wieku. Zrodziły się one z fascynacji autorki dziełami plastycznymi szwajcarskiego artysty Arnolda Böcklina, tworzącego w tym samym czasie, w którym poetka napisała „Bocklina w poezji”. Tematyka twórczości malarza oscyluje od mitologicznej i biblijnej do współczesnej szwajcarskiemu artyście, wpisując się w nurt malarstwa symbolicznego.

Bibliografia:

Bajda, J. (2010). Poeci to są słów malarze: Typy relacji między słowem a obrazem w książkach poetyckich Młodej Polski. Wrocław: Wydawnictwo Uniwersyteckie.

Bartmiński, J. (2007). Językowe podstawy obrazu świata. Lublin: Wydawnictwo UMCS.

Bertho, S. (1998). Les Anciens et les modernes: la question de l’ekphrasis chez Goethe et chez Proust. Revue de litterature comparee,72(1), 53–62.

Boehm, G. (2014). O obrazach i widzeniu: Antologia tekstów (M. Łukasiewicz & A. Pieczyńska- Sulik, Tłum.). Kraków:

Universitas. Fauconnier, G. &Turner, M. (2002). The Way We Think: Conceptual Blending and the Mind’s Hidden Complexities. Nowy

Jork: Basic Books. Gogler, P. (2004). Kłopoty z ekfrazą. Przestrzenie Teorii,3/4,137–152.

Langacker, R. (2009). Gramatyka kognitywna: Wprowadzenie (E. Tabakowska i in., Tłum.). Kraków: Universitas. Lessing, G. E. (1962). Laokoon, czyli o granicach malarstwa i poezji (H. Zymon-Dębicki, Tłum.). Wrocław: Universitas. Libura, A. (2007). Amalgamaty kognitywne w sztuce.Kraków: Universitas.

Markowski, M. P. (1999). „Ekphrasis”: Uwagi bibliograficzne z dołączeniem krótkiego komentarza. Pamiętnik Literacki,90(2), 232–245.

Schweizer, N. R. (1985). Tradycyjna pozycja Ut pictura poesis (I. Fessel. Tłum.). Pamiętnik Literacki, 76(3), 269–287. Taylor, J. R. (2002). Gramatyka kognitywna(M. Buchta & Ł. Wiraszka, Tłum.). Kraków: Universitas.

Tokarski, R. (1995). Semantyka barw we współczesnej polszczyźnie.Lublin: Wydawnictwo UMCS.

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Tokarski, R. (2001). Typy racjonalności w językowym obrazie świata.W A. Pajdzińska & R. Tokarski (Red.), Semantyka

tekstu artystycznego (ss. 231–245). Lublin: Wydawnictwo UMCS. Tyler, A. (1993). Wprowadzenie do metod antropologii kognitywnej. W M. Buchowski (Red.), Amerykańska antropologia

kognitywna. Warszawa: Instytut Kultury.

Witosz, B. (2009). Ekfraza w tekście użytkowym w perspektywie genologicznej i dyskursywnej. Teksty Drugie,2009(1/2), 105–126.

20

When a movie becomes an argument inherit the wind in the contemporary discourse

Shala Barczewska Uniwersytet Jana Kochanowskiego w Kielcach

There are a variety of theories that describe pieces of culture that become embedded in the fabric and discourse of a given society: memes (Dawkins, [1976] 2006), metonymic referents (Wodak & Cillia, 2016), and discursive events (Jäger & Maier, 2009), among others. However, as all of these theories agree, it is not a factual representation of the event or object that is referenced, but a particular perspective on those events. Nevertheless, this perspective, or rather, these perspectives, for they are rarely singular, affect and reflect cultural memory, comprise shared knowledge and become arguments in and of themselves whenever they enter the current discourse space (cf. Langacker, 2001). Hence, they provide access to the speaker/writer’s idealized cognitive model of the said object or event, one which he/she presumes is shared with the audience.

This paper analyzes contemporary references to the polemic play/movie Inherit the wind (Lawrence & Lee, 1955; Kramer, 1960), hereafter ITW, in movies, TV programs, and online discourses to make an argument. ITW was chosen because of the controversies surrounding not only its theme but also the extent to which the playwrights and director took artistic liberty with the historical events (cf. Larson, 2006; Numbers, 1998). The discursive uses of ITW analyzed in this paper reveal elements of presumably shared knowledge and presupposed ‘correct’ beliefs about the issues addressed within the play/movie: the debate over teaching evolution, the relationship between faith and reason, the relative intelligence of northerners and southerners, etc. These uses suggest that the production has become an understandable, if not entrenched, meme or discursive event in its own right.

It is hoped that this paper not only sheds light on the discursive role(s) of ITW but also serves as a case study of how cognitive approaches to language can be used for such analysis.

References:

Dawkins, R. ([1976] 2006). The selfish gene (30th anniversary ed.). Oxford, New York: Oxford University Press. Jäger, S., & Maier, F. (2009). Theoretical and Methodological Aspects of Foucauldian Critical Discourse Analysis and

Dispositive Analysis. In R. Wodak & M. Meyer (Eds.), Introducing qualitative methods. Methods of critical discourse analysis (2nd ed., pp. 34–61). London: SAGE. Kramer, S. (Producer). & Kramer, S. (Director). (1960). Inherit the Wind. USA.

Langacker, R. W. (2001). Discourse in Cognitive Grammar. Cognitive Linguistics, 12(2), 143–188. https://doi.org/10.1515/

cogl.12.2.143 Larson, E. J. (2006). Summer for the gods: The Scopes trial and America's continuing debate over science and religion. New York: Basic Books. Lawrence, J., & Lee, R. E. (1955). Inherit the wind. Toronto, New York: Bantam Books. Numbers, R. L. (1998).

Darwinism comes to America. Cambridge, Mass., London: Harvard University Press. Wodak, R., & Cillia, R. de. (2016). Commemorating the past: The discursive construction of official narratives about the

`Rebirth of the Second Austrian Republic'. Discourse & Communication, 1(3), 337–363. https://doi.org/

10.1177/1750481307079206

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Between the literal and the figurative Bogusław Bierwiaczonek

Uniwersytet Jana Długosza w Częstochowie

As is well known and usually accepted by most cognitive linguists, words, or more generally, lexical items represent conceptual categories which have prototype structure. This prototype structure is in turn usually represented in the form of radial models with the prototypical sense at the center and its extensions at various distances from this center. Importantly, these extensions are not random, but rather they are motivated by general cognitive mechanisms. Four such basic mechanisms were already identified by traditional semanticists. These were generalization (aka “schematization”), specialization (aka “elaboration”), metonymy and metaphor (cf. Geeraerts 2012). One important contribution of cognitive semantics in identifying those processes is the discovery of the process of image schema transformation responsible for the polysemy of image schematic concepts such as over, suggested by Lakoff (1987). My purpose in this study is to show that there are meaning extensions which cannot be adequately described in terms of any of the known cognitive process and thus call for a new type of cognitive process, which I refer to as syntaphor.

Syntaphor is a cognitive process of meaning extension based on perceived analogy between two categories at the sub-basic level of categorization. The fact that syntaphor depends on perceived analogy makes it similar to metaphor. What makes it different from metaphor is that the two categories (source and target) do not represent two ontologically distinct domains and have a single more general, relatively easily identifiable sense, which motivates classifying it as a literal extension of the source (cf. Geeraerts 2012). What makes syntaphor different from image schema transformation is that it subsumes a larger number of domains. In fact, image schema transformation may be considered as a special case of syntaphor.

Moreover, it is suggested that the literal-figurative continuum (cf. Gibbs & Colston 2012) has a non-arbitrary boundary separating the literal from the figurative: the boundary lies at the basic level of categorization.

References:

Geeraerts, D. (2010). Theories of Lexical Semantics. Oxford: Oxford University Press. Gibbs, R. & H.L. Colston (2012) Interpreting Figurative Meaning. Cambridge: Cambridge University Press.

Lakoff, G. (1987). Women, Fire and Dangerous Things: What Categories Reveal About the Mind. Chicago: University of Chicago Press.

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Corpus-based cognitive research of American blogosphere Olesya Chernyavska

V. I. Vernadsky Crimean Federal University

This paper describes application of corpus-based methodologies to cognitive studies of the American

English blogosphere language, more specifically the cognitive studies of the language of popular

American career blogs. The growth of blogosphere gives a unique opportunity the to study the way

people use language in their social media communication. Cognitive and corpus-based paradigms are

combined in the research. The present corpus-based study offers applying the corpus linguistics methods

for cognitive analysis of American career blogs which involves the analysis of conceptual structure of

blog posts and basic concepts of American career blogs.

The aim of the research is the investigation of the relationship between the language, cognitive and

socio-psychological experience of the bloggers.

The research is carried out within the framework of the theory of lexical concepts and cognitive

models. Automatically induced constructions from large corpora of blogs have become units for this type

of analysis. Corpus-based tools applied in the research have proved to provide considerable advantages in

comparison with the traditional linguistic research tools. Quantitative and qualitative methods of

cognitive linguistics have been applied in order to identify and explain different aspects of naturally

occurring language units extracted from such corpora. For achieving the goals of the research a corpus

including 604 texts of blog posts (about 500 words each) from popular American career blogs was built.

The language patterns that are frequently used in American career blogs texts have been determined as

well as pragmatic goals of bloggers have been described in the paper. This research highlights the value

of special communication tools used by the bloggers in order to socialize effectively with the audience.

References: Gries, S., Stefanowitsch, A. (2006). Corpora in Cognitive Linguistics. Corpus Based Approaches to Syntax and Lexis.

Trends in Linguistics: Studies and Monographs, Berlin and New York: Mouton de Gruyter. Hunston, S. (2002). Corpora in applied linguistics. England: CUP.

McEnery, T., Hardy, A. (2009) Corpus linguistics. Cambridge: Cambridge University Press Oster, U. (2010). Using corpus methodology for semantic and pragmatic analysis: what can corpora tell us about the

linguistic expression of emotions? Cognitive Linguistics, v. 21, 727-763.

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O użyteczności pojęcia narracja w kognitywnej analizie opisów doświadczenia choroby we współczesnym polskim dyskursie medycznym

Marta Chojnacka-Kuraś Uniwersytet Warszawski

We współczesnej humanistyce (m.in. w psychologii, antropologii, filozofii, literaturoznawstwie) dominującą kategorią poznawczą staje się narracja. Za pomocą tego pojęcia (specyficznie definiowanego w poszczególnych dyscyplinach naukowych) opisuje się sposoby ujmowania rozmaitych doświadczeń i zjawisk przez daną jednostkę; bada się to, jak człowiek interpretuje fenomeny świata, nadaje im zrozumiałą dla siebie strukturę i tworzy własną tożsamość. Co ciekawe, również w medycynie – tej zorientowanej humanistycznie – dostrzega się wartość perspektywy pacjenta, wyrażającej się w jego opowieści o doświadczeniu choroby (koncepcja medycyny narracyjnej R. Charon). W ostatnich latach także polscy badacze z kręgu lingwistyki kognitywnej poruszali problem narracji i narracyjności w samym języku i w niektórych koncepcjach językoznawczych (por. artykuły w tomie Narracyjność języka i kultury, red. D. Filar, D. Piekarczyk, Lublin 2013).

Wziąwszy to pod uwagę, w niniejszym referacie stawiam sobie dwa szczegółowe cele: 1. zestawienie pojęcia narracja z wybranymi terminami stosowanymi w lingwistyce, takimi jak: skrypt, scenariusz, schemat wyobrażeniowy, domena kognitywna i rama (nazywającymi struktury wiedzy w umyśle człowieka i dopuszczającymi – choć w różnym stopniu – ujęcie dynamiczne); 2. rozważenie możliwości (korzyści) stosowania pojęcia narracja w kognitywnej analizie tekstów

dotyczących doświadczenia choroby (wyrażanych z kilku perspektyw: pacjenta, lekarza specjalisty i opiekuna), należących do współczesnego polskiego dyskursu medycznego.

Dotychczasowe analizy opisów doświadczeń choroby bazują na koncepcji metafory pojęciowej G. Lakoffa i M. Johnsona (uwaga badaczy skupia się na dwóch podstawowych metaforach: CHOROBA TO WOJNA i CHOROBA TO PODRÓŻ). Rekonstruowane w różnych językach (m.in. w angielskim i szwedzkim) domeny źródłowe i docelowe tych metafor są statyczne, odtworzenie ich struktur sprowadza się do wymienienia elementów, ich uporządkowania i pokazania powiązań między domenami. Wydaje się, że ani metafora pojęciowa, ani nawet koncepcja amalgamatów kognitywnych G. Fauconniera i M. Turnera nie daje możliwości ukazania dynamiki doświadczenia utraty zdrowia i postawy człowieka wobec choroby na różnych jej etapach. Taką możliwość stwarza poszerzenie dotychczasowych ujęć tych opisów o kategorię narracji, która pozwala uchwycić takie aspekty wypowiedzi o chorobie, jak: rozwój wydarzeń w czasie, różni bohaterowie i łączące ich relacje, ich systemy wartości, cele, motywacje, możliwe komplikacje, trudności, szanse na realizacje intencji itd. Narracja akcentuje ponadto podmiotowość narratora, opowiadającego, konkretnego człowieka i w efekcie pozwala mówić o różnych narracjach (np. pacjentów wobec lekarzy specjalistów lub różnych pacjentów i różnych specjalistów między sobą), o modelach narracyjnych w obrębie współczesnego dyskursu medycznego. Bibliografia:

Bartmiński Jerzy, 2013, Narracyjny aspekt definicji kognitywnej [w:] Narracyjność języka i kultury, red. D. Filar, D. Piekarczyk, Lublin, s. 99-115.

Chojnacka-Kuraś Marta, Kiedy WALKA staje się PODRÓŻĄ. O przeobrażeniach metafor opisujących doświadczenie chorowania z uwzględnieniem typu i fazy choroby, [w:] „Prace Filologiczne” LXXIII, s. 33-48.

Filar Dorota, 2013, Narracyjne aspekty językowego obrazu świata: interpretacja marzenia we współczesnej polszczyźnie, Lublin.

Tokarski Ryszard, 2013, Semantyka, onomazjologia i narracja o świecie, [w:] Narracyjność języka i kultury, red. D. Filar,

D. Piekarczyk, Lublin 2013, s. 117-128. Trzebiński Jerzy, 2002, Narracja jako sposób rozumienia świata, Gdańsk.

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The scope of cinematic metaphor in television series: two methodological questions

Monika Cichmińska Uniwersytet Warmińsko-Mazurski

The aim of the present paper is to discuss the scope of cinematic metaphors (as discussed by Müller 2018) used in television series. Cinematic metaphors used on the small screen can be classified using different factors; for example, Forceville (2008) differentiates between multimodal metaphors with a local focus and embedded metaphors, while Fahlenbrach (2016) proposes the classification into audiovisual key metaphors and audiovisual sub-metaphors. We would like to discuss two proposals concerning possible classification of cinematic metaphors, which, we believe, could be successfully applied in the analysis of television series.

We are convinced that there is a need to distinguish between metaphors which are condense (for lack of a better term), that are realized within a long shot or a scene, which are clearly marked (Whittock 1990) and in which all or most of the cinematic tools (acting, setting, costumes, lighting, framing, camera work, sound, etc.) are used to signal the metaphor to the viewers, and between metaphors which are scattered, that is metaphors which tend to appear throughout the whole series (a season or a number of seasons), but which are not marked so clearly, and would possibly be recognized as less important for the series comprehension and interpretation, but which are, in fact, as important as other key metaphors. The discussion will be illustrated with examples of the use of the metaphors of FAMILY in two television series: House M.D and The Big Bang Theory, which will illustrate the concepts under discussion and, hopefully, will help support their validity.

The second question to be discussed concerns the influence a genre might have on classifying a given cinematic metaphor as a key metaphor for the series under discussion. It seems that most contemporary “quality” television series hardly ever represent one genre, but are usually referred to as hybrids (Stadler and McWilliam 2009). To illustrate, House M.D. is usually categorized as “a television medical drama”; if we put emphasis on “the medical”, the metaphors of FAMILY do not seem that important; however, if we focus on “the drama”, and follow Mittell’s approach that “nearly every dramatic program (…) can be considered a form of serial melodrama” (Mittell 2015: 244), the FAMILY metaphors seem crucial for understanding the complex relationships among the main characters. On the other hand, The Big Bang Theory, classified as a television sitcom (with some elements of the so-called “hang-out” film), places relationships – and metaphors of relationships - in the centre of the viewers’ attention, hence evokes no doubts as to which metaphors qualify as key metaphors for the series.

References: Fahlenbrach, K. (2016). Audiovisual Metaphors as Embodied Narratives in Moving Images. In K. Fahlenbrach (ed.),

Embodied metaphors in film, television, and video games: cognitive approaches, (pp. 33-50). New York and London:

Routledge C. Forceville (2008). Metaphor in pictures and multimodal representations. In R.W. Gibbs (Ed.), The Cambridge handbook

of metaphor and thought (pp. 462-482). Cambridge: Cambridge University Press

Mittell, J. (2015) Complex TV. The Poetics of Contemporary Television Storytelling. New York and London: New York University Press.

Müller, C., Kappelhoff. H. (2018). Introduction. In: C. Müller, H. Kappelhoff (eds), Cinematic Metaphor. Experience-Affectivity-Temporality, (pp. 1-120. De Gruyter

Stadler, J., McWilliam, K. (2009) Screen Media. Analysing Film and Television. Allen&Unwin Whittock, T. (1990). Metaphor and Film. Cambridge: Cambridge University Press.

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Cognitive automaticity in translation and beyond

Mikołaj Deckert Uniwersytet Łódzki

This paper looks into cognitive automaticity in trainee translators. I draw on dual-pro-cess theories (e.g. Evans and Stanovich 2013) where two discernible modes of thinking are posited: Type 1 which is fast and automatic, and Type 2 which is slower and more deliberative. I argue that in a subset of translation contexts involving interlingual categorial asym-metry (cf. e.g. Lakoff 1987, Lewandowska-Tomaszczyk 2010, Massey and Ehrensberger-Dow 2017) novice translators exhibit a strong tendency to make Type-1 decisions which can be detrimental to translation quality (Deckert 2017).

For example, in English-to-Polish translation, i.e. in a language pair where the source text might not code gender and the target language would conventionally require gender in-formation to be coded, the sentence (1) Professor Smith received a nomination. is much more likely to be rendered in such a way as to construe the individual as male rather than female, even though no sufficient evidence is textually provided to guide the decision toward that interpretation. I argue that cases like this exemplify robust cognitive automaticity which has to be addressed already at the translator training stage.

To that end, I detail an experimental study conducted with trainee translators at the Institute of English Studies, the University of Łódź in Poland. The study had the following main objectives. First, in Task 1, it aimed to expand earlier work on automaticity and translation by providing new empirical evidence with the use of stimuli analogous to (1) above. The second main objective was to examine the subjects’ tendency to make automatic decisions in translation (Task 1) against such a tendency with respect to non-translational stimuli (Task 2). For Task 2 I used the Cognitive Reflection Test-2 (CRT-2) – an instrument devised by Thomson and Oppenheimer (2016), expanding on the CRT proposed by Frederick (2005). The data from Task 1 and Task 2 offer us a perspective on automaticity in different domains of reason-ing and are tested for correlation of scores.

References: Deckert, M. (2017). “Asymmetry and automaticity in translation”, Translation and Interpret-ing Studies 12: 3,

469–488. Evans, J. St. B. T. and K. E. Stanovich (2013). “Dual-process theories of higher cognition: advancing the debate”,

Perspectives on Psychological Science 8: 3, 223–241. Frederick, S. (2005). “Cognitive reflection and decision making”, Journal of Economic Perspectives 19: 4, 25–42. Lakoff, G. (1987). Women, fire, and dangerous things: What categories reveal about the mind.bChicago:

University of Chicago Press. Lewandowska-Tomaszczyk, B. 2010. “Re-conceptualization and the emergence of discourse meaning as a theory

of translation”, in: B. Lewandowska-Tomaszczyk and M. Thelen (eds.), Meaning in Translation, Frankfurt am Main:

Peter Lang, 105–147. Massey, G. and M. Ehrensberger-Dow (2017). “Translating Conceptual Metaphor: The Processes of Managing

Interlingual Asymmetry”, Research in Language 15: 2, 173–189. Thomson, K. S. and D. M. Oppenheimer (2016). “Investigating an alternate form of the cognitive reflection test”,

Judgment and Decision Making 11: 1, 99–113.

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“Dumb and Dumber” - the illumination of human stupidity (?)

Aneta Dłutek Państwowa Wyższa Szkoła Zawodowa w Płocku

A human being has always been searching for answers to questions concerning the meaning of their existence perceived from various perspectives - philosophical, social, linguistic, religious. Taking into consideration the fact, that Homo sapiens is the only creature characterised with this attribute in its very name, it is no surprise that this aspect of human life is no exception within the scope of research and interpretation. However, if man looks for answers concerning their developed mental processes and abilities, they are also interested in the phenomenon of the opposite nature, i.e. stupidity defined as “behaviour that shows a lack of good sense or judgement. The quality of being stupid or unintelligent. https://en.oxforddictionaries.com/definition/stupidity

If one intends to find an illustration of the features presented above, the choice of the film “Dumb and dumber” by Peter and Bobby Farrelly seems to be fully justified. The comedy shows “the cross-country adventures of 2 good-hearted but incredibly stupid friends.” https://www.imdb.com/title/tt0109686/ The very title suggests that stupidity is to be the essence of the plot, thus it seems possible to find there some iconic features and conceptualisations of stupidity. The title also implies the first problem of the interpretation of the state of being stupid. According to the ontological metaphors suggested by Lakoff (1980, 1990), Johnson (1980), and others, MORE IS BETTER. However, could this conceptualisation be employed to read the title of the film? Is it better to be dumb or dumber? And one more question – since the heroes are stupid but good hearted, being dumber implies being a better person? The creators of this comedy used a whole range of various means highlighting the stupidity of the two men. The research question is whether these film elements follow the socially accepted framing of the concept in question (behaviour, facial expressions, kitsch, etc.). Furthermore, the language of the dialogues, when analysed independently of the action, seems to be quite normal meaning wise. This incompatibility of the picture and text evokes doubts whether the heroes understand the situation in the socially employed way. These are not the words but pictures that mostly highlight the stupidity. Moreover, dumb also means unable to speak thus this is not the voice that counts here.

The question is whether being stupid is, as the definition above suggests, the state of showing a lack of intelligence or common sense or just framing certain elements of reality in a way different from the socially accepted concepts and their interpretations.

Selected references: Gazdik, I. 2018. The Power of Stupidity in TELICOM XXX.2 – Second Quarter 2018. pp. 33- 39 Lakoff, G.,

and M. Johnson. 1980. Metaphors We Live By. Chicago: The University of Chicago Press. Lakoff, G. 1990. Women, Fire and Dangerous Things: What Categories Reveal about the Mind.bChicago-London:

The University of Chicago Press. Marina, J. A. 2010. Porażka inteligencji czyli głupota w teorii i praktyce. Wydawnictwo WAM: Kraków. Ronell, A. 2002. Stupidity. Urbana and Chicago: University of Illinois Press.

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“The journey toward a calloused mind” What the blending theory can tell us about David Goggins, the toughest man alive

Anna Drogosz Uniwersytet Warmińsko-Mazurski

David Goggins is a retired US Navy SEAL, an American ultramarathon runner, ultra-distance cyclist, triathlete, a former world record holder for the most pull-ups done in 24 hours, motivational speaker, and author of the self-help memoir Can't Hurt Me released in 2018. His talks available on You Tube typically receive enthusiastic responses from the viewers, who openly say how they managed to change their lives under his influence. This paper intends to look at the impact that David Goggins has on many people from the perspective of the blending theory.

In his book, speeches and interviews, Goggins tells his life-story of transformation from a bullied and clueless person to “the toughest man on earth” with the explicit intention to help those of low self-esteem and victim mentality. He explains that in order to become tougher and successful he has created a mindset, which from the perspective of the blending theory can be interpreted as a complex integration network. This integration network includes, among others, the following input spaces: the conventional metaphor LIFE IS A JOURNEY, through which Goggins describes his life from the troubled childhood to what he is now, the elaborated personification of the mind, which on the one hand is conceptualized as an antagonist that kept him from developing his true potential, and on the other as a calloused, indestructible warrior, when his true potential becomes revealed, “the cookie jar”, which is the image metaphor describing memories of past difficult situations in which he suffered but in which he also prevailed, and “the mirror of accountability”, the material anchor, in the sense of Fauconnier and Turner (2002), for an honest conversation with himself, for self-assessment and self-motivation.

The impact that he has had on many readers and viewers, as judged by their personal comments on YouTube, can be discussed from the perspective of “the curse of knowledge”. The standard understanding of this notion coming from cognitive science is as “our tendency to project our knowledge and facility into our blended conceptions of other people” (Turner 2014: 47), which assumes the direction of projection from us to other people as a way of making sense of their behaviour or what they say. However, for the purposes of the analysis of Goggins’ impact, a reversed direction of projection must be assumed, which means that his readers/listeners project his winning mindset onto themselves and the resulting blend makes them feel and act as tougher individuals.

References: Fauconnier and Turner (2002) The way We Think. Conceptual Blending and the Mind’s Hidden Complexities. New York:

Basic Books.

Turner (2014) The Origin of Ideas. Blending, Creativity, and the Human Spark. Oxford: Oxford University Press.

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Context and cognitive principles in memorial landscape

Małgorzata Fabiszak Uniwersytet Adama Mickiewicza w Poznaniu

In terms of theoretical underpinnings, this talk draws on three sources: (1) Discourse Historical Approach to discourse analysis (Reisigl and Wodak 2001), (2) Conceptual Metaphor Theory (Johnson 1987, Lakoff and Turner 1989, Lakoff and Johnson 1999), in particular as applied to multimodal data (Forceville 2006, 2008); and (3) Multimodal Critical Discourse Analysis (van Leeuven 2005, Feng – O’Halloran 2013, Abousnnouga – Machin 2013). This combined approach allows to uncover the cognitive principles motivating the material semiotic practices of meaning making in collective memory sites through a careful analysis of contextual factors (cf. Reisigl and Wodak 2001 and Kövecses 2015), visual semiosis and image schemata, conceptual metonymy and metaphor.

The role of context and cognitive principles in the semiotic potential of the memorial landscape is discussed on the basis of three illustrative examples: The Memorial Site in Bełżec, The Memorial to the Murdered Jews of Europe in Berlin, and the 9/11 Memorial in New York City. The socio-cultural and historical context of the three cases selected for analysis differs in several respects: the physical location, the instigators of commemoration, the architects and the commemorated victims. Despite these differences, there are certain cognitive principles underlying the commemoration design that recur in all three. For example, the image schema MASS-COUNT motivates the listing of the individual names of the victims in all three sites. There are also features characteristic for only one of them, such as the reflecting water pools in the NYC memorial, which contribute to the meaning construction of the site through the metonymies WATER FOR PURIFICATION and WATER FOR HEALING.

The results of the analysis go beyond a juxtaposition of three case studies and provoke a reflection on the role of context and of cognitive principles in the memorial landscapes.

References

Abousnnounga, Gill & David Machin. 2013. The language of war monuments. London: Bloomsbury. Feng, Dezheng & Kay O’Halloran 2013. The visual representation of metaphor. A social semiotic approach. Review of Cognitive Linguistics 11(2): 320-335.

Forceville, Charles. 2006. Non-verbal and multimodal metaphor in a cognitivist framework: Agendas for research. In G.

Kristiansen, M. Achard, R. Dirven & F.J. Ruiz (Eds.), Cognitive Linguistics: Current Applications and Future Perspectives. Berlin/New York: Mouton de Gruyter. 372-402.

Forceville, Charles. 2008. Metaphor in pictures and multimodal representations. In R.W. Gibbs (Ed.), The Cambridge

handbook of metaphor and thought. Cambridge: Cambridge University Press. 462 482. Johnson, Mark. 1987. The Body in the Mind: The bodily basis of meaning, imagination, and reason. Chicago: University

of Chicago Press. Kövecses, Zoltán. 2015. Where metaphors come from. Reconsidering context in metaphor. Oxford and New York: Oxford

University Press. Lakoff, G. & M. Johnson. 1999. Philosophy in the Flesh: The embodied mind & its challenge to Western thought.

New York: Basic Books.

Reisigl, M. & R. Wodak. 2001. Discourse and discrimination: The rhetoric of racism and antisemitism. London: Routledge. van Leeuven, Theo. 2005. Introducing Social Semiotics. Abingdon: Routledge.

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Derywatywy słowotwórcze od rzeczownika empatia w tekstach współczesnej polszczyzny. Analiza semantyczna

Marta Falkowska Uniwersytet Warszawski

Celem referatu jest przegląd użyć leksemów powiązanych słowotwórczo z rzeczownikiem

empatia i składających się na gniazdo słowotwórcze skupione wokół tego rzeczownika (Grzegorczykowa i in. 1999; Jadacka 1995; Jadacka, Bondkowska 2001). Zaproponowana ana-liza jest częścią większego projektu badawczego poświęconego m.in. semantyce rzeczownika empatia oraz wyrazów względem niego bliskoznacznych w tekstach współczesnej (tj. powojennej) polszczyzny. Materiał ilustracyjny zaczerpnięto przede wszystkim z korpusów współczesnej polszczyzny (NKJP oraz Monco Frazeo.pl – Pęzik 2012 oraz NFJP – Wawrzyńczyk, Wierzchoń 2017; Wierzchoń 2010) i uzupełniono o konteksty znalezione w tekstach internetowych. Pierwsze poświadczenia rzeczownika empatia w polszczyźnie pochodzą z lat 50. i 60. XX wieku, od tego czasu popularność tej jednostki oraz liczba jej użyć w tekstach niespecjalistycznych sukcesywnie wzrastają (Tabakowska 2012; Lewandowska-Tomaszczyk, Wilson 2019). Obecnie obserwujemy proces wyłaniania się gniazda słowotwórczego, którego centrum jest interesujący mnie rzeczownik, a do którego należą następujące jednostki: empata, empatyk, empatka, empatyczność, empatyczny, empatycznie, empatyzować. Grupa jednostek słowotwórczo powiązanych z rzeczownikiem empatia nie jest jeszcze z pewnością zamknięta i stabilna: skład leksykalny gniazda oraz zakres semantyczny poszczególnych jednostek kształtują się głównie pod wpływem potrzeb nominacyjnych użytkowników polszczyzny (Waszakowa 2017). Uwagę zwracają w szczególności następujące zjawiska: 1) nieostra granica znaczeniowa między rzeczownikami empatia i empatyczność, 2) współistnienie w gnieździe dwóch nazw subiektów (por. empata, empatyk), 3) niska frekwencja i nie do końca ustabilizowane wymagania składniowe niektórych jednostek (por. empatyzować). Wszystkie te kwestie są przedmiotem

szczegółowych rozważań w mojej pracy. Ogólniejsze pytanie, na które odpowiada ukierunkowana

kognitywnie analiza, dotyczy tego, jakie potrzeby komunikacyjne i poznawcze użytkowników języka

zaspokajane są dzięki pojawieniu się w polszczyźnie jednostek powiązanych słowotwórczo z rzeczownikiem empatia, tj. w jaki sposób kompleks pojęciowy dotychczas istniejący zostaje

rozbudowany i uzupełniony dzięki nowym jednostkom leksykalnym.

Źródła:

Monco Frazeo.pl – http://monco.frazeo.pl/ NFJP – http://nfjp.pl

NKJP – http://nkjp.pl

Bibliografia: Grzegorczykowa, R., Laskowski, R., Wróbel, H. (red.). (1999). Gramatyka współczesnego języka polskiego.

Morfologia. Tom 2. Wyd. 3 poprawione. Warszawa: Wydawnictwo Naukowe PWN.

Jadacka H., 1995, Rzeczownik polski jako baza derywacyjna. Opis gniazdowy, Warszawa. Jadacka, H., Bondkowska, M. (2001). Słownik gniazd słowotwórczych współczesnego języka ogólnopolskiego. Tom

2: Gniazda odrzeczownikowe. Kraków: Universitas.

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Lewandowska-Tomaszczyk, B., Wilson, P. (2019). Compassion Cluster Expression Features in Affective Robotics

from a Cross-Cultural Perspective. In: Klempous, R., Nikodem, J., Baranyi, P.Z. (Eds.). Cognitive Infocommunications, Theory and Applications Topics in Intelligent Engineering and Information 13, Springer, 201-225. https://doi.org/10.1007/978-3-319-95996-2_10

Pęzik, P. (2012). Wyszukiwarka PELCRA dla danych NKJP. In: Przepiórkowski, A., Bańko, M., Górski, R., Lewandowska-Tomaszczyk, B. (red.). Narodowy Korpus Języka Polskiego. Warszawa: Wydawnictwo PWN.

Tabakowska, E. (2012). Empatia – w języku, w tekście, w przekładzie. In: Kardela, H., Muszyński, Z., Rajewski, M. (red.). Kognitywistyka 3. Empatia, obrazowanie i kontekst jako kategorie kognitywistyczne. Lublin: Wydawnictwo

UMCS, 153-166. Waszakowa, K. (2017). Kognitywno-komunikacyjne aspekty słowotwórstwa. Wybrane zagadnienia opisu derywacji

w języku polskim. Warszawa: Wydział Polonistyki Uniwersytetu Warszawskiego.

Wawrzyńczyk, J., Wierzchoń, P. (2017). Podstawowe informacje o „Narodowym Fotokorpusie Języka Polskiego”. Poznań: Uniwersytet im. A. Mickiewicza.

Wierzchoń, P. (2010). Lingwochronografia na usługach słowotwórstwa gniazdowego. Kwartalnik Językoznawczy, 1(2), 50-64.

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Gest negujący wyrażający wartości skrajne Sonia Gembalczyk

Uniwersytet Jagielloński

Wyrażenia przeczące (z uwzględnieniem ich werbalno-niewerbalnej istoty) miewają wiele zadziwiających realizacji w postaci m.in. polaryzacji, sprzeczności, ironii czy negatywnego potwierdzenia (Larrivée, Lee 2016). Zgodnie z podejściem skoncentrowanym na kontekście użycia, gesty (głównie rąk, ale i głowy) pełnią rolę integralnego czynnika współdziałającego ze słowami w tworzeniu znaczenia (Kendon 2004; McNeill 2005; Bavelas, Gerwing, Healing 2014). Celem referatu jest omówienie formy i kontekstów występowania jednego z osobliwych wariantów gestu uznawanego za negujący, czyli przeczenia za pomocą kręcenia głową, stosowanego przez użytkowników języka polskiego. Metoda analizy poszczególnych wypowiedzi uwzględnia ich multimodalny charakter, a zatem dotyczy szeregu różnych środków semiotycznych współtworzących znaczenie (Kress 2010). Wśród badanych kilkunastu warstw wypowiedzi (Wittenburg i in. 2006) znalazły się: płaszczyzna tekstu realizowanego werbalnie, gesty rąk, ramion, głowy, znaczące ruchy całego ciała (a zwłaszcza te, które są związane z wyznaczaniem dystansu interpersonalnego), mimika, kierunek spojrzenia, a także wybrane elementy prozodii. Materiał badawczy celowo jest niejednolity i stanowią go nagrania audiowizualne z udziałem studentów, fragmenty programów telewizyjnych oraz filmy dostępne w kanałach internetowych. Różnorodność źródeł pochodzenia próbek badawczych podyktowana jest potrzebą śledzenia wspomnianych wyżej rozmaitych kontekstów występowania gestów o podobnej formie i zbliżonym znaczeniu, a pełniących pewien zakres funkcji (Müller 2014).

Dotychczas w literaturze badawczej znanych jest co najmniej kilka nieprototypowych kontekstów użycia tego znaczącego ruchu, jakim jest przeczenie głową m.in. jako wzmocnienie dla przymiotnika w stopniu najwyższym, dla wyrażenia skrajnej aprobaty, jako nośnika implikowanej negacji niewyrażonej werbalnie czy jako wzmocnienie wyrażeń, dla których nie ma wyjątków (Kendon 2002). Referat skupia się na weryfikacji dwóch hipotez: pierwszej – o wspólnej, nadrzędnej dla kilku nietożsamych typów negowania kategorii, której naturę określa cecha skrajności (w szczegółowych realizacjach dążąca czasem do nieskończoności i niesprecyzowania) oraz drugiej – o możliwości istnienia niejednorodnego źródła cielesnego prawdopodobnie dwóch różnych gestów, których efekt wizualny przedstawia się identycznie: jako przeczenie głową.

Bibliografia: Bavelas, J., Gerwing, J. , Healing, S. (2014). Hand and Facial Gestures in Conversational Interaction [w:] The

Oxford Handbook of Language and Social Psychology, T. M. Holtgraves (red.), DOI:10.1093/oxfordhb/9780199838639.013.008 (dostęp: 10.07.2017)

Kendon A. (2002). Some uses of the headshake, Gesture 2, 2 (2002), s. 147–182. Kendon A. (2002). Gesture: Visible Action as Utterance. Cambridge: Cambridge University Press.

Kress G. (2010). Multimodality. A social semiotic approach to contemporary communication. London, New York: Routledge.

Larrivée, P., Lee, Ch. (red.) (2016). Negation and Polarity. Experimental Perspectives. Cham, Heidelberg, New

York, Dordrecht, London: Springer. McNeill D. (2005). Gesture and Thought, Chicago, London: University of Chicago Press.

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Müller C. (2014). Gesture as „deliberate expressive movement” [w:] From Gesture in Conversation to Visible

Action as Utterance. Essays in honor of Adam Kendon, M. Seyfeddinipur, M. Gullberg (red.), Amsterdam/Philadelphia: John Benjamins Publishing Company, s. 127-151.

Wittenburg, P., Brugman, H., Russel, A., Klassmann, A., Sloetjes, H. (2006). ELAN: a Professional Framework for

Multimodality Research [w:] Proceedings of LREC 2006, Fifth International Conference on Language Resources and Evaluation.

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Moving metaphorically in cartoons and print advertisements Elżbieta Górska

Uniwersytet Warszawski

Since motion constitutes our basic perceptual and motor experience it is not surprising that it underlies metaphorical thought that is expressed verbally (Lakoff 1993; Grady 1997; Rice 2004; Özaçalişkan 2005; Foolen et al. 2015) as well as in other modes of expression (Johnson and Larson 2003; Kolter et al. 2012; Szawerna 2017). Modality-independent nature of metaphor is now a well-documented area of research on multimodal communication (Forceville & Urios Aparisi 2009; Pinar Sanz 2013; Forceville 2016). In this presentation, considering a sample of cartoons and print ads, I will focus on the interaction of metonymy and metaphor in expressing motion-based metaphorical thought in multimodal discourse. The method of analysis will draw upon the dynamic approach to metaphor (Müller 2008; Kolter et al. 2012), multimodal approach to metonymy (Mittelberg &Waugh 2009; Mittelberg & Joue 2017), and conceptual theory of metaphor (Lakoff and Johnson 1980, 1999) and of metonymy (Kövecses & Radden 1998). I will aim to show that the two spatio-visual genres of cartoons and print ads, despite their static composition, can receive a highly dynamic construal by resorting to the verbal mode and/or metonymic cuing of some aspect of motion (via, e.g. the PATH FOR MOTION or the INSTRUMENT FOR MOTION metonymy) or various techniques that suggest motion, such as visual vectors, body postures, gestures (Arnheim 1974; Kress & Van Leeuwen 2006; Szawerna 2017) or pictorial runes (Forceville 2011). In more general terms, the discussion will contribute to research on thinking-for-multimodal communication.

References

Arnheim, R. (1974). Art and visual perception. A psychology of the creative eye. The new version. Berkeley: University of California Press. Forceville, Ch. (2011). Pictorial runes in Tintin and the Picaros. Journal of pragmatics, 43, 875–890. Forceville, Ch.

(2016). Pictorial and multimodal metaphor. In N-M. Klug & H. Stöckl (Eds.), Handbuch Sprache im Multimodalen Kontext, (pp. 242–261). Berlin: Mouton de Gruyter.

Forceville, Ch. & Urios-Aparisi E. (Eds.) (2009). Multimodal metaphor. Berlin & New York: Mouton de Gruyter.

Foolen A., Lüdke U. M., Racine T. P. & Zlatev J. (Eds.). (2012). Moving ourselves, moving others. Motion and emotion in intersubjectivity, consciousness and language. Amsterdam: Benjamins.

Grady, J. E. (1997). Foundations of meaning: Primary metaphors and primary scenes. Unpublished Ph.D. dissertation, Univeristy of California, Berkeley.

Johnson, M.L. & Larson S. (2003). Something in the way she moves—metaphors of musical motion. Metaphor and symbol, 18(2), 63–84.

Kolter, A., Ladewig S. H., Summa M., Müller C., Koch S. C. & Fuchs T. ( 2012). Body memory and the emergence of

metaphor in movement and speech. An interdisciplinary case study. In S. C. Koch, Fuchs T., Summa M. & C. Müller (Eds.), Body memory, metaphor and movement, (pp. 201–226). Amsterdam: Benjamins.

Kress, G. & Van Leeuwen T. (2006). Reading images. The grammar of visual design. London & New York: Routledge. Kövecses, Z. and G. Radden (1998). Metonymy: Developing a cognitive linguistic view. Cognitive linguistics, 9(1), 37–77.

Lakoff, G. (1993). The contemporary theory of metaphor. In A. Ortony (Ed.), Metaphor and thought, (pp. 202–251). Cambridge: Cambridge University Press.

Lakoff, G. & Johnson M. (1980). Metaphors we live by. Chicago: University of Chicago Press.

Lakoff, G. & Johnson M. (1999). Philosophy in the flesh: The embodied mind and its challenge to western thought. New York: Basic Books.

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Özaçalişkan, Ş. (2005). Metaphor meets typology: Ways of moving metaphorically in English and Turkish. Cognitive

linguistics, 16(1), 207–256. Mittelberg, I. & Joue G. (2017). Source actions ground metaphor via metonymy: Toward a frame-based account of gestural

action in multimodal discourse. In B. Hampe (Ed.), Metaphor, embodied cognition and discourse, (pp. 119–137). Cambridge:

Cambridge University Press. Mittelberg, I. & Waugh L. R. (2009). Metonymy first, metaphor second: A cognitive-semiotic approach to multimodal

figures of thought in co-speech gesture. In Ch. Forceville & E. Urios-Aparisi (Eds.), Multimodal Metaphor, (pp. 329–356). Berlin &New York: Mouton de Gruyter.

Pinar Sanz, M. J. (Ed.) (2013). Multimodality and cognitive linguistics. Special issue of Review of cognitive linguistics 11(2). Amsterdam: Benjamins.

Rice, S. (2004). Moving for thinking: The pervasiveness of motion imagery in ideation and emotion. In B. Lewandowska-

Tomaszczyk & A. Kwiatkowska (Eds.), Imagery in Language. Festschrift in Honour of Professor Ronald W. Langacker, (pp. 343–359). Frankfurt am Mein: Peter Lang.

Szawerna, M. (2017). Metaphoricity of conventionalized diegetic images in comics. A study in multimodal cognitive linguistics. Frankfurt am Main: Peter Lang.

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Analogy and contrast in the structure of Hungarian co-verbial constructions

Marcin Grygiel Uniwersytet Rzeszowski

Co-verbial constructions consist of verbs, or their derivates, accompanied by a limited number of prefixes or particles that modify their meaning (Grygiel 2018). These modifying elements are often referred to as preverbs, verbal prefixes or co-verbs (e.g. Booij and van Kemenade 2003).

The use of an elaborate system of co-verbial constructions is the hallmark of the Hungarian language and one of the biggest challenges a learner of this language has to face (Varga 1996, Szili 2000). For example, Ladányi (2004) and Sinkovics (2006) provide numerous examples to prove that the use of novel and unusual applications of co-verbial constructions in Hungarian has accelerated in recent decades. Furthermore, Sinkovics (2006) claims that some of these new constructions have almost become fashionable among language users. According to Kiss (2017), in a longer perspective, the expansion of co-verbial constructions led to the dwindling of the Hungarian tense system and reduced it to only two grammatical tenses used today. Co-verbial constructions, however, perform not only numerous syntactic but also important from the langauge production point of view, lexical functions as well.

In this study, I will try to show that the use of co-verbial constructions is motivated by very basic cognitive mechanisms known as analogy and contrast. Co-verbial constructions often form contrastive pairs and intricate systems of semantic extensions based on similarity are developed as a result of their operation. The analysis of selected Hungarian co-verbial constructions carried out for the needs of this study reveals that the use of co-verbs is motivated by a limited number of central, prototypical, spatial meanings, and a web of interrelated metaphorical senses is derived from them. These include kinesthetic relations such as UP/DOWN, TO (TOWARDS)/FROM (AWAY), INTO/OUT OF, TOGETHER/APART, OVER/UNDER. They can also involve numerical relations, manipulation of objects, movements of body parts or the translocation of the whole body in various directions or with reference to fixed landmark. The analysis shows that by means of analogy and contrast verbal meaning is modified and extended in the build-up of co-verbial constructions. Their semantic functions can be expressed in the form of spatial co-ordinates that perform a similar role to grammatical cases in the declension of nouns.

References

Geert Booij and Ans van Kemenade. 2003. Preverbs: An introduction. In Geert Booij & Jaap van Marle (eds.)

Yearbook of Morphology 2003. Dordrecht: Kluwer, 1-12. Grygiel, Marcin. 2018. Co-verbs in specialized texts. In Marcin Grygiel, Marta Rzepecka, Edyta Więcławska (eds.)

Specialist Communication in Education, Translation and Linguistics 2., Rzeszów: Wydawnictwo UR, 152-166.

Kiss, É. Katalin. 2017. The rise and fall of Hungarian complex tenses. In Eric Mathieu and Robert Truswell (eds.) Micro-change and Macro-change in Diachronic Syntax. Oxford: Oxford University Press, 61-75.

Ladányi, Mária. 2004. Rendszer - norma - nyelvhasználat: Igekötős neologizmusok helyi értéke, A mai magyar nyelv leírásának újabb módszerei VI: Nyelvleírás és nyelvművelés, nyelvhasználat, stilisztika, Büky László (szerk.)

Szeged, 95-116. Sinkovics, Balázs. 2006. Az igekötők jelentésmódosító szerepe és a nyelvi norma, Nyelvtudomány (2), 165-186. Szili, Katalin. 2000. Lehet-e ezt megtanítani? (Az igekötők tanításának kérdéséhez)” Intézeti Szemle 22. évf. 1. sz.,

60-70. Varga, Éva. 1996. Az igekötőkről, Intézeti Szemle 18. évf. 1. sz., 34-42.

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Kognitywna analiza staroindyjskich formuł magicznych. Szanse i wyzwania metodologiczne

Krzysztof Gutowski Uniwersytet Warszawski

Celem referatu jest prezentacja możliwości jakie daje wykorzystanie metodologii językoznawstwa kognitywnego w analizie staroindyjskich hymnów Atharwawedy oraz omówienie problemów metodologicznych z tym związanych. Hymny te, mają niejednokrotnie charakter formuł magicznych i związane były z praktykami rytualnymi. W prezentacji omówione zostaną przykłady analizy tekstów w oparciu o teorię schematów wyobrażeniowych (przede wszystkim chodzi o SW SIŁY oraz SW CENTRUM-PERYFERIE) oraz teorię amalgamatów pojęciowych. Istotnym elementem prezentacji będzie weryfikacja tezy o znaczącym wzroście potencjału eksplanacyjnego analizy tekstów

staroindyjskich w przypadku zastosowania instrumentarium lingwistyki kognitywnej.

Bibliografia

Źródła:

Atharwaweda – Śaunakija

Opracowania:

Jurewicz, J. (2010). Fire and cognition in the Rgveda. Warszawa: Dom Wydawniczy Elipsa. Jurewicz, J. (2016). Fire, Death and Philosophy. A History of Ancient Indian Thinking. Warszawa: Dom

Wydawniczy Elipsa.

Kövecses, Z. (2011). Język, umysł, kultura. Praktyczne wprowadzenie. Kraków: Universitas Libura, A. (2000). Wyobraźnia w języku: leksykalne korelaty schematów wyobrażeniowych Centrum-Peryferie i Siły.

Wrocław: Wydawnictwo Uniwersytetu Wrocławskiego. Masłowska, E. (2012). Ludowe stereotypy obcowania świata i zaświatów w języku i kulturze polskiej. Warszawa:

Wydawnictwo Agade Bis. Sørensen, J. (2007). A cognitive theory of magic. New York: Rowman Altamira. Staal, F. (2008). Discovering the Vedas: origins, mantras, rituals, insights. New Delhi; New York: Penguin Books.

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Podobieństwa i różnice konceptualizacji lilii w polskiej i węgierskiej frazeologii Julia Hamsovszki

Eötvös Loránd University

Tematem prezentacji jest podobieństwa i różnice konceptualizacji lilii w polskiej i węgierskiej frazeologii, celem zaś rekonstrukcja obrazu lilii zarejestrowanego w związkach frazeologicznych, przysłowiach, sentencjach, maksymach, metaforach, mowie potocznej itp. W języku utrwalone zostało doświadczenie poznawcze danej społeczności. Wychodząc z tego założenia, głównie skoncentrujemy się na rekonstrukcji tego fragmentu świata, który w języku polskim i węgierskim określa nazwa lilia. Podstawą teoretyczną artykułu są prace poświęcone zagadnieniu językowego obrazu świata (JOS) autorstwa takich polskich i węgierskich badaczy, jak: J. Bartmiński, R. Tokarski, J. Bańczerowski.

Zbadamy tylko te połączenia, które należą do naturalnych związków frazeologicznych, wchodzących w zakres słownictwa podstawowego, które nosiciele języka używają ’automatycznie’, czyli pojęcia te użytkownicy języka identyfikują z konkretnymi znaczeniami i emocjami. Elementy te interesują nas z uwagi na to, że są bardzo często eksponowane w codziennej komunikacji, są jednymi z najciekawszych sposobów wyrażania emocji, aluzji, oceny. Zbierając materiał językowy wykorzystaliśmy takie źródła jak: słowniki języka polskiego i węgierskiego, zbiory przysłów, metafor, skrzydlatych słów, węgierskiego, strony internetowe, prasę.

Interesuje nas, jakie elementy nazwy lilia są w badanych przez nas językach wyodrębniane i eksponowane. Dążymy do odtworzenia semantycznych obrazów lilii. Można wnioskować, że definicja leksemu lilia w analizowanych przez nas językach jest bardzo podobna. Warto jednak zwrócić uwagę na pewne różnice. Lilia to kwiat, który często kojarzony jest z dziewczyną, młodą kobietą, niewinnością, czystością, łagodnością i delikatnością zarówno psychiczną jak i fizyczną. Warto nadmienić, że język węgierski jest językiem aglutynacyjnym, dlatego struktura słowotwórcza różni się od polskiego. W języku węgierskim bardzo piękna, cnotliwa dziewczyna określana jest jako wątek lilii. Odebranie dziewictwa dziewczynie określane jest mianem liliomtiprás = rozdeptanie lilii. Z tym i podobnymi wyrazami istnieje olbrzymia liczba przykładów. Niektóre przykłady świadczą o tym, że lilia nie zawsze oceniana jest pozytywnie w języku węgierskim. W języku węgierskim lilia kojarzona jest także z grzechem i winą, istnieje też wielu eufemizmów z tym komponentem.

Bibliografia:

Bańczerowski, J. A világ nyelvi képe. A világ mint a valóság metaképe a nyelvben és nyelvhasználatban. Budapest, 2008.

Bartmiński, J. Językowe podstawy obrazu świata. Lublin, 2001. Nowakowska, A. Świat roślin w polskiej frazeologii. Wrocław, 2005.

38

The dynamics of narration as reflected in gesture use Olga Iriskhanova

Moscow State Linguistic University

Departing from the idea that multimodal intensification, or foregrounding, makes an important part of

interactive performance (Kendon 2004; Müller 2014; Cienki, Iriskhanova 2018, among others), the

present study investigates how gestures contribute to enhancing the dynamics of the events being talked

about and boosting the drama in both everyday and on-stage story-telling.

First, it was assumed that the most exciting and dramatic parts of everyday spontaneous narratives

would be accompanied by the rise in gesture use. To check on this assumption I analyzed the video data

in Russian recorded and annotated at Moscow State Linguistic University as part of an international

project on gesture use headed by Alan Cienki (Cienki, Iriskhanova 2018). It consisted of everyday stories

about various kinds of events produced by students who talked in pairs. 9 videos with 18 speakers and 36

stories were analyzed, with each narrative ranging from 40 seconds to 2 minutes. To analyze the

distribution of gestures across the narratives the model suggested by Labov and Waletzky (1967) for the

structure of spoken storytelling was used. Despite the variability in the sequence of the structural

components observed in spontaneous talk (Labov 1972), most of the stories followed a major pattern

with a surge in the use of gestures for Complicating action and Orientation.

However, the rise in quantity and frequency alone does not mean that all these gestures, taken

separately, realize the function of the intensifiers of narration. To find out whether a particular gesture

contributed to enhancing the flow and intenseness of story-telling, a qualitative pin-point analysis of the

instances of gesture use at various stages of the narratives was carried out. The function of intensification

in gestures was established in relevance to the linguistic expressions they co-occurred with. The analysis

revealed that intensifying gestures, representational and pointing movements in particular, were produced

at all stages of the narrative discourse. Such gestures add extra focus to the dynamic features of events

expressed by the action verbs, construe static situations as actions and movements (cf. fictive motion),

decompress macro-events into micro-events, shift viewpoints from external to internal ones, add to the

drama of narration through emotions and evaluation (pragmatic gestures), and compress parts of the

narration to move on to its next stage (pragmatic and discourse structuring gestures) (see (Müller, Cienki

et al. 2013) for the types of gestures).

The second assumption of the research was that the gestural patterns established for the everyday

narratives could be applied to poetic narratives performed on stage. 35 poems by Russian poets of the

XIX and XX centuries performed by Russian actors were analyzed. The hypothesis was partially

confirmed, in terms of the abundance of referential (representational and pointing) intensifiers that add to

the dynamics of the performance at the Complicating action stage. Also, multiple shifts of viewpoint

39

achieved through the use of gestures was observed. However, gestures in recital performances seemed to

be more sensitive to rhythm, melody, rhyme, and the individual manner of an actor, which could be

attributed to the actor’s training. So, further investigation is needed to provide scholars with more

materials for both quantitative and qualitative research of gestures as narration intensifiers.

References

Cienki, A., Iriskhanova, O. (eds). 2018. Aspectuality across Languages: Event construal in speech and gesture. Amsterdam: JB.

Kendon, A. 2004. Gesture: Visible action as utterance. Cambridge: Cambridge University Press.

Labov, W. 1972. Language in the Inner City: Studies in the Black English vernacular. – Philadelphia: Univ. of Pennsylvania Press

Labov, W., Waletzky, J. 1967. Narrative Analysis // J. Helm (Ed.) Essays on the Verbal and Visual Arts. Seattle: Univ. of

Washington Press, 12-44. Müller, C., Cienki, A., Ladewig, S., McNeill, D., Teßendorf, S. (eds.). 2013. Body – language – communication: An

international handbook on multimodality in human interaction. Volume 1. Berlin: Mouton de Gruyter, 182–201. Müller, C. 2014a. Gestures as “deliberate expressive movement”. In M. Seyfeddinipur & M. Gullberg (Eds.), From gesture

in conversation to visible action as utterance (127– 152). Amsterdam: John Benjamins.

40

Focus shifts in the evasion speech acts: a multimodal analysis

Snezhana Isaeva Moscow State Linguistic University

When interacting with each other people often use evasive tactics for various reasons (e.g., to avoid unpleasant topics or memories; to have no intention to reveal the information etc.) [Harris 1991; Galasinski 2000; Clayman 2001; Partington 2003; Iriskhanova 2014]. This paper concerns the issue of focus shifts [Iriskhanova 2014] which we can observe during evasion. Both verbal and non-verbal (manual gestures) components are taken into consideration in this research.

Video records of Russian TV-show interviews with the duration of 35 hours and 68 minutes were studied. The data set comprised 420 question-response speech complexes. The analyses involved investigating (a) the types of focus shifts in the evasive question-answer sets; (b) the linguistic means of the focus shifts; (c) the types of manual gestures that co-occurred with the verbal expressions of evasion.

It was determined in the research that the following types of focus shifts occurred in the evasive speech acts: 1) generalization, which can be realized with the help of collective nouns (politics [politika], government [pravitel’stvo] etc.), mismatch of personal pronouns in the singular and plural forms (you [ty], we [my], they [oni], everybody [vse] etc.), hedging (in general [voobshhe] etc.); 2) change of a referent via rhetorical questions, hedges (well [nu], firstly [vo-pervyh] etc.), mismatch of interrogative adverbs (where [gde], why [pochemu] etc.); 3) narrowing of focus, characterized by the usage of hedging (you know [vy znaete], well [nu], I think [ja dumaju] etc.) and lexical repetition of the focal elements of the question; 4) delay of the focus, which has certain specific linguistic means of representation like enumeration, numerals, complex sentences; 5) exchanging foregrounded and backgrounded elements expressed by synonyms, hedging (unfortunately [k sozhaleniju], well [nu] etc.).

In terms of gestural component, the analysis revealed that the dominating type of gestures in evasive answers are illustrators: 1122 cases as compared to 12 cases of emblems and 550 cases of the use of manipulators [Ekman, Friesen 1969; 1972].

References

Iriskhanova, Olga. 2014. Focus games in language: Semantics, syntax and the pragmatics of defocusing. Moscow:

The Languages of Slavic Culture. [Igry fokusa v yazyke. Semantika, sintaksis i pragmatika defokusirovaniya]. Harris, Sandra. 1991. Evasive action: How politicians respond to questions in political interviews. In P. Scannell (ed) Broadcast Talk. London: Sage, 76–99.

Galasinski, Dariusz. 2000. The Language of Deception: A discourse analytical study. California: SAGE Publications.

Clayman, Steven. 2001. Answers and evasions. Language in Society. Cambridge: Cambridge University Press, 403–442.

Partington, Alan. 2003. The Linguistics of Political Argument. London and New York: Routledge. Ekman, Paul & Friesen, Wallace. 1969. The Repertoire of Nonverbal Behavior: Categories, Origins, Usage, and

Coding. Semiotica, 1(1), 49–98.

Ekman, Paul & Friesen, Wallace. 1972. Hand movements. Journal of communication, 22, 353–374.

41

“She can’t boil potatoes, never mind cook a meal”: analysis of the connector never mind from a constructionist perspective

Aneider Iza Erviti, María Sandra Peña Cervel University of La Rioja

Constructions are the basic units of language, and thus, they are present at all levels of description and explanation, including the discourse level. However, despite the impressive amount of literature published on discourse markers over the last decades (Das & Taboada, 2018; Gruber & Redeker, 2014; Mak & Sanders, 2012, etc.), there are very few studies that deal with these markers from a constructionist perspective. For this reason, our aim is to explore the benefits of analyzing the discourse connector never mind from such a perspective.

To date, scarce attention has been paid to the subtle changes in focal structure that each connector introduces. These changes are the result of the application of different cognitive operations. By cognitive operation we refer to any mental mechanism that the hearer employs to fully understand a linguistic expression according to the particular context in which it is uttered (Ruiz de Mendoza & Peña 2002: 139). For example, a domain expansion operation has been found to combine with a parameterization operation in anaphora, as in "I told you so", where "so" stands for a broader schematic predication roughly paraphrasable as "exactly the same as has been stated before", which is then parameterized into a more specific one, e.g. ‘that you would lose your money’ (Galera Masegosa, 2013).

Therefore, in order to complement previous analyses of connectors, we present a detailed study of the X never mind Y construction by considering its cognitive foundations. First, we put forward an exhaustive classification of this pattern taking as a basis the different meanings it can profile (e.g. neutral complementary alternation, reinforcement, probability judgment alternation, enhancing, and demonstrative alternation meanings). Then, we make a fine-grained study of the cognitive operations that motivate such realizations. For instance, in She can't boil potatoes, never mind cook a meal the cognitive operations of domain reduction, mitigation and echoing combine to convey that if X does not hold, then Y is less likely to happen than X, preventing the hearer from thinking that Y could be the case. Finally, we will offer some preliminary conclusions making special emphasis on the advantages of analysing discourse connectors from a constructionist perspective.

References: Das, D. & Taboada, M. (2018). Signaling of coherence relations in discourse. Discourse Processes 55(8), 743-770. Galera Masegosa, A. (2013). Grounding the constructional architecture of the Lexical Constructional Model in

cognition: Implications for the development of a knowledge base. Universidad de La Rioja. Gruber, H., & Redeker, G. (Eds.). (2014). The Pragmatics of Discourse Coherence (Vol. 254). Amsterdam: John

Benjamins Publishing Company. https://doi.org/10.1075/pbns.254

Mak, W. M., & Sanders, T. J. M. (2012). The role of causality in discourse processing: effects on expectation and coherence relations. Language and Cognitive Processes, 28(9), 1414-1437.

Ruiz de Mendoza, F. J. & Peña, M. S. (2002). Cognitive operations and projection spaces. Jezikoslovije 3, 131-158.

42

Alternate construals in complement selection by Polish verbal predicates: a corpus-based study

Agnieszka Kaleta Uniwersytet Jana Kochanowskiego w Kielcach

The present paper is concerned with the semantic criteria of complement selection by Polish verbal predicates. In particular, the focus of the paper is on verbs that alternate between different types of clausal complements, which include: że (that), żeby (so that) clauses as well as infinitival and gerundive clauses. Some of these alternations involve clear semantic shifts, as for example: Zapomniałem jej o tym powiedzieć (I forgot to tell her about it) and Zapomniałem, że jej o tym powiedziałem (I forgot that I had told her about this). However, there are also alternations that involve much more subtle or nuanced semantic differences. My interest in this paper is in the latter type of verbal complements. Consider the following examples:

1a. Oni postanowili wyjechać do Irlandii. ‘lit. They decided to go to Ireland.’

1b. Oni postanowili, że wyjadą do Irlandii ‘lit. They decided that they will go to Ireland.’ 2a. Poradził nam skonsultować się z lekarzem. ‘lit. He advised us to consult a doctor.’

2b. Poradził nam, żebyśmy skonsultowali się z lekarzem. ‘lit. He advised us so that we consulted a doctor.’ 3a. Uczę się szyć. ‘lit. I learn to sew.’

3b. Uczę się szycia. ‘lit I learn sewing.’

Seen from cognitive linguistic perspective, complement clauses (e.g. finite clauses, infinitives or gerunds) represent form-meaning pairings rather than arbitrary or purely formal elements of syntax (Langacker 1987, 1991, 2008). Thus, the pairs of sentences in (1)-(3) represent meaningful choices rather than purely syntactic alternatives or, to be more specific, they encode different construals of what may ‘objectively’ appear to be equivalent situations. Construal, defined as a general cognitive ability to portray the same situation in alternate ways, is pervasive in thought and language, as speaking always implies a choice: whenever we utter a sentence we structure the experience to be conveyed in a particular way (cf. Langacker, 1987: 138).

The main goal of this paper is to identify the dimensions of construal relevant to alternating complement constructions, i.e. the constructions with matrix verbs that select two or more different complement types to structure the complement scene in alternative ways. Using Polish National Corpus, an analysis is carried out with a view to identifying the patterns of use typical of particular complement constructions (że/ żeby clauses, infinitival clauses, gerundive clauses). The linguistic patterns identified in the corpus data provide the basis for generalizing about the perspectival (construal) phenomena that underlie and motivate alternate complement choices in present-day Polish.

References: Langacker, Ronald W. (1987). Foundations of Cognitive Grammar. Volume I. Theoretical prerequisites. Stanford: Stanford

University Press.

Langacker, R. (1991). Foundations of Cognitive Grammar: Descriptive applications. Volume 2. Stanford: Stanford University Press.

Langacker, R. (2008). Cognitive Grammar. A Basic Introduction. Oxford: Oxford University Press.

43

Meaning extension in Japanese and Czech – contrastive study

Petra Kanasugi Charles University

Japanese and Czech vocabulary show some interesting quantitative and structural differences.

Japanese vocabulary is very large , it is formed predominantly (over 80%) by nouns and has four

distinctive stratas (wago, kango, gairaigo, mimetic). New nouns especially compounds are coined

very easily and borrowing is traditionally widespread. Czech vocabulary is much smaller , includes

relatively fewer nouns (less than one third of the Japanese amount) and is much more

homogeneous.

The present study takes these differences as a starting point and inquires whether they reflect

differences in meaning extension, namely smaller pressure on meaning extension in Japanese. The

study compares meaning extension of nouns from five particular semantic groups (animal names,

food and drink, body parts, household objects, people). The individual nouns are selected based on

MacArthur-Bates Communicative directories and spoken language corpora frequency ranking. The

purpose is to see whether there are different tendencies in meaning extension processes (linear

metonymy, conjunctive metonymy, primary metaphor, similarity metaphor) or different tendencies

to specific meaning extension motivation (e.g. metaphors motivated by visual similarity as opposed

to functional similarity, etc.) in the two languages and confront such potential tendencies with

Dirvén’s (2002) cline of literal – non-literal language.

The used methodology is threefold: a dictionary survey, a native speaker awareness survey and a

parallel corpus survey. The pilot study based on the first two cited methods has shown in some

semantic fields (animal names, food and drink) clear and interesting differences and in other

semantic fields (body parts) similar results. In September, I should be able to present complete

results including the corpus-based analysis.

References: Dirvén, R. (2002). Metonymy and metaphor: Different mental strategies of conceptualization. In René Dirven, Ralf

Porings (Eds.), Metaphor and Metonymy in Comparison and Contrast. Berlin: Walter de Gruyter. Croft, W. (2006). The role of domains in the interpretation of metaphors and metonymies. In Kageyama, T.,

Kishimoto, H. (Eds.) (2016) Handbook of Japanese Lexicon and Word Formation. Berlin: De Gruyter Mouton. Lakoff G. (2007). Contemporary Theory of Metaphor, In Evans V& Bergen B & Zinken J. (Eds.) The cognitive

linguistics reader. Equinox Publishing Ltd. pp. 267-315. Ogura, T. and Watamaki T. and Inaba (2016). Nihongo MacArthur nyuji gengo hattatsu shitsumonshi no kaihatsu to

kenkyu. Tokyo: Nakanishiya publishers.

Okimori, T. and Kimura, Y. and Tanaka, M and Chin, R. (2011). Zukai Nihon no Goi, Tokyo: Sanseidō. Radden, G. (2002). How metonymic are metaphors? In René Dirven, Ralf Porings (Eds.), Metaphor and Metonymy

in Comparison and Contrast. Berlin: Walter de Gruyter. Štícha, F. a kol. (2013) Akademická gramatika spisovné češtiny. Praha: Academia. Wordbank - An open

database of children's vocabulary development, available from http:// wordbank.stanford.edu/

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Normativity and genericity in parent-child interactions – a questionnaire-based research study of Polish-and English-speaking respondents

Daniel Karczewski, Marcin Trojszczak

Uniwersytet w Białymstoku, Państwowa Wyższa Szkoła Zawodowa w Koninie

The present study attempts to investigate the phenomenon of normativity and genericity in language

(see Brennan et al. 2013; Mari et al. 2013; Karczewski, 2016), in particular linguistic expressions that

carry normative force (see Leslie, 2015). More specifically, it studies what kinds of linguistic expressions

are used to communicate that a given situational standard has not been met in selected parent-child

interactions. In order to achieve this objective, the study makes use of a specifically designed

questionnaire that is administered both online and offline to Polish-speaking and English-speaking adult

respondents.

By utilising this empirical approach, the study aims to answer two specific research questions. First,

what are normative linguistic expressions that are used by parents in order to signal to their small

children the breaching of a situational norm. Second, whether these linguistic expressions include

normative generics, i.e. the generalizations that state an ideal norm for a given category (Leslie, 2015),

e.g. a normative generic expression Boys don’t cry carries the norm that boys should refrain from

demonstrating their emotions and vulnerability.

The study is divided into three parts. The first part discusses the theoretical notions of normativity,

genericity, and normative force in the linguistic, psychological, and social context as well as the

questionnaire and research design. The second part presents the results of the questionnaire study. In the

third part, the results of the study are discussed from linguistic (grammatical, semantic, and cognitive)

and psychological perspective. This part includes also the discussion of the limitations of the study and

some further research questions.

References

Brennan, G., Eriksson, L., Goodin, R. E. & Southwood, N. (2013). Explaining norms. Oxford: OUP. Karczewski, D. (2016). Generyczność w języku i w myśleniu.Kraków: Universitas. Leslie, S-J. (2015). “Hillary Clintion is the Only Man in Obama Administration”: Dual Character Concepts, Generics, and

Gender. Analytic Philosophy, 56(2), 111–141.

Mari, A., Beyssade, C., & Del Prete, F. (Eds.). (2013). Genericity.Oxford: OUP.

45

A conceptual link between the animal kingdom and the human world: the case of the concept wealth/prosperity

Robert Kiełtyka

Uniwersytet Rzeszowski

The main objective of this presentation is to shed some light on the conceptualization of the human world through the prism of the animal kingdom. The conceptual mechanism involved is that of zoosemy by which I mean metaphorical/metonymic transfers of meaning whereby animal-specific terms are employed with reference to various qualities and properties characteristic of human beings. The methodological apparatus adopted in the research is that of Cognitive Linguistics which emphasizes the role of such cognitive mechanisms as metaphor (e.g. Lakoff and Johnson 1980, Kövecses 2002, 2015) and metonymy (e.g. Radden and Kövecses 1999, Bierwiaczonek 2013) whose operation is manifested in language and its historical evolution. It is argued in the literature of the subject that “language change is set in the context of the evolution of human understanding” (Łozowski 2008: 79). This postulate seems to be valid in the context of semantic change which may result from the operation of metaphorical mappings and/or metonymic projections exemplified by the semantic evolution of such animal-related words figuratively linked to the concept WEALTH/PROSPERITY as gravy ‘the fat and juices which exude from flesh during and after the process of cooking’ > ‘money easily acquired; an unearned or unexpected bonus’ (OED), O.E. feoh ‘cattle’ > fee ‘money’ or such animal terms as pig which, in a number of natural languages, symbolize prosperity or wealth.

References

Bierwiaczonek, Bogusław. 2013. Metonymy in Language, Thought and Brain.Sheffield: Equinox.

Łozowski, Przemysław. 2008. Language as a Symbol of Experience: King Alfred’s cunnan,magan and motan in a Panchronic Perspective. Lublin: Wydawnictwo UMCS.

Lakoff George and Mark Johnson. 1980. Metaphors we Live by. Chicago: Chicago University Press.

Kövecses, Zoltan. 2002. Metaphor. A Practical Introduction. Oxford: OUP Kövecses, Zoltan. 2015. Where Metaphors Come from. Reconsidering Context in Metaphor. Oxford: OUP. Oxford English Dictionary (OED). [http://www.oed.com/]. Radden, Günter and Zoltan Kövecses. 1999. „Toward a theory of metonymy”. In: K.-U. Panther, G.

Radden (eds.), Metonymy in Language and Thought.Amsterdam: John Benjamins, 17-59.

46

Linguistic creativity tuning: how focusing boosts figurativeness in children’s literature Maria Kiose

Moscow State Linguistic University

The study of linguistic creativity development through the analysis of age-dependent use of figurative

language is a very promising research area in language ontogeny yet rather challenging due to low

accessibility of its parameters in children’s speech. For understanding how children develop linguistic

creativity we can also make use of the techniques which the authors of highly influential literature

unknowingly or deliberately apply to integrate figurative language into their narration. These techniques

addressed to various children’s groups will mirror the techniques of children’s successful interpretation

of figurative language. However, although the study of children’s procession and interpretation of

figurativeness has resulted in an experimental boom, the techniques of developing figurative thought by

means of reading are now only coming under the spotlight (Gibbs 1991; Levorato et al 2007; Rubio-

Fernández & Grassman 2016).

In the research I hypothesize that the authors adapt figurative language to children’s age applying a set

of tuning techniques which help facilitate processing and get a child tuned for further interpretations. The

tuning techniques can be traced via disclosing the parameters of focusing as figurativeness is always

foregrounded in this or that way. To detect the tuning techniques I first contrast four datasets of top short

stories intended for pre-school, primary school, early and late secondary school children to elicit 100

random samples (the first example on the page, 31 authors and 46 short stories in total) of figurative

language use, i.e. indirect both entrenched and non-entrenched names, verbs, or adjectives, in each

dataset. I annotate the samples applying the shortlists of linguistic and cognitive parameters of focusing

(Iriskhanova 2014). The statistics analysis of 57 parameters demonstrates 0–6.5 frequency rate variability

within the contrasted datasets. To identify age specific tuning techniques I apply variance analysis to the

complete dataset base and detect the values correlation ratio of the focusing parameters and the

bootstrapping (ontogenetic) age-dependent parameters (Ferguson, Slobin 1973; Bloom 2002; Tomasello

2003). Variance analysis reveals significant r-values for 24 focusing parameters which proves they are

age-dependent. The techniques exploiting these parameters are enhancement, redistribution,

synchronization and constraining bodily modes, scanning path, metaphoric and metonymic models,

conventionality, referent type, etc. The research is funded by grant № 19-18-00040 of the Russian

Science Foundation and is carried out at the Institute of Linguistics, Russian Academy of Sciences.

References Bloom, Paul. 2002. How Children Learn the Meaning of Words. Cambridge, Massachusetts: MIT Press. Ferguson, Charles, Dan I. Slobin (eds.). 1973. Studies of Child Language Development. New York, London: Holt,

Rinehart and Winston.

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Gibbs, Raymond. 1991. Semantic analysability in children's understanding of idioms. Journal of Speech, Language, and

Hearing Research 34, 613–620. Iriskhanova, Olga. 2014. Focusing games in language: Semantics, syntax and the pragmatics of defocusing. Moscow: The

Languages of Slavic Culture.

Levorato, M. Chiara, M. Roch, Barbara Nesi. 2007. A longitudinal study of idiom and text comprehension. Journal of child language 34 (3), 473–494.

Rubio-Fernández, Paula & Susanne Grassman. 2016. Metaphors as Second Labels: Difficult for Preschool Children? Journal of Psycholinguist Research 45, 931–944.

Tomasello, Michael. 2003. Constructing a Language: A Usage-Based Theory of Language Acquisition. Harvard: Harvard University Press.

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Grammatical structures as a means of regulating interpersonal relations: A note on the grammar of verbal abuse

Agata Kochańska Uniwersytet Warszawski

The present paper is a case study of how grammatical structures may be employed as tools of verbal abuse. The analysis will focus on the following examples:

(1) Usiądzie (lit. sit-down)3 SG. NON-PAST PERF. INDICAT. ‘Have a seat’

(2) Podniesie3 SG. NON-PAST PERF. INDICAT. koszulę do góry ‘Raise [your] gown’ The examples under consideration come from The report from the monitoring of obstetric wards. The

perinatal care in the light of women’s experience, a yearly report prepared for the year 2017/2018 by the Childbirth with Dignity Foundation in Poland. In the report, the examples in (1) and (2) were listed as instances of the most abusive utterances directed by members of the medical personnel at women giving birth to their children in Polish hospitals in the year 2017/2018.

The question that I would specifically like to address is why exactly the examples under consideration may be found strongly abusive. After all, they do not contain any abusive lexical items and the construction they employ (the 3 SG. NON-PAST INDICATIVE construction used with the prototypical directive meaning) is a variant of the NiechIMP. PART. Pani (lit. Ms./Madam/ lady)/Pan (lit. Mr/Sir/gentleman) 3 SG. NON-PAST INDICATIVE construction, which is standardly employed as the distance-maintaining, respectful variant of the imperative construction. The adopted theoretical framework will be that of cognitive grammar.

The analysis will start with a characterization of the interpersonal context in which the utterances under consideration were employed. The next step will be an analysis of the conceptual make-up of the construction under consideration. This will involve an analysis of the conceptual make-up of the NiechIMP. PART. Pani (lit. Ms./Madam/lady)/Pan (lit. Mr/Sir/gentleman) 3 SG. NON-PAST INDICATIVE construction, as well as an analysis of the conceptual effects of omitting certain parts of this construction in the construction employed in the utterances under consideration. The final step will be an analysis of how the conceptual make-up of the relevant construction interacts with the interpersonal circumstances of its use to produce the abusive effect. In conclusion, the paper will consider briefly the wider issue of the mechanism via which grammatical resources may be used as tools of communicating a wide range of interpersonal meanings.

Selected bibliography:

Langacker, Ronald W., 1987. Foundations of Cognitive Grammar. Vol. 1. Theoretical Prerequisites. Stanford University Press, Stanford, Ca.

Langacker, Ronald W., 1991. Foundations of Cognitive Grammar. Vol. 2. Descriptive Application. Stanford University Press, Stanford, Ca.

Langacker, Ronald W. 2008. Cognitive Grammar. A Basic Introduction. Oxford University Press, Oxford.

Verhagen, Arie, 2005. Constructions of Intersubjectivity. Discourse, Syntax, and Cognition. Oxford University Press, Oxford.

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The German emotional lexeme ÄRGER and its counterparts in Russian, Czech, Polish, Upper and Lower Sorbian

Jana Kocková, Katja Brankačkec, Karolína Skwarska

Czech Academy of Sciences

Lexical items with emotional meaning often have a varying spectrum of meaning in different

languages (cf. Mikołajczuk 1999 for Polish, Bochkarev 2017 for Russian). For the negative

emotion of ANGER in English, Durst (2001, 118) states: “...there is no German word that perfectly

matches the English word anger,and none of the German words given in the examples above has a

clear counterpart in English.” Wierzbicka (1998, 25) draws a similar conclusion: “...the English

words sad and angry (or sadness and anger) do not have exact equivalents in Russian...“

Similarly, the German notion of ÄRGER contains a broad spectrum of meanings such as ‘anger’,

‘trouble’, ‘worry’, ‘upset’, ‘annoyance’, ‘irritation’, ‘bother’, ‘chagrin’, ‘hassle’, ‘resentment’,

‘vexation’. The long list of equivalents from dictionaries indicates that German ÄRGER can

characterize emotional states of different intensity. Moreover, the stem is used to describe human

relations from differing points of view (es ärgert mich, ich bin verärgert, ichwerde geärgert von

jmdm). Besides the noun and derived adjectives and adverbs, there is a transitive as well as a

reflexive verb ärgern (sich).

In our paper, we address the equivalents for the German stem -ärger-: While it seems to have an

Upper Sorbian corresponding stem mjerza-,which fits for most of the possible meanings, the

situation in Lower Sorbian, Czech, Russian and Polish is more complicated. On the basis of parallel

corpora (Intercorp, NKRJA) and other sources (corpus Hotko and Dotko, NKJP) we examine the

wide range of situations, where German ÄRGER fits: f. e. mrzet, zlobit in Czech, góriś and the loan

ergerowaś in Lower Sorbian and (разо)злить, раздражать in Russian, drażnić, dręczyć in Polish.

Furthermore, words expressing negative emotions in different Slavic languages do not correspond

to each other exactly, although they are often linked to the same root: we will focus on different

stylistic markers, frequency and we will contrast the dissimilarity of meanings.

Moreover, we aim to illustrate different culture-specific imagination connected with the emotion

of ÄRGER which finds corresponding expressions in all five languages. We then discuss, which

“typical” equivalents fit for this German lexeme in Slavic and which situations demand for a

creative linguistic solution in form of metaphor or similar figures (выходить из себя,озвереть,být

otrávený, rozladit, dostać białej gorączki).

References Bochkarev, A. E. (2017). O zhalosti i smezhnyx ponjatijax v russkom jazykovom soznanii. Slavica

Slovaca, 52(2), 110–121.

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Mikołajczuk, A. (1999). Gniew we współczesnym języku polskim. Warszawa: Wydawnictwo

Energeia.

Hotko, Dotko, Intercorp: UČNK FF UK. http://www.korpus.cz

NKRJA: http://www.ruscorpora.ru

NKJP: http:// www.nkjp.pl

Durst, U. (2001). Why Germans don’t feel “anger”. In J. Harkins, A. Wierzbicka (Eds.),

Emotions in Crosslinguistic Perspective. Berlin, De Gruyter, 115–148.

Wierzbicka, A. (1998). "Sadness" and "anger" in Russian: The nonuniversality of the so-called

"basic human emotions". In A. Athanasiadou, E. Tabakowska (Eds.), Speaking of Emotions:

Conceptualisation and Expression. Berlin, New York, De Gruyter, 3–28.

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A quantitative analysis of English and Polish aspectual distinctions: problem solving in data annotation

Iwona Kokorniak

Uniwersytet Adama Mickiewicza w Poznaniu

With grammatical aspect manifested in English and Polish at different levels of specificity (cf.

e.g. Comrie 1976), a question arises how they can be compared quantitatively with the use of

statistical methods. The aim of this paper is to present how the theoretical model, i.e. the Integrated

Model of Aspect (IMA), used for the comparison of English and Polish aspectual systems can be

applied in a corpus-driven analysis. The model proposes a number of usage features (cf. e.g.,

Glynn 2009, 2010, 2014a, 2014b, 2016),), such as (a)telicity, (un)boundedness, hetero-/

homogeneity and replicability/expandability, which can be used in quantitative research. This study

shows that their application may not be sufficient in an annotation of corpus data, and other,

context-related decisions have to be taken in order to obtain replicable results in a usage-based

analysis.

For the analysis of English, the Corpus of Contemporary American (COCA) has been used,

while for Polish the National Corpus of the Polish Language (NKJP), searched through the

PELCRA search engine (Pęzik 2012), has been applied. English think and Polish myśleć verbs

have been coded in the study in all their inflected and derivational forms. A number of statistical

tests, such as Multiple Correspondence Analysis, Cluster Analysis and Classification Trees, have

been used in order to identify usage patterns characteristic of the verb constructions. In sum, a

quantitative analysis of aspectual distinctions in English and Polish has required more than an

annotation and inspection of the features proposed in the IMA.

References: Corpus of Contemporary American English (COCA) (https://corpus.byu.edu/COCA/) Comrie, Bernard. 1976. Aspect. An introduction to the study of verbal aspect and related problems. Cambridge:

Cambridge University Press. Glynn, Dylan. 2009. Polysemy, syntax, and variation, in: Vyvyan Evans and Stéphanie Pourcel (eds), New

directions in cognitive linguistics. Amsterdam: John Benjamins, 77-104. Glynn, Dylan. 2010. Corpus-driven Cognitive Semantics: Introduction to the field, in: Dylan Glynn and Kerstin

Fischer (eds), Quantitative methods in Cognitive Semantics: Corpus-driven approaches. Berlin: Mouton de Gruyter, 1-42.

Glynn, Dylan. 2014a. Polysemy and synonymy: Cognitive theory and corpus method, in: Dylan Glynn and Justyna

A. Robinson (eds), Corpus methods for semantics: Quantitative studies in polysemy and synonymy. Amsterdam: John Benjamins, 7-38.

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Glynn, Dylan. 2014b. Techniques and tools: Corpus methods and statistics for semantics, in: Dylan Glynn and

Justyna A. Robinson (eds), Corpus methods for semantics: Quantitative studies in polysemy and synonymy. Amsterdam: John Benjamins, 307-341.

Glynn, Dylan. 2016. Quantifying polysemy: Corpus methodology for prototype theory, Folia Linguistica 50, 2:

413-447. National Corpus of the Polish Language (Narodowy Korpus Języka Polskiego (NKJP)) (http://nkjp.pl/) Pęzik,

Piotr. 2012. Wyszukiwarka PELCRA dla danych NKJP [PELCRA search engine for the NCPL data], in: Adam Przepiórkowski, Mirosław Bańko, Rafał Górski and Barbara Lewandowska-Tomaszczyk (eds.), Narodowy Korpus

Języka Polskiego [the National Corpus of the Polish Language] Warszawa: Wydawnictwo Naukowe PWN, 253-274.

53

Multisensoriality, language and cognition – on some consequences of a phenomenological approach to multimodality of perception

Piotr Konderak Uniwersytet Marii Curie-Skłodowskiej w Lublinie

This paper represents a cognitive semiotic approach, where dynamic meaning-making is accounted for in terms of (broadly understood) cognitive capacities of an embodied and situated subject interacting with her/his environment.

1. On (multi)modality It is often claimed that perceptual meaning-making is multimodal (multisensorial), i.e. it can be characterized as

engaging a number of different (separated) senses “each being attuned in a quite specific way to the natural environment, proving us with highly differentiated information (Kress, 2000, p. 184). In contraposition to this stance, I argue that – in line with the Gibsonian view - senses should be considered as perceptual systems rather than stimulus-specific registers of experience. Stressing the dynamic character of perceptual meaning-making, I argue that looking, listening, touching are not separate activities but different facets of the same activity (whole organism in its environment), i.e. senses are “powers of one and the same body integrated into one and the same action” (Merleau-Ponty, 1962, pp. 317-18). Consequently, I claim that perceptual meaning-making is rather cross-modal, where ultimately one, complex “sense” – the active, interacting body – is engaged.

2. On language The above view has its consequences for the way in which the role of perception in language is conceived.

Specifically, I argue that instead of stressing differences between various ways in which language utterances may be perceived - audition, vision or touch, and instead of separating perception (e.g. listening) and motor activity (e.g. speaking), one should rather focus on languaging – understood as an activity of an embodied subject in her/his environment (cf. also Merleau-Ponty, pp. 230-33). As studies on blind people (“seeing ears”), and deaf ones (“hearing eyes”, Ingold, 2000) show, in the case of actual meaning-making activities (also in languaging), the connections between senses are much closer than it is usually presented.

It does not mean, however, that we should abandon altogether differences between various forms of engagement of the body in the process of languaging: their analysis may facilitate answer to the question about mapping putative modalities onto semiotic resources (using van Leeuwen’s terminology) or semiotic systems (in terms of Zlatev and Louhema) used in communication.

3. On cognitive science(s) The above considerations lead us to the last issue: I would like to suggest and justify the claim that our ultimate

attitude towards cross-modal meaning-making (or, in this case, languaging) is deeply connected with (perhaps even rooted in) assumptions about the nature of cognition - reflected in enactive and embodied approaches (in contrast to cognitivist and extended ones).

This presentation is intended as a contribution to the conceptual side of the so-called “conceptual-empirical loop” (Zlatev et al. 2016) – a reconceptualization which may allow for adaptation of existing empirical studies within sensory ethnography (cf. Pink 2011) for purposes of cognitive semiotic research.

References

Gibson, J.J. (1966). The Senses Considered as Perceptual Systems.Boston: Houghton Mifflin

Ingold, T. (2000). The Perception of the Environment. Essays on Livelihood, Dwelling and Skill.London: Routledge.

Kress, G. (2000). Multimodality. In: B. Cope, N. Kalantzis (Eds), Multiliteracies: Literacy Learning and the Design of Social Futures.London: Routledge.

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Merleau-Ponty, M. (1962). Phenomenology of Perception.London: Routledge&Kegan. Pink, S. (2011). Multimodality, multisensoriality and ethnographic knowing: social semiotics and the phenomenology of perception.

Qualitative Research11(3), p. 261-276.

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The fish sounds great!: An analysis of pseudo-copular constructions in English Zbigniew Kopeć

Uniwersytet Jana Długosza w Częstochowie

Basically, be as a copula, traditionally part of the subject – predicator – subject com-plement pattern, syntactically links the subject to a complement and semantically makes little or no contribution of its own to the meaning of the clause, as reflected in its potential omissi-bility in some other (than English) languages. Semi-copulas (e.g. become, grow, turn, remain, etc.) share a number of properties with the be copula (mainly syntactic), but differ from it in that they cannot be left out without resulting in ungrammaticality or changing the meaning of the construction. They are introduced as the expression of ingressive aspect. Pseudo-copulas, such as seem and appear, including sensory perception verbs, such as sound,look,taste,smell,and feel,do not really link the subject to a complement but rather, unlike semi-copulas, they can take their own copular complement, e.g. he looks to be ill / *he becomes to be ill,though taste and smell are extremely rare in this configuration. Put differently, pseudo-copu-las, such as sound or look, differ from semi-copulas, such as become or remain,in ‘not esta-blishing a relationship between the non-verbal predicate and its arguments’ (Hengeveld 1992 in Butler 2003: 426).

The meanings expressed by the pseudo-copulas are evidential and evaluative, based on the speaker’s sensory perception, immediately followed by the formulation of a pseudo-copu-lar micro-construction with such verbs as sound,look,taste,smell,or feel,which in fact are modalizing verbs and could even be integrated into a more unified account of modality. The frame-semantic analysis of these verbs shows that there exists an apparent mismatch between form and meaning or between syntax and semantics. After all, the examples such as the chic-ken tastes delicious, she looks crazy, your hair feels so soft,the fish sounds great (when lo-oking at the menu) don’t mean that, for instance, ‘the chicken tastes (is tasting) something’ but ‘the chicken is tasted and subsequently evaluated by the speaker’. Thus, at the schematic level, their semantic structure includes STIMULUS, in the subject position, followed by non-agentive or/and agentive PROCESS / STATE, and ATTRIBUTE in the subject-complement position. Interestingly, EXPERIENCER does not have any syntactic equivalent in the pseudo-copular construction but still it is present semantically, either exclusively as EXPERIENCER (non-agentive) or as a fusion of the roles of AGENT and EXPERIENCER (e.g. John is tasting the soup). The occurrence of such exemplars as the fish sounds great and the like is motivated by the cross-modal metaphors that involve mappings across different sensory modalities. Finally, in the constructional grammar fashion, I propose a network of pseudo-copular constructions.

References

Butler, C., S. (2003). Structure and Function: A Guide to Three Major Structural-Func-tional Theories.Part 1: Approaches to the simplex clause. Amsterdam/Philadelphia: JohnBenjamins Publishing Company.

Hengeveld, K. (1992). Non-verbal Predication: Theory, Typology, Diachrony.Functional Grammar Series 15. Berlin and

New York: Mouton de Gruyter. Huddleston, R, D. and Pullum, G, .K. (2002). The Cambridge Grammar of the EnglishLanguage.Cambridge: Cambridge

University Press. Goldberg, A. (2006). Constructions at Work: The Nature of Generalization in Language.Oxford: Oxford University Press.

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The concept of Straight in English and Tok Pisin: A Comparative Analysis of Literal and Metaphorical Uses

Krzysztof Kosecki Uniwersytet Łódzki

The image-schema based concept of straight (Cienki, 1998; Krzeszowski, 1997) is used to conceptualize diverse domains of experience in English and the English-based creole Tok Pisin. Basing on the findings concerning the scope of lexicons of creole languages compared with their lexifier languages (Mühlhäusler, 1986; Romaine, 1988; Sebba, 2002), various English and Tok Pisin-English dictionaries (The advanced learner’s dictionary of current English; The American heritage dictionary; Webster’s new world dictionary of the American language; FREELANG Tok Pisin-English-Tok Pisin online dictionary; Michalic, 1983; Tok Pisin English dictionary; Tok Pisin translation, resources, and discussion), anthologies of Tok Pisin texts (Mühlhäusler, Dutton, & Romaine, 2003; Walczyński, 2012), as well as personal communication with native speakers of English and Tok Pisin, the paper makes three claims: (i) domains of experience in English and Tok Pisin conceptualized by means of the concept of straight largely overlap, but some exceptions exist; (ii) some shared literal and metaphorical senses of straight have more extensive meanings in the creole; (iii) the creole has grammatical uses of straight, which are absent in English. The differences in the range and elaboration of the concept can largely be explained in terms of the principle of “maximum use of minimum lexicon” (Mühlhäusler, 1986, p. 171), which makes creole-based communication effective, rather than some specific culture-related differences between the two languages.

References

Berube, M. S. (Ed.). (1982). The American heritage dictionary.Second college edition. Boston: Houghton Mifflin Company.

Cienki, A. (1998). STRAIGHT: An image schema and its metaphorical extensions. CognitiveLinguistics, 9 (2), 107-49. FREELANG Tok Pisin-English-Tok Pisin online dictionary.(2019). Retrieved from https://www.freelang.net/online/tok_pisin.php.

Guralnik, D. B. (Ed.). (1986). Webster’s new world dictionary of the American language.New York: Prentice Hall Press.

Hornby, A. S., Gatenby, E. V., and Wakefield, H. (1970). The advanced learner’sdictionary of current English. London: Oxford

University Press.

Krzeszowski, T. P. (1997). Angels and devils in hell. Elements of axiology in semantics.Warszawa: Wydawnictwo Energeia. Mihalic, F. 1983. The Jacaranda dictionary and grammar of Melanesian Pidgin.Brisbane: Jacaranda Press. (Original work published

1971)

Mühlhäusler, P. (1986). Pidgin and creole linguistics.London: University of Westminster Press.

Mühlhäusler, P., Dutton, T. E., and Romaine, S. (Eds.). (2003). Tok Pisin texts: From thebeginning to the present. Amsterdam: John

Benjamins. Romaine, S. (1988). Pidgin and creole languages.London: Longman.

Sebba, M. (2002). Contact languages: Pidgins and creoles.Basingstoke: Palgrave Macmillan.

Tok Pisin English dictionary.(2019). Retrieved from https://www.tokpisin.info.

Tok Pisin translation, resources, and discussion.(2019). Retrieved from http://www.tok-pisin.com. Walczyński, M. (2012). A living

language: Selected aspects of Tok Pisin in the press (onthe basis of “Wantok” newspaper).Nysa: Oficyna Wydawnicza PWSZ. Lakoff, G. & M. Johnson. 1999. Philosophy in the Flesh: The embodied mind & its challenge to Western thought. New York: Basic

Books.

Reisigl, M. & R. Wodak. 2001. Discourse and discrimination: The rhetoric of racism and antisemitism. London: Routledge.

van Leeuven, Theo. 2005. Introducing Social Semiotics. Abingdon: Routledge.

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Wybrane strategie kompensacyjne stosowane w miejscach trudnych – na przykładzie multimodalnych kazań w duszpasterstwach niesłyszących

Lucyna Kościelniak Uniwersytet Wrocławski

W swoim wystąpieniu zaprezentuję rezultaty badań nad strategiami komunikacyjnymi stosowanymi przez duszpasterzy niesłyszących w sytuacjach, w których napotykają trudności w nadawaniu bimodalnego komunikatu. Materiał ten jest szczególnie interesujący, ponieważ trudności mogą pojawić się w jednym z torów wypowiedzi (w miganym lub mówionym) lub w obu w tym samym czasie. Efektywne równoczesne posługiwanie się językiem fonicznym oraz wizualno-przestrzennym wymaga wypracowania pewnych strategii, które zgodnie z typologią Żurek (2018) zostały podzielone na kompensacyjne oraz uniku. W prezentacji chciałabym omówić tę pierwszą grupę.

Cel: Celem prezentacji jest przedstawienie strategii kompensacyjnych wypracowanych przez różnych duszpasterzy, zaproponowanie ich typologii oraz ocena ich uniwersalności. Podjęte zostanie także zagadnienie efektywności danych rozwiązań oraz próba przypisania ich do pewnych strategii globalnych.

Metodyka: Na materiał badawczy składa się 12 kazań zebranych w 6 duszpasterstwach specjalnych w okresie adwentu. Nagrania łącznie trwają ponad dwie godziny, a analizie podlegały zarówno tor mówiony, jak i migany wypowiedzi, uzupełniany o dodatkowe czynniki zewnętrzne (wypowiedzi wiernych, rekwizyty). W kazaniach przeanalizowano miejsca, w których kapłan pokonywał pewną trudność językową, opisano te sytuacje oraz działania podejmowane w celu osiągnięcia celu komunikacyjnego. Na tej podstawie zaproponowano typologię strategii kompensacyjnych. W badaniach wykorzystano m.in. teorię: myślenia dla mówienia (Slobin 2003) oraz definicję strategii komunikacyjnych (Selinker 1972).

Wyniki: Multimodalne kazania są jednym z najważniejszych elementów mszy św. w duszpasterstwach niesłyszących.

Złożoność tych komunikatów sprawia, że w umysłach duszpasterzy zachodzą zaawansowane operacje myślowe, zgromadzona do tej pory wiedza o L1 (języku polskim) i L2

(języku migowym) jest przetwarzana równolegle i na bieżąco rozwiązuje się trudności związane z deficytami językowymi. W sytuacji niewspółmiernych zasobów językowych niezbędne jest sięgnięcie po jedną z wielu strategii komunikacyjnych, czyli werbalnych i niewerbalnych środków służących przezwyciężeniu tych trudności językowych (Selinker 1972). Na podstawie zebranego materiału wyodrębniono szereg przykładów zastosowania strategii kompensacyjnych, w których to nadawcy starali się zamaskować swoje deficyty językowe, sięgając do alternatywnych rozwiązań. Zgodnie z typologią Żurek (2018) księża radzili sobie z trudną sytuacją albo samodzielnie – poprzez zastępowanie niepewnych słów innymi, znanymi im środkami językowymi, albo odwołując się do pomocy odbiorców kazania. Przeprowadzona przeze mnie analiza materiału pozwoliła wydzielić jeszcze jedną podgrupę działań o charakterze strategii kompensacyjnych, które określam mianem negocjacji: były one najczęstsze stosowane podczas prób wprowadzenia lub wyjaśnienia specjalistycznego, religijnego słownictwa. W takich sytuacjach nadawcy posługiwali się pantomimą, która jest naturalnym łącznikiem między polszczyzną a językiem migowym, dosłownym tłumaczeniem, czyli literowaniem danego terminu, powtórzeniami, które często były wprowadzaniem kolejnych wariantów znaków migowych i wybraniem najlepszego, oraz odwoływali się do przygotowanych wcześniej prezentacji.

Każdy z księży stosował podane strategie w innym zagęszczeniu w zależności od makrostrategii, którą posługuje się na co dzień, oraz rozpoznania potrzeb swojej wspólnoty.

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Bibliografia

Langacker R., 2003, Model dynamiczny oparty na uzusie językowym,[w:] Akwizycjajęzyka w świetle językoznawstwa kognitywnego ,red. Dąbrowska E., Kubiński W.,Kraków,s. 30-119.

Selinker S.,1972,Interlanguage,„International Review of Applied Linguistics”, nr10(3), s. 209-231.

Żurek A.,Strategie komunikacyjne osób dwujęzycznych. Na przykładzie polszczyznyodziedziczonej w Niemczech, Wrocław 2018.

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Normatywność wypowiedzi generycznych o charakterze dwoistym. Kształtowanie rzeczywistości społecznej w perspektywie językoznawczej.

Aleksandra Kowalewska-Buraczewska Uniwersytet w Białymstoku

Normatywność nie jest pojęciem nieznanym nauce czy słabo zbadanym: rozpatrywana jest szeroko jako zjawisko społeczne i problem filozoficzny, w odniesieniu do powinności na gruncie obowiązującego prawa, standardów i przekonań stanowionych i umacnianych przez autorytet deontyczny lub epistemiczny. Znajomość norm i stosowanie się do nich jest warunkiem zrealizowania potrzeby jednostki jaką jest akceptacja, włączenie do grupy i przynależność do niej. Normy, niezależnie od tego, czy są standardami prawnymi, moralnymi czy społecznymi odbierane są jako instrument regulujący spełnianie ustalonych warunków przynależności do kategorii – również kategorii społecznych. Norma prawna charakteryzuje się sztywną, rozpoznawalną formą językową i logiczną oraz czytelnym przekazem powinnościowym uzupełnionym o sankcję. Z tak rozumianych przyczyn norma prawna, jako odrębne zjawisko językowe o określonej postaci zostaje wyłączona z zakresu badań.

Wyzwanie językoznawcze stanowi za to norma pozaprawna, która – w odróżnieniu od normy prawnej – może w komunikacji może przybierać różne postaci wypowiedzi. Normy społeczne są wyrazem przekonań społecznych i tworzą nieskodyfikowany system standardów o zróżnicowanej formie językowej, niekoniecznie mających charakterystyczną budowę wskazującą na ich normatywność. Perspektywa językoznawcza pozwala założyć, że zróżnicowane formalnie wypowiedzi będące nośnikami norm społecznych są użyciami normatywnymi pewnych formuł opatrzonych siłą normatywną.

Ponieważ zagadnienie normy społecznej jest bardzo szerokie, niniejsze opracowanie jest próbą przedstawienia językoznawczego opisu formuł norm społecznych dotyczących tak zwanych gatunków społecznych i przypisanych im ról. W związku z tak określonym obszarem badań przyjmuje się następujące założenia:

1. Pewne normy społeczne (dotyczące ról społecznych) mają postać zdań generycznych, w których w grupie nominalnej występuje nazwa o charakterze dwoistym (podwójnym odniesieniu: normatywnym i opisowym). 2. Dwoistość jest cechą przysługującą nazwom konotowanym z wyrazistością podstawowej roli społecznej, przy czym rola i jej wyrazistość uwarunkowane są kulturowo i czasowo. 3. Nazwa gatunkowa pełniąca funkcję podmiotu w generycznym zdaniu normatywnym przybiera formę nieokreślonej grupy nominalnej (NPGen) w liczbie mnogiej, natomiast w konkretnych użyciach normatywnych może wystąpić w formie nieokreślonej frazy rzeczownikowej w liczbie pojedynczej (np. z modyfikatorem jakościowym „prawdziwy” lub w konstrukcjach zanegowanych z kwantyfikatorem „żaden”, czy pytających typu „co z +Pron + za + NPGen”, kwestionujących przynależność do danej kategorii ). 4. Predykat normatywnego zdania gatunkowego charakteryzuje się określoną budową, która może mieć wpływ na stopień siły normatywnej. Katalog form czasownika i przypisanego im stopnia siły należy zbadać empirycznie na podstawie analizy używanych i rozpoznawanych konstrukcji. W omawianym typie zdań modalność deontyczna może lecz nie musi być wyrażona czasownikiem modalnym.

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5. Siła normatywna może podlegać stopniowaniu (gradient normatywny). Gradient ten może przejawiać się w zróżnicowaniu formalnym, ale może też wynikać z warunkowania, czyli odbierania różnego natężenia siły normatywnej wypowiedzi o tej samej budowie formalnej, w zależności od kontekstu. 6. Konstrukcje przejawiające największą siłę normatywną określoną na podstawie uzusu mogą być rozumiane jako „konstrukcje normatywne” w rozumieniu Gramatyki Konstrukcji.

BIBLIOGRAFIA (skrócona) Brożek, B., M. Hohol, Ł. Kurek, J. Stelmach (eds), 2013, W świecie powinności, Copernicus

Center Press

Leslie, S.J., 2015, Hillary Clinton is the only man in the Obama administration: Dual Character

Concepts, Generics, and Gender, Analytic Philosophy Vol. 56 No.2, pp. 111-141.

Haslanger, S., 2012, Resisting Reality. Social Construction and Social Critique, Oxford

University Press

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“But it’s the truth, even if it didn’t happen.” Constructed expressions as idealizations in cognitive linguistics

Hubert Kowalewski Uniwersytet Marii Curie-Skłodowskiej w Lublinie

The debate about admissible sources of data for linguistic analyses went through its most fervent stage in the 1990s, but linguists have been preoccupied with the issue since the inception of the discipline. The two opposing camps are the enthusiasts of “authentic” data, i.e. spoken or written utterances produced in natural circumstances outside the context of scientific theorizing, typically gathered in corpora written texts and transcribed conversations (in cognitive linguistics, cf. e.g. Barlow and Kemmer (2002), for a gentle polemic see Harder (2009)). The other camp are enthusiasts of expressions constructed specifically for the purpose of linguistic analysis, often to illustrate a concrete theoretical problem or to test a particular research hypothesis (cf. e.g. Chomsky 1965, Langacker 1987, for a more metatheoretical discussion see Itkonen (2005)). This approach is sometimes dubbed derisively “armchair linguistics.”

A frequent line of attack against constructed expressions appeals to their “inauthenticity”: only actual expressions produced in natural circumstances (ideally, gathered in standardized corpora) deserve any attention from linguists. This argument ignores the fact that many respectable scientific theories feature “inauthentic” idealized objects, which play an important epistemic role in natural sciences (e.g. Cartwright 1983, Cartwright 1999, Fine 1993, Giere 1988). I argue that expressions constructed for the purpose of linguistic theorizing can be treated like idealizations. Constructing “inauthentic” expressions helps to build what Nancy Cartwright terms “a nomological machine,” that is “a fixed (enough) arrangement of components, or factors, with stable (enough) capacities that in the right sort of stable (enough) environment will (…) give rise to the kind of regular behaviour that we represent in our scientific laws” (Cartwright 1999, 50). In natural circumstances, what speakers actually say is determined by a number of factors, only some of which are relevant for research at hand. Nomological machines help to make linguistic phenomena more conspicuous by isolating them from interfering factors. Moreover, constructed expressions allow for “guided” elicitation of intuitions in a way described by Chomsky (1965). This technique has its application in cognitive linguistics as well, for example it is routinely used by Langacker (e.g. 1987, 1991, 2008) when the author contrasts acceptable sentences with anomalous construed sentences in order to demonstrate a theoretical point. References:

Barlow, Michael, and Suzanne Kemmer, eds. 2002. Usage Based Models of Language.Stanford: Center for the Study of Language and Information Sciences.

Cartwright, Nancy. 1983. How the Laws of Physics Lie.Oxford : New York: Oxford University Press.

———. 1999. The Dappled World: A Study of the Boundaries of Science.Cambridge, UK : New York, NY: Cambridge University Press.

Chomsky, Noam. 1965. Aspects of the Theory of Syntax.Cambridge: The MIT Press.

Fine, Arthur. 1993. “Fictionalism.” Midwest Studies in Philosophy18 (1): 1–18. Giere, Ronald N. 1988. Explaining Science: A Cognitive Approach.Vol. 100. Chicago: University Of Chicago Press. Harder, Peter. 2009. “Meaning as Input: The Instructional Perpsective.” In New Directions in Cognitive Linguistics,edited

by Vyvyan Evans and Stèphanie Pourcel, 15–26. Amsterdam-Philadelphia: John Benjamins.

Itkonen, Esa. 2005. “Concerning the Synthesis between Intuition-Based Study of Norms and Observation-Based Study of Corpora.” SKY Journal of Linguistics18: 357–77.

Langacker, Ronald W. 1987. Foundations of Cognitive Grammar.Vol. 1. Stanford: Stanford University Press.

———. 1991. Concept, Image, and Symbol.Berlin-New York: Mouton de Gruyter. ———. 2008. Cognitive Grammar. A Basic Introduction.New York: Oxford University Press.

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Znaczenie w multisemiotycznym przekazie – funkcje gestów towarzyszących mowie jako elementów struktury wypowiedzi

Izabela Kraśnicka-Wilk Uniwersytet Jagielloński

Przedmiotem referatu będzie omówienie gestów towarzyszących mowie pełniących funkcje, które C. Müller określa jako “gramatyczne” (por. Müller, 2014). Jak zaznacza autorka, w przypadku gestów nie można oczywiście mówić o gramatyce w takim sensie, jak to ma miejsce w odniesieniu do języka (choć są i inne ujęcia, por. Fricke 2013), jednak sposób współwystępowania niektórych gestów towarzyszących mowie każe zastanowić się nad ich funkcją w strukturze zdania jako tych elementów, które, podobnie jak jej werbalne składniki, tworzą znaczenie, choć tryb manualny determinuje inny sposób obrazowania niż akustyczny (Goldin-Meadow, McNeill 1999). Znaczenie wypowiedzi jest więc wynikiem całkowitego zespolenia obu trybów semiotycznych, przy czym to przekazywane gestycznie nie jest redundantne w stosunku do semantyki wyrażeń językowych, ale ją uzupełnia już na poziomie syntaktycznym. Sposoby, w jakie werbalne i gestyczne składowe wypowiedzi tworzą tę multimodalną całość, będą przedmiotem niniejszego referatu, jak również refleksja nad samym terminem “gramatyka gestów”, rozwijanym przez grupę ToGoG (Müller 2014), ale zasadniczo w niewielkim stopniu obecnym w polskojęzycznej literaturze poświęconej różnym aspektom tego zagadnienia. Przyjmuję założenie, że konceptualizacje mają charakter ucieleśniony, a więc są wyrażane nie tylko słownie, ale w równym stopniu także cieleśnie, gestycznie, a znaczenie, które powstaje, jest wynikiem multisensorycznej współpracy dwóch trybów semiotycznych – wizualnego i audytywnego. Badania występowania gestów w takiej właśnie funkcji, jak zauważa Müller, idą w kierunku refleksji nad multimodalną naturą języka w ogóle – tak ścisły związek między językowymi i niejęzykowymi składnikami wypowiedzi skłania ku poszukiwaniom nie gestycznych czy tylko werbalnych, a multimodalnych początków języka, choć oczywiście współcześnie rozwijane są także inne hipotezy (por. Zlatev, Wacewicz, Żywiczyński, van de Weijer 2017, hipoteza zwana pantomime-first). Przedmiotem zainteresowania będzie więc analiza spontanicznych wypowiedzi rozmówców, która pozwoli na wyodrębnienie słowno-gestycznych całości, opis relacji pomiędzy dwoma trybami, a następnie opis ich funkcji w strukturze całej wypowiedzi. Do analizy wybrano jeden z programów publicystycznych, “Kawa na ławę”. Wybór jest nieprzypadkowy – program angażuje kilkoro rozmawiających osób, umożliwia spontaniczne wypowiedzi nawet pomimo tego, że są one rejestrowane, co potwierdziły już wstępne obserwacje, daje możliwość zaangażowania emocjonalnego mówców, niekiedy niezwykle intensywnego. To z kolei jest warunkiem spontanicznej gestykulacji, która pozwala na obserwację ucieleśnionych konceptualizacji pojęć i sposobów, w jaki są one wyrażane w multimodalnym przekazie.

Bibliografia (wybór) Antas, J. (2013). Semantyczność ciała. Gesty jako znaki myślenia. Łódź: Primum Werbum. Fricke, E. (2013). Towards a grammar of gesture and speech: A multimodal approach. [In:] C. Müller, A. Cienki, E. Fricke

et all (eds.). Body, Language, Communication. An Interna-tonal Handbook on Multimodality in Human Interaction. Berlin/

Boston: Walter de Gruyter. Goldin-Meadow, S., McNeill, D. (1999). The role of gesture and mimetic representation in making language the province

of speech. [In:] M.C. Corbalis, S. Lea (eds.). Evolution of the Hominid Mind. Oxford: Oxford University Press

Kendon, A. (2004). Gestures: Visible action as utterance. Cambridge: Cambridge University Press. Müller, C. (2014). Gesture as deliberate expressive movement. [In:] M. Seyfeddinipur, M. Gullberg (eds.). From Gesture

in Conversation to Visible Action as Utterance, Amster-dam: John Benjamins. Zlatev, J., Wacewicz, S., Żywiczyński, P., van de Weijer, J. (2017). Multimodal-first or pan-tomime-first? Communicating

events through pantomime with and without vocalization, Interaction Studies 18(3).

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The Rose of Rone: On multimodal patterns of communication in late medieval England

Marcin Kudła Uniwersytet Rzeszowski

The aim of the present study is to investigate the role of heraldry as a means of communication in late medieval England. In particular, the focus is on the use of para-heraldic devices known as badges (cf. Hablot 2017) among the English nobility during the period commonly referred to as the wars of the roses. The point of departure for the analysis consists of a pro-Yorkist poem describing the turbulent events of 1461, which is currently in Trinity College Dublin (IE TCD MS 432). The poem alludes to the leading figures of the period by their badges, which typically portrayed an animal, plant, or object.

In theory badges could be invented at will, yet in practice they were carefully chosen as each was associated with a specific lordship or office and was thus supposed to add prestige to its owner. Badges took various forms: they were cast into pieces of jewellery, carved into the walls of castles and churches, imprinted into nobles’ seals, painted onto the decorative marginalia inside their illuminated manuscripts, sewn into their their bedclothes, military standards and their followers’ coats. Thus, the proper interpretation of the reference to heraldic badges in a poem is possible only against the predominantly visual background of their occurrence. Or, to put it differently, the natural environment of badges is inherently multimodal, even if particular instances turn out to be monomodal.

In view of the above, it appears that the meaning of badges mentioned in IE TCD MS 432 should be examined using a methodological framework which makes it possible to go beyond linguistic analysis. Such a chance is offered by the theory of conceptual metaphor and metonymy (which takes its roots in Johnson and Lakoff’s (1980) seminal work), which – as demonstrated by Forceville (1996, 2010, etc.) – can be successfully applied to the study of multimodal communication. However, while most examples from IE TCD MS 432 appear to be purely metonymic, there are also cases which may well be regarded as metaphorical. Thus, it is argued here that the best way to tackle the problem is to draw an analogy between the heraldic badge and construction, the latter being defined as a composite form-meaning pairing made up of form-meaning pairings (cf. Croft 2007: 474). Such an interpretation allows for the coexistence of metaphorical and metonymic readings of a particular badge.

References: Croft, William (2007). Construction grammar. In D. Geeraerts, H. Cuyckens (Eds.) The Oxford Handbook of Cognitive

Linguistics.Oxford: OUP, 463-508. Forceville, Charles (1996). Pictorial Metaphor in Advertising.London/New York: Routledge. Forceville, Charles (2010). Why and how study metaphor, metonymy, and other tropes in multimodal discourse? In A.S. da Silva,

J.C. Martins, L. Magalhaes, M. Goncalves (Eds.) Comunicação, Cognição e Media.Braga: UCP, 41-60. Hablot, Laurent (2017). Heraldic imagery, definition, and principles. In Colum Hourihane (Ed.) The Routledge Companion

to Medieval Iconography.London: Routledge, 386-398. Lakoff, George, Mark Johnson (1980). Metaphors We Live By.Chicago: University of Chicago Press.

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Wewnątrz- i międzukulturowe zróżnicowanie metafor DEPRESJI Anna Kuncy-Zając Uniwersytet Śląski

Referat ma na celu przedstawić podobieństwa i różnice w metaforach depresji występujących w różnych językach i rodzajach dyskursu, jak również zależących od bezpośrednich doświadczeń autora tekstu. Jego podstawę stanowić będą wyniki dotychczasowych badań autorki nad metaforami depresji w dyskursie prasowym oraz nad sposobem konceptualizacji depresji przez osoby nią dotknięte, jak również obecnie prowadzane badania nad obrazem depresji w dyskursie specjalistycznym (psychologicznym i medycznym). Ponadto, w celu uzyskania szerszego obrazu podobieństw i różnic w konceptualizacji depresji w zależności od języka tekstów lub kultury, w której powstały, prezentacja zawierać będzie zestawienie rezultatów analiz autorki obejmujących teksty w językach polskim i włoskim z wynikami badań innych autorów, opartych na korpusach anglo-i hispanojęzycznych.

Bazę metodologiczną całości badań stanowi kognitywna analiza dyskursu powiązana z takimi zagadnieniami jak: kognitywna teoria metafory, schematy wyobrażeniowe, wyidealizowane modele kognitywne, czy ramy interpretacyjne.

Głównym celem przedstawionego w referacie etapu badań jest systematyczne zestawienie podobieństw i różnic w konceptualizacjach depresji, które powinno umożliwić prześledzenie, w jakim stopniu i zakresie każdy z analizowanych czynników: język, kultura, typ dyskursu, czy indywidualne doświadczenie, ma wpływ na wybór stosowanych metafor. Podjęta zostanie również próba wskazania przyczyn wystąpienia poszczególnych różnic.

Bibliografia: Jäkel, O. (2003). Metafory w abstrakcyjnych domenach dyskursu. Kraków: Universitas Kövecses, Z. (2011). Język, umysł, kultura. Kraków: Universitas

Kövecses, Z. (2015). Where Metaphors Come from: Reconsidering Context in Metaphor. New York: Oxford University Press

Lakoff, G. (1987). Women, Fire and Dangerous Things. Chicago: Chicago University Press Lakoff, G., Johnson, M. (1980). Metaphors We Live By. Chicago/London: The University of Chicago Press

Lakoff, G., Johnson, M. (1999). Philosophy in the Flesh. The Embodied Mind and Its Challenge to Western Thought. New York: Basic Books

McMullen L., Conway J. (2002). Conventional metaphors for depression. W: S. Fussell (red.), The Verbal Communication

of Emotion. Interdisciplinary Perspectives (ss. 167-181) Mahwah: Lawrence Erlbaum Associates Reali, F., Soriano, T. i Rodriguez, D. (2016). How we think about depression: The role of linguistic framing. Revista

Latinoamericana de Psicologia, 48, 127-136

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Multimodality of the film discourse as means of identity construction

Natalia Kyslytsyna

V.I. Vernadsky Crimean Federal University

Many aspects of our daily lives are influenced by the modern media, among which feature films play a significant role. The convergence of visual and verbal modes of familiarization with the world determines the multimodal nature of the film discourse, which in its turn contributes to the successful dissemination of the ideas embodied on the screen.

Feature films, being a kind of audiovisual “texts” that deliver information in a very digestible form can structure and categorize the perception of reality by the individual, as well as influence the collective memory. Thus, the need to understand and analyze the mechanisms of the influence of hybrid audiovisual discourse on the individual and on the linguistic society is of particular relevance in our time.

The aim of the research is to reveal a set of sense-forming tools used by the film director to provide the integrative influence of visual and verbal means on the cognitive activity of a person, on the identity correction or construction.

The research is conducted on the base of Polish full-length feature film “Chronicle of Amorous Accidents” (1986) shot by Andrzej Wajda, and Russian full-length feature film “Courier” (1986) shot by Karen Shakhnazarov.

The paper considers the way the adolescents` social and cognitive behavior (Bandura, 1989) is cultivated and the tactics which are applied to instill in the viewer the wish to imitate the desirable forms of behavior. Modeling of adolescents` verbal and cognitive behavior is understood as the creation of a role model embodied in a film plot which is latently recommended to young people for imitation (Kyslytsyna, 2019).

Despite the fact that both films were shot the same year, and their main theme was devoted to the accurate portraying of the young people of the same age entering their adulthood, passing through the test of the first love, experiencing a crisis of identity formation the analysis of linguistic, sociocultural and ideological components revealed the considerable discrepancies in the value preferences and main characters characteristics.

In the course of the qualitative and quantitative data analysis as content analysis, discourse analysis (Krippendorff, 2004; van Dijk, 2010) the following tactics to influence the identity construction were defined: creation of the specific appealing environment;

development of charismatic images of the characters; actualization of particular values and behavior models which can be considered as a fashionable conduct; elaboration of the intricate plots which motivate the audience think of various ways of solving the problem; demonstration of different ways of problem solving and their direct or indirect assessment.

References

Bandura, A. (1989). Social cognitive theory. Annals of child development.Vol. 6, 1-60.

Krippendorff, Klaus Content analysis: an introduction to its methodology. Thousand Oaks, Calif.: Sage, 2004, 413 p.

Kyslytsyna, N. & Slujbina, An. (2019) Comparative analysis of verbal and non-verbal behavior of teenagers: linguistic, cognitive and emotional aspects (on the material of Russian full length feature film “Dangerous Vacations” and American series

“Stranger Things”). http://www.suzy-howes.co.uk/basees/programme.pdf

Teun A. van Dijk. Discourse and context: A sociocognitive approach.Universitat Pompeu Fabra, Barcelona,2010, 284 p.

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Nonverbal representation in argumentative discourse

Anna Leonteva

Moscow State Linguistic University Vrije Universiteit Amsterdam

In much current research, it is argued that language and gesture constitute aspects of a larger conceptual/communicative system. McNeill (1992) notably endorsed the position that co-speech gestures appear from the process of unpacking speakers’ idea units in real time. This process involves back and forth interactions between the morphemes and constructions available in the language being spoken and the imagery that is part of the speaker’s idea units. Gestures are argued to both reflect and influence the idea unit during the unpacking process. This process can be seen as building on those of conceptual integration (Parrill & Sweetser 2004) and analogy (Cooperrider & Goldin-Meadow 2017).

Imagery plays an important role in the argumentation in court (Heffer 2013, Pascual 2014, Chaemsaithong 2017). The present work focuses on the usage of representational gestures in courtroom speech, which has been regarded as an exemplary form of argumentation. Being built on analogy, these gestures require experience of the physical world. I argue that such gestures contribute to the argumentative potential of the statements made in court, realized in tactics of the prosecution and defense lawyers.

The opening statements from five criminal cases (255 minutes) in the US have been analyzed. The material was analyzed in terms of multimodal communication complexes, coded in ELAN. The gestures have been coded for their discourse (Bavelas et al. 1992) and pragmatic functions (Bressem & Müller 2014) in terms of The Linguistic Annotation System for Gestures (Müller et al. 2013).

In the present work, the combination of the verbal tactics and representational gestures presented to the audience of jurors will be examined. The results show that speakers use several modes of representation: holding/molding, tracing, acting and embodying. They are mostly used with such tactics as the change of perspective, appeal to reason/emotions, event reconstruction and the portrayal of the participants. Implications of the findings for legal practices of documenting what was uttered in court will be considered.

References

Bressem, J. & Müller, C. (2014). A repertoire of German recurrent gestures with pragmatic functions. In: Body–Language–Communication,volume 2. Berlin: De Gruyter Mouton.

Chaemsaithong, K. (2017). Evaluative stancetaking in courtroom opening statements. FoliaLinguistica, 51(1), 103–132.

Cooperrider K., & Goldin-Meadow S. (2017). When gestures become analogy. Topics inCognitive Science,9, 719–737. Heffer, C. (2013). Revelation in rhetoric: A critical model of forensic discourse. International Journal of the Semiotics of

Law,26, 459–485. McNeill, D. (1992). Hand and mind.Chicago: University of Chicago Press.

Parrill, F., & Sweetser, E. (2004). What we mean by meaning: Conceptual integration in ges-ture analysis and transcription. Gesture,4(2), 197–219.

Pascual, E. (2014). Fictive interaction: The conversation frame in thought, language, and discourse. Amsterdam/

Philadelphia: John Benjamins.

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Parametrization of tertium comparationis in Cognitive Linguistic contrastive analysis: Polish and English hate

Barbara Lewandowska-Tomaszczyk Państwowa Wyższa Szkoła Zawodowa w Koninie

The focus of the paper is to present an argument for a complex set of points of reference or tertia comparationis in cognitive cross-linguistic analyses of meaning (Lewandowska-Tomaszczyk 1989, 2012). The argument is demonstrated on the example of a corpus-based cognitive analysis of the concept of hate in English and its Polish lexical counterparts. Emotion meanings are not discrete entities, fully determined, even in full context. Rather, as will be shown, they form clusters of overlapping concepts.

Furthermore, when compared cross-linguistically, they present inter-linguistic similarities on the one hand and on the other, classes of asymmetric properties. It is claimed that to uncover areas of analogy and difference cross-linguistically between both concrete meanings and abstract ones, as well as those which fall into the category of the ‘third kind’ (Keller 1994) like emotions, what is considered necessary is both a parametrized set of semasiological as well as onomasiological properties. While, however in the case of concrete objects, it is less problematic to examine their physical and functional aspects, the problem arises for abstract and the third-kind concepts.

Thus, the methodology to study more detailed aspects of complex meanings needs to be multifocused. To capture meanings of emotions in psycho-physical terms, data from the questionnaires of the GRID project (Fontaine et al. 2013) are complemented by online tasks results (Lewandowska-Tomaszczyk & Wilson 2013; Wilson & Lewandowska-Tomaszczyk 2017) and, to demonstrate their syntactic-semantic behaviour, a cognitive corpus-based analysis is performed, of relevant linguistic materials in monolinguistic Polish and English contexts and in the translation data of parallel corpus materials. To contextualize the study, the data obtained are mapped on the system of cultural dimensions (Hofstede 1980, Trompenaars and Hampden-Turner 1997). In the conclusion, a parametrized system of cognitive linguistic tertia comparationis is presented for the cross-linguistic comparison of meanings, which demonstrates the extent the prototypical meanings diverge from more peripheral ones crosslinguistically,and constitute distinct cognitive semantic patterns in different languages.

References Fontaine, J. K.R. Scherer and C. Soriano, (2013) Components of emotional meaning: A sourcebook Oxford: Oxford

University Press. Hofstede, G. (1980). Culture’s consequences: International differences in work-related values. Beverly Hills: Sage.

Keller, R. (1984). On Language Change: The Invisible Hand in Language. Routledge. UK. Lewandowska-Tomaszczyk, B. (1989). Praising and Complimenting. In: Oleksy, W. (ed.), Contrastive Pragmatics,

Amsterdam: John Benjamins Publishing Co., 73-100 Lewandowska-Tomaszczyk, B. (2012). Cognitive Corpus Analysis - A New Agenda for Contrastive Studies. Connexion -

A Journal of Humanities and Social Sciences, Mae Fah Luang University, Thaliand, 29-63. B. Lewandowska-Tomaszczyk, and P.A. Wilson. (2013). English fear and Polish strach in contrast: GRID approach and

cognitive corpus linguistic methodology. In Components of emotional meaning: A sourcebook, ed. by J.J.R Fontaine, K.R.

Scherer and C. Soriano, 425-436. Oxford: Oxford University Press. Trompenaars, F. and Ch. Hampden-Turner. (1997). Riding the waves of culture: Understanding cultural diversity in

business, Second Edition. London & Santa Rosa: Nicholas Brealey Publishing Limited. Wilson. P.A and Lewandowska-Tomaszczyk, B. (2017). Pride in British English and Polish: A Cultural Linguistic

Perspective. In: F. Sharifian (ed.) Advances in Cultural Linguistics. Singapore: Springer Nature Pte Ltd. 247-288.

68

Skąd pochodzą nasze skojarzenia? Analiza pierwszych skojarzeń nazw emocji z grupy strachu i radości

Agnieszka Libura Marta Dobrowolska-Pigoń

Uniwersytet Wrocławski

Celem naszego wystąpienia jest przedstawienie wyników analizy skojarzeń nazw emocji należących do dwóch grup: strachu i radości. Materiał badawczy został wyekscerpowany z 65 ankiet przeprowadzonych wśród studentów filologii polskiej: zarówno studiów licencjackich, jak i magisterskich. Badanych poproszono o podanie jednego skojarzenia z nazwami 12 emocji, takich jak strach, lęk, zmartwienie, obawa, trwoga, niepokój, radość, szczęście, euforia, wesołość, przyjemność, pocieszenie, które umieszczono na liście obejmującej w sumie 29 nazw z 4 kategorii pojęciowych: pory roku, pojazdy, emocje, owoce. Wśród analizowanych nazw znalazły się określenia emocji zarówno uznawanych przez wielu badaczy za podstawowe, jak i pochodzących z poziomu podrzędnego, specyficznych kulturowo (por. Ekman 1999). Wybrano nazwy uwzględniane przez najnowszych badaczy semantyki radości i strachu (Dziwirek 2008, Mikołajczuk 2009, Popowicz 2018).

Za Jean M. Mandler (2004) przyjmujemy, że ludzka wiedza jest zorganizowana w spójne struktury oparte na różnorodnych powiązaniach. O ile analiza treści skojarzeń mogłaby wskazać pewne kulturowe uwarunkowania (Sharifian 2001), o tyle badanie typu struktur pojęciowych powinno – jak zakładamy – dać wgląd w bardziej uniwersalne aspekty przetwarzania informacji dotyczących emocji oraz semantyki nazw uczuć. Nasze badania miały ze cel określenie, z jakich schematów wiedzy pochodzą podawane skojarzenia nazw emocji: czy są to elementy ram kognitywnych (w rozumieniu Fillmore’a, por. np. Fillmore 1985), a zwłaszcza scenariuszy przyczynowo-skutkowych (Wierzbicka 1999), czy jednostki powiązane relacjami hierarchicznymi, czy określenia wskazujące domeny źródłowe metafor emocji, czy też skojarzenia wynikające z aktualizacji utartych wyrażeń językowych.

Wstępne wyniki wskazują, że badani szczególnie często wymieniają przyczyny uczuć, zwłaszcza dla szczęścia i dla całej grupy strachu, objawy są natomiast częściej podawane jako skojarzenia z nazwami pozytywnych uczuć reaktywnych, takich jak radość i wesołość. Niezwykle rzadko zaś wskazywane były domeny źródłowe metafor. Potwierdzałoby to zatem podkreślaną m.in. przez Wierzbicką rolę scenariuszy przyczynowo-skutkowych w rozumieniu emocji, a także zasadność wyróżniania grupy emocji reaktywnych. Do częstych skojarzeń należały również synonimy, szczególnie widoczne w grupie strachu.

Wśród podawanych asocjacji szczególnie interesujące wydają się wyraźnie zarysowujące się, niekoniecznie oczywiste, dominanty. Przykładowo, w odniesieniu do strachu są to ciemność, przywołująca prototypowy scenariusz zagrożenia, oraz horror,wskazujący na strach wywołany sytuacją fikcyjną, w przypadku trwogi: połączenia, które nawiązują do powiedzenia jak trwoga, to do Boga.W grupie radości obok oczywistego śmiechu,kojarzonego z wesołością, mniej spodziewanymi asocjacjami są czekolada isłodycze w odniesieniu do przyjemności – które wyraźnie ukierunkowują na jej zmysłowy charakter – oraz przyjaciel i przyjaciółka w odniesieniu do pocieszenia – wskazujące na osadzenie przede wszystkim w sferze relacji międzyludzkich. Wskazanie tego rodzaju dominujących elementów – lub ich kategorii – pozwala na wyłonienie struktur wiedzy zorganizowanych wokół poszczególnych uczuć.

Bibliografia Katarzyna A. Dziwirek, 2008, A Folk Classification of Polish Emotions: Evidence from a Corpus-Based Study,W: C.Y. Bethin,

red.,American Contributions to the 14th International Congress ofSlavists, Ohrid, September 2008. Vol. 1: Linguistics,s. 75-93.

69

Paul Ekman 1999, Basic emotions W: T. Dalgleish, T. Power, red., The handbook of cognition and emotion, New York, s. 45-60. Charles J. Fillmore 1985, Frames and the Semantics of Understanding, “Quaderni di Semantica” nr 6-2, s. 222-254.

Jean M. Mandler 2004, Opowiadania, skrypty i sceny. Aspekty teorii schematów. Kraków.

Agnieszka Mikołajczuk 2009, Obraz radości we współczesnej polszczyźnie, Warszawa.

Joanna Popowicz 2018, Radość we współczesnym języku hiszpańskim i polskim. Kognitywna analiza semantyczna wybranych

leksemów, Kraków.

Farzad Sharifian 2001, Association-Interpretation: A research technique in cultural and cognitive linguistics. W: Proceedings The 6th Annual Round Table of the Centre for Applied Language andLiteracy Research,Edith Cowan University, Western Australia.

Anna Wierzbicka, 1999, Emotions across languages and cultures: diversity and universals. Cambridge.

70

Images of images as examples of variations Aleksandra Majdzińska-Koczorowicz

Uniwersytet Łódzki

Modern art seems to exhibit a tendency to recreate a given story in alternate ways. Post-modernist disbelief in originality is reflected in the perception of all art as an act of transformation – the only process that may lead to the creation of a new sense. This kind of imitation foregrounds and backgrounds certain features of the original, without which it could not exist. Thus, the original constitutes a base that undergoes certain recreating processes which produce its variation – a work more or less similar to it. The reproduced image can also be perceived as a blend incorporating selected elements of the original and some new elements brought in from a different mental space.

I would like to focus on recreation, retelling, and reshowing on the basis of selected examples of rephotography (e.g. „Cowboys” [1980-1992] by Richard Prince) and street art (e.g. chosen works by Banksy). My analysis will be conducted within the cognitive linguistic framework, in particular the notion of mental construal (Langacker 1987, 2008), schematic systems (Talmy 2000), and conceptual integration (Fauconnier & Turner 2002).

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.

Talmy, L. (2000). Toward a cognitive semantics.Vol. 1, Concept structuring systems.Cambridge, Mass: MIT

Press.

71

Recognizing metaphor: how do non-experts and machines deal with a metaphor identification task?

Joanna Marhula, Justyna Polak, Maria Janicka, Aleksander Wawer Samsung R&D Institute Poland

Every large-scale study of metaphor needs to tackle the task of metaphor identification. This is a very challenging research area as metaphor identification requires the operationalization of the notion of metaphor and a systematic and reliable metaphor annotation across the relevant corpora. So far quite a few researchers have carefully examined this process and presented several metaphor identification procedures that can be employed in the study of various types of written and spoken texts (Pragglejaz Group, 2007, Steen et al., 2010). In our study, we take a closer look at how machines and human non-experts in the field of metaphor research deal with the task of metaphor identification.

The data for the study comes from the VU Amsterdam Metaphor Corpus (VUA), which is a subset of the BNC-Baby (a part of the British National Corpus) and is annotated for metaphor with MIPVU procedure (Steen et al., 2010). We selected 17 excerpts representing four different genres (academic texts, fiction, conversation and news texts), which altogether made up a dataset of 4770 tokens. We asked a panel of three linguists but non-experts in the field of metaphor identification (undergraduate students of English studies) to identify metaphorical expressions, instructing them to follow a simple definition of metaphor grounded in Conceptual Metaphor Theory and reflecting the main steps of the MIPVU protocol. The same dataset was annotated automatically by a computer with a deep neural network model which had been previously trained on a larger section of the VUA corpus (model similar to Lample et al., 2016).

In our talk, we will analyze the results of human non-expert metaphor annotation and point at the kinds of metaphor which are the easiest and the most difficult to identify to non-experts. Among other issues, we will discuss examples where the annotators successfully identified metaphorical personifications of inanimate objects (e.g. they marked the verb examine in This chapter will examine a range of theories as metaphorical). Also, we will point at examples where non-experts identified other figures of speech, such as metonymy or hyperbole, as a metaphor (e.g. every inch in She looked every inch a model these days.). We will also analyze which genres and parts of speech were more problematic to non-expert annotators.

In the second part of our talk, we will discuss the main challenges that a metaphor identification task poses to a computer deep neural network model. Recent studies have shown that the machine performance for metaphor identification varies across genres, with academic texts as the easiest genre (Leong, Klebanov, & Shutova, 2018). Thus we will focus on the results of metaphor identification by our computer model for different genres, parts of speech and metaphor types. We will also touch upon the problem of overgeneralization in metaphor identification for prepositions and demonstrative pronouns displayed by the model.

References

Lample, G., Ballesteros, M., Subramanian, S., Kawakami, K., & Dyer, Ch. (2016). Neural Architectures for Named Entity Recognition. Retrieved from: https://arxiv.org/abs/1603.01360

Leong, Ch. W., Klebanov, B. B., & Shutova, E. (2018). A Report on the 2018 VUA Metaphor Detection Shared Task.

Figurative Language Processing. Proceedings of the Workshop NAACL HLT 2018, 56-66. Pragglejaz Group. (2007). MIP: A method for identifying metaphorically used words in discourse. Metaphor & Symbol, 22(1), 1-39.

Steen, G. J., Dorst, A. G., Herrmann, J. B., Kaal, A. A., Krennmayr, T., & Pasma, T. (2010). A method for linguistic

metaphor identification: from MIP to MIPVU. Amsterdam, Netherlands: John Benjamins.

72

I will see the job done: metonymic extensions of English verbs of perception Łukasz Matusz

Uniwersytet Śląski

English verbs of perception appear to be significant generators of diverge polysemic senses. If the basic semantic meaning of the terms see, hear, smell, feel and taste is the one of sensory perception, the question which arises is one about the motivation for other related meanings of the verbs. In this paper I argue that many of the extensions are metonymic in nature. In particular, a large number of them make use of the type propositional metonymy related to specific cognitive scenarios of prototypical stages.

In the discussion I will attempt to show how different kinds of metonymic mappings underlie the common semantic extensions of perception verbs. In the presentation I focus on situations when one stage of the script stands for the whole scenario, e.g. I’m seeing my family tonight (PART FOR WHOLE), as well as in cases when one stage provides mental access to another one, as in I smelled the dish and decided to serve it with more herbs (PERCEPTION FOR ACTIVITY LEADING TO PERCEPTION).

The talk touches, therefore, on the problem of propositional metonymies, as well as on the structure of cognitive scripts underlying them. Thus, the discussion is hoped to shed some light at the significance of this type of metonymic transfers in language.

References

Bierwiaczonek, B. (2013). Metonymy in language, thought and brain.Sheffield: Equinox.

73

Text painting as a conceptual blending operation: A multimodal analysis of selected fragments from W.A. Mozart’s Requiem

Agnieszka Mierzwińska-Hajnos Uniwersytet Marii Curie-Skłodowskiej w Lublinie

Drawing on Kühl’s observation that “humans are semiotic beings who search for mean-ing in their experience of the world” (2007: 18), the objective of this paper is to explore how two distinct modes, i.e. music and text, influence and shape the ultimate message conveyed in musical masterpieces when integrated, not only on the formal but, first and foremost, on the conceptual level (Brandt 2009, also Antović 2011, Zbikowski 2009). Assuming that each mu-sical masterpiece, is, to some extent, a form of discourse (McKerrell and Way 2017; Moore 2013) that can communicate meaning both via recalling musical semiotic resources (Machin and Richardson 2017) as well as the text, a multimodal analysis of the two sections, Dies irae and Confutatis,taken from Mozart’s famous Requiem,will be presented (cf. Keefe 2012).

While offering an in-depth multimodal music-cum-text analysis of Dies irae and Confu-tatis,two problems will be particularly taken into consideration: (i) to what extent the so-called text painting,i.e. “writing music that reinforces the literal meaning” (Pérez-Sobrino 2014: 154, see also Zbikowski 2008, 2009; Górska 2018) can be rendered as a cognitive oper-ation, and, what follows, (ii) whether it fulfills the requirements of a conceptual blending in the sense of Fauconnier and Turner (2002).

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. Avail-able online at:http://www.musicandmeaning.net/issues/showArticle.php?artID=7.3. Accessed 20 August 2018. Fauconnier, G., M. Turner.

2002. The Way We Think: Conceptual Blending and theMind’sHidden Complexities.New York: Basic Books. Górska, E. 2018. From Music to Language and Back. Language, Culture, Mind and Society2, 82-103. Keefe, S. P. 2012. Mozart’sRequiem: Reception, Work, Completion.Cambridge: Cambridge University Press. Kühl, O. 2007. Musical Semantics.Verlag Peter Lang. Machin, D., J. E. Richardson. 2012. Discourses of Unity and Purpose in the Sounds of Fascist Music: A Multimodal

Approach. Critical Discourse Studies9(4), 329-345. 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. Pérez-

Sobrino, P. 2014. Multimodal cognitive operations in classical music. Vigo International Journal of Applied Linguistics 11, 137-168.

Zbikowski, L. 2008. Metaphor and Music. In: Raymond W. Gibbs (ed.) The Cambridge Handbook of Metaphor and Thought.Cambridge: Cambridge University Press, 502–523. 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.

74

South Slavic stative reflexive-dative: a construction grammar view

Liljana Mitkovska

Uniwersytet Śląski

This paper analyses the constructions with a reflexive marker on the verb and a dative argument experiencing a state: necessity (1) or crave/desire for something (2). They occur in all Slavic languages, with varied scope of distribution, but this research focuses on their use in South Slavic languages, Macedonian, Bulgarian and Serbian in particular, in which such constructions have a wide range of use. We look at the types of predicates that are allowed and factors that play an important role in constraining the use of the construction and its distinguishing properties.

This construction has been studied mainly as part of the impersonal sentence structures (e.g., Ivanova/Gradinarova 2015) or within the dative case functions (e.g., Palić 2010), but there is no agreement regarding its scope and status. We assume that it represents a grammatical construction with specific formal properties which diverge from the properties of the component parts and that its semantics cannot be computed as a simple sum of the meanings of the structures involved (following Goldberg 1995: 4, Fried 1999: 488, Langacker 2008: 164, Fried 2017, among others). On the assumption that constituent parts of a construction bring in characteristic features into the newly formed complex, we claim that its syntax-semantic properties can be explained to derive from the combination of a relatively autonomous event, a meaning imposed by the reflexive marker se,with the component of affectedness, incorporated in the dative object. This construction grammar view helps explain the non-canonical distribution of the participant roles along the syntactic positions and the modality associated with it. It can also explain the extension tendencies and the variation within the construction as well as its relations to the formally identical neighbouring constructions. References:

Fried, Miriam (1999) “From Interest to Ownership: A Constructional View of External Possessors.” In: Payne, D.L. and I. Barshi (eds.), External Possession, Amsterdam/Philadelphia: John Benjamins Publishing Company, 473-504.

Fried, Miriam (2017) “Construction grammar in the Service of Slavic Linguistics, and Vice Versa.” Journal of

Slavic Linguistics25-2, 241-276. Goldberg, Adele (1995) Constructions. A Construction Grammar approach to argument structure. Chicago:

University of Chicago Press.

Ivanova/Gradinarova (2015) Иванова Е. Ю., Градинарова А. А. Синтаксическая система болгарского языка на фоне русского.Москва:Языки славянской культуры.

Langacker, R. W. (2008) Cognitive Grammar: A basic introduction.Oxford University Press.

(1)Spava mi

se.(Serbian)„I feel like sleeping./I need to sleep.‟

sleep.3SG pron.1SG.DAT refl.

(2)Mi se gleda

film. (Macedonian)„I feel likewatching a film..‟

pron.1SG.DAT refl. watch.3SG film.3SG.N

75

Palić, Ismail (2010) Dativ u bosanskome jeziku.Monografija. Sarajevo: Bookline.

76

Life is not all cakes and ale. Translating metaphors with food related component

Julia Ostanina-Olszewska Uniwersytet Pedagogiczny im. KEN w Krakowie

Food is essential for our life and such universal human activities as eating and drinking play a

fundamental, life-sustaining role for all people. One would expect that it could constitute important

source for metaphorical imagery. A well-known saying “We are what we eat” in a way sums it up.

Food is also central to our sense of identity. The way any given human group eats or prepares and

serves food helps to assert its diversity, hierarchy, believes and values.

National food is an engine and source of metaphorical meanings and translating figurative

language from the source language (ST) to the target language (TL) invariably implies translating

the culture which is closely tied to that language. The density of linguistic and cultural factors in

figurative language makes the translation rather challenging. The limits of metaphor translatability

were discussed in a number of studies, which expressed contradictory views: 1.Metaphors are

untranslatable, 2.Metaphors are fully translatable, 3.Metaphors are translatable but pose a

considerable degree of inequivalence. The paper focuses on idioms with food related components

with regard to metaphor translation procedure.

References

Baker M. 1995. Corpora in Translation Studies. An overview and some suggestions for future

research. Target 7 (2): 223-243.

Bell R.T. 1991. Translation and translating: theory and practice. London; New York : Longman

Firth J.R. 1951/1957. Modes of meaning In: Papers in linguistics 1934-1951. London: Oxford

University Press

Hejwowski K. 2006. Kognitywno-komunikacyjna teoria przekładu, Warszawa: PWN

Krzeszowski T. 1984. Tertium comparationis. In: Contrastive Linguistics: prospects and

problems. Ed. Jacek Fisiak. Berlin (West): Monton de Gruyter, 301-312

Lakoff G., Johnson M. 1980. Metaphors We Live by. Chicago: University of Chicago Press.

Lewandowska-Tomaszczyk B. (ed.) 1999. Cognitive Perspectives on Language. Berlin: Peter

Lang. Vol1

Ostanina-Olszewska J., Despot K.S. : When Soul Is Lost In Translation: Metaphorical

Conceptions of Soul in the Original Dostoyevsky's Братья Карамазовы and its Translations into

Polish, Croatian and English. Cognitive Studies | Études cognitives 2017(17). https://doi.org/

10.11649/cs.1319

Steen, G.J. 2014. Translating metaphor: What’s the problem? In: Translating figurative

language. Ed. Miller D.R., Quaderni del CeSLiC.

77

Non-prototypical Polish constructions with the verbs ‘dać’ and ‘dawać’

Joanna Paszenda

Uniwersytet Pedagogiczny im. KEN w Krakowie

As has amply been documented (e.g. Newman 1996, Malchukov et al. 2007, Nolan et al. 2015), the verb GIVE features cross-linguistically in a broad variety of constructions, both literal and figurative. Both in English and in Polish, the predicate lexicalizes the caused possession event schema, i.e. it expresses the meaning of successful possessional transfer of a material entity towards a recipient (Goldberg 1995, Rappaport Hovav & Levin 2008, Rudzka-Ostyn 1996). Its prototypical argument realization pattern is the ditransitive construction, with the

THEME and RECIPIENT arguments, realized as NPs (Goldberg 2006), as illustrated by the metaphorical examples in (1)–(2).

(1) Give me a break. (2) Sąd nie dał mu wiary. (NKJP 119 2004) court-NOM-SG not gave him-DAT faith-GEN

‘The court didn’t believe him.’ In addition, GIVE extends cross-linguistically into a variety of domains, including: interpersonal

communication, enablement, emergence, causation, purpose and motion (Newman 1996: 134). While English constructions featuring give have attracted considerable interest, the argument realization options of its Polish counterparts dać (perfective) and dawać (imperfective) appear to be understudied.

The aim of the present contribution is thus to examine the domains that dać and dawać can express, and to create a typology of syntactic constructions with which the verbs can fuse. Emphasis will be placed on non-canonical and hybrid patterns, exemplified by sentences (3)–(8), retrieved from the National Corpus of Polish (NKJP). An attempt will be made to explicate the motivations behind the extensions.

(3) Daj to może na jakąś stronę albo co? (NKJP 14 2002) (you) give-IMP this-ACC maybe on some webpage-ACC or what ‘Maybe you could upload it onto some

website?’ (4) Kto mi dał w mordę? (NKJP 11 2005)

who-NOM me-DAT gave in muzzle-ACC ‘Who punched me?’

(5) Dało mi to do myślenia. (NKJP 15 2004) gave me-DAT this-NOM to thinking-GEN ‘It made me think.’ (6) Wszystkiego naraz nie da się zrobić. (NKJP 1 2004) everything-GEN at once not give-FUT REFL do-INF ‘It’s impossible to do everything at once.’ (7) Na skróty dawaj! (NKJP 1 1967)

on shortcuts-ACC give-IMPER-IMPERF ‘Come on! Let’s take a shortcut!’

(8) Nie daj się! (NKJP 20 2000) not give-IMPER REFL ‘Don’t give up!’

References

78

Goldberg, A. (1995). Constructions: a construction grammar approach to argument structure. Chicago& London:

The University of Chicago Press. Goldberg, A. (2006). Constructions at work: the nature of generalization in language. Oxford: Oxford University

Press.

Malchukov, A., Haspelmath, M., & Comrie B. (2007). Ditransitive constructions: A typological overview. First draft available at: http://email.eva.mpg.de/~haspelmt/DitransitiveOverview.pdf

Newman, J. (1996). Give: a cognitive linguistic study. Berlin & New York: Mouton de Gruyter. Nolan, B., Rawoens, G. & E. Diedrichsen (eds.). (2015). Causation, permission, and transfer argument realisation in GET, TAKE,

PUT, GIVE and LET verbs. Amsterdam/Philadelphia: John Benjamins. Rappaport Hovav, M. & B. Levin. (2008). The English dative alternation: The case for verb sensitivity. Journal of

Linguistics 44, 129–167.

Rudzka-Ostyn, B. (1996). The Polish dative. In W. Van Belle, & W. Van Langendonck (eds.), The Dative. Vol. I: Descriptive Studies. 341–394. Amsterdam & Philadelphia: John Benjamins.

79

Metaphors in the Service of Ideology – the Language of 2019 European Parliament Election in Poland

Katarzyna Pawłowska

Uniwersytet w Białymstoku

Within the framework of Conceptual Metaphor Theory the article demonstrates that structural metaphors used in political discourse are an important link between verbal behaviour and cognitive mechanisms.Such metaphors let us conceive complex politics in terms of entities, events and activities commonplace and natural to human beings. Bymaking politics less abstract and more tangible to the broad audience they influence the way potential voters think and act. In a majority of cases that influence goes unnoticed, as the mental processes of metaphorical conceptualization are unconscious.Metaphors as vehicles of covert message are used by political actors with a precise strategic aim and intent in mind. Essentially, they are used in order to advance one particular view of the world whilst delegitimizing other ideologies and belittling political opponents. The author verifies this claim in the light of van Dijk’s model of Critical Discourse Analysis, especially the ideological square methodology, by analysing a corpus collected from various sources that provide political media discourse,especially TV and radio interviews with contemporary Polish politicians and public affairs commentators. The investigation is performed on three levels. Basic meta-categories of source domains for mappings (sports, games, war, theatre, transport, furniture, cooking, etc.) are identified and addressed on the descriptive level. Then, on the interpretative level, attention is directed towards mapping out correspondences between mental frames. Finally, on the motivational level, the author identifies the ideological message and political intentions embedded within linguistic realizations of different conceptual mappings. Special attention is paid to the priority and freshness effect of novel metaphorical expressions in comparison to more conventional analogies entrenched in the selected discourse community.

The analysis demonstrates that the use of metaphors in political communication is part of a discursive strategy that is highly ideological, historically entrenched and augmented through mediation.

References

Chilton, Paul 2004 Analysing Political Discourse: Theory and Practice.London: Routledge.

Gibbs, Raymond W. 2008 (ed.) Cambridge Handbook of Metaphor and Thought. New York: Cambridge University Press.

Fairclough, Norman 1989 Language and Power.London: Longman. Fairclough, Norman 1992 Discourse and Social Change.Cambridge: Polity.

Foucault, Michel 1981 ‘The Order of Discourse’, in: Robert Young (ed.) Untying the Next: A Post-Structuralist Reader,Boston, MA

and London: Routledge and Kegan Paul, pp. 48- 78.

Kovecses Zoltan 2002 (2010) Metaphor: A Practical Introduction. Oxford: Oxford University Press.

Lakoff, George and Мark Johnson 1980 (2008) Metaphors We Live By.Chicago: University of Chicago Press. Lakoff, George 2009 The Political Mind: A Cognitive Scientist's Guide to Your Brain and Its Politics. Penguin.

Mio, Jeffrey Scott 1997 ‘Metaphor and Politics’, in: Metaphor and Symbol,12:2, pp. 113-33.

Musolff, Andreas 2004 Metaphor and Political Discourse. Analogical Reasoning in Debates about Europe,Basingstoke: Palgrave

Macmillan.

Van Dijk, Teun A. 2001 ‘Critical Discourse Analysis’, in: Tannen, Deborah, Hamilton, Heidi, E., and Schiffrin, Deborah (eds) The Handbook of Discourse Analysis. London: John Wiley and Sons, Inc., pp. 352-372.

Van Dijk, Teun 2005 ‘Politics, Ideology and Discourse’, in: Ruth Wodak (ed.) Elsevier Encyclopedia of Language and Linguistics

.Volume on Politics and Language, pp. 728-740.

Van Dijk, Teun 2011 ‘Discourse and Ideology’, in: Teun A. van Dijk (ed.) Discourse Studies. A Multidisplinary Introduction.London:

Sage, pp. 379-407. Wodak, Ruth 2001 ‘What CDA is about – a summary of its history, important concepts and its developments’, in: Ruth Wodak and

Michael Meyer (eds), Methods of Critical Discourse Analysis,London: Sage, pp. 1-13. 80

The role of visual patterns in the production of spoken descriptive discourse: an experimental study of speech, gestures, and gaze

Olga Prokofyeva

Moscow State Linguistic University

The present multimodal study deals with some pragmatic and cognitive factors of spoken descriptions of paintings, among which the specifics of visual perception comes to the fore. The interplay and correlation of the three modes under analysis – speech, gestures, and eye behavior – are established with regard to the cross-modal process of attention distribution, resulting, for instance, in the processes of focusing and defocusing (Iriskhanova 2014).

The research is based on an experiment, in which the participants were asked to examine and then to describe 4 stimuli (4 paintings of different art movements). Both stages were registered: the former with an SMI RED eye tracker, the latter with a video camera. The research data include gaze plots and fixation duration per AOI; the transcripts of the spoken discourse, and the annotation of co-speech gestures.

The quantitative and qualitative analyses of the data demonstrate a correlation between the perception of a visual stimulus and its subsequent description in the modes of speech and gesture, which could be explained in David McNeill’s and Dan Slobin’s terms of growth points and thinking-for-speaking (McNeill 1992; Slobin1987). The results suggest that (1) despite the differences in the nature of modes and specific features of attention distribution, in the majority of cases the same referents are often foregrounded throughout gaze, speech, and gesture; (2) as speech and gestures constitute a unified whole, they demonstrate semantic interplay that depends on the visual stimulus content; (3) the semantic input of both speech and gestures is also independently motivated by visual perception and stimulus content; (4) the choice of some discursive patterns may be affected by focal or ambient vision.

References

Adam, J.-M., Revaz, F. (1996) L’analyse des récits.Paris: Seuil.

Beaugrande, B. de (1997) New Foundations for a Science of Text and Discourse: Cognition, Communication, and the Freedom

of Access to Knowledge and Society. New Jersey: Ablex.

Chafe, W. (1994) Discourse, Consciousness, and Time: The Flow and Displacement of Conscious Experience in Speaking and Writing. Chicago and London: University of Chicago Press.

Cienki, A. J. (2013) Grammar, Space, Gesture and Cognition. In P. Auer, M. Hilpert, A. Stukenbrock & B. Szmrecsanyi (Eds.),

Space in Language and Linguistics (pp. 667-686). Berlin: De Gruyter.

Fairclough, N. (2003) Analysing Discourse: Textual Analysis for Social Research.Oxon and New York: Routledge.

Greimas, A.J., Courtés, J. et al (1982) Semiotics and Language. Bloomington: Indiana Univ. Press. Iriskhanova, O.K. (2014) Focus games in language: Semantics, syntax and the pragmatics of defocusing. Moscow: The

Languages of Slavic Culture. [Igry fokusa v yazyke. Semantika, sintaksis i pragmatika defokusirovaniya].

Kubryakova, E.S., Iriskhanova, O.K. (2007) Abstract meaning in names of categories Izvestya Akademii Nauk Seria Literaturi i

Yazika 66 (3), 1-11. [Yazykovoe abstragirovanie v naimenovaniyah kategorij]

McNeill, D. (1992) Hand and Mind: What Gestures Reveal about Thought. Chicago: University of Chicago Press.

Müller, C. (2014) Gestural Modes of Representation as Techniques of Depiction. In C. Müller, A. Cienki, E. Frickle, S. Ladewig, D. McNeill, & J. Bressem (Eds.), Body – Language – Communication: An International Handbook on Multimodality in

Human Interaction.Volume 2 (pp. 1687 – 1701). Berlin : De Gruyter Mouton.

Slobin, D. I. (1987) Thinking for speaking. Proceedings of the Thirteenth Annual Meeting of the Berkeley Linguistics Society,

435-444.

Velichkovskii, B.M.(2006) Когнитивная наука. Основы психологии познания: в 2 томах [Cognitive science. Basics of psychology of cognition: in 2 volumes]. M.: Академия.

81

Śmierć w teatrze lalek. Istotne relacje pojęciowe oraz interakcje przestrzeni mentalnych

Monika Reks Uniwersytet Wrocławski

Głównym celem badań jest wyłonienie istotnych relacji pojęciowych pojawiających się w scenach śmierci teatru lalkowego, jak również analiza różnych strategii konstruowania komunikatu multimodalnego.

Materiał badawczy pochodzi ze spektakli i etiud zarejestrowanych na Wydziale Lalkarskim Akademii Sztuk Teatralnych we Wrocławiu, a także we Wrocławskim Teatrze Lalek. Do opisu zastosowano teorię przestrzeni mentalnych oraz integracji pojęciowej G. Fauconniera i M. Turnera (Fauconnier 2007; Fauconnier i Turner 2002) z pewnymi modyfikacjami wprowadzonymi później (Brandt 2005; 2013).

Analiza przykładów ukazuje, jakie relacje są kompresowane podczas scen teatru lalek dotyczących śmieci. Relacje pojęciowe ukazane są za pomocą różnorodnych zabiegów teatralnych (poza słowem używa się obrazów, ruchu, świateł, muzyki, dźwięków, nowego zastosowania lalki, przełamania konwencji), natomiast możliwość użycia lalki wraz z planem żywym stwarza możliwości rozbudowywania sieci przestrzeni mentalnych oraz powoływania kolejnych relacji.

Efektem analiz jest propozycja modelu mentalnego scen teatralnych, odkrycie specyficznego dla teatru lalek tworzenia istotnych relacji oraz próba opisu tworzenia sensów utworów wewnątrz przestrzeni mentalnych, a także pomiędzy nimi.

Bibliografia

Brandt, Per Aage. 2005. Mental spaces and cognitive semantics: A critical comment, Journal of Pragmatics 37(10) 1578-1594.

Brandt, Per Aage. 2013. What is this Thing Called Space? – Art and Spatial Imagination (November 26, 2013). Dostęp: https://ssrn.com/abstract=2360153 or http://dx.doi.org/10.2139/ ssrn.2360153

Fauconnier, Gilles and Mike Turner. 2002. The Way We Think. Conceptual Blending and the Minds Hidden Complexities,

New York: Basic Books. Fauconnier, Gilles. 2007. Mental Spaces, W The Oxford Handbook of Cognitive Linguistics, red. D. Geeraerts, H.

Cuyckens, Oxford-New York: Oxford University Press. Trimingham, Melisa. 2011. How to Think a Puppet, Forum Modernes Theater Vol. 26(1): 121-136.

82

Challenges with metaphor identification in Polish Maciej Rosiński,

University of Warsaw Joanna Marhula

Samsung R&D Institute Poland

It is generally recognized that any corpus-based metaphor research requires reliable procedures for the identification of metaphorical expressions. In recent years, established methods such as MIPVU (Steen et al. 2010) have attracted a lot of attention from researchers working with different languages. Scholars working with Dutch (Pasma 2012), French (Reijnierse 2010) and Russian (Badryzlova et al. 2013) have raised the issue that MIPVU, which was originally developed for English, might require alterations before it can be applied to other languages. More recent results of similar enquiries are collected in a forthcoming tome on MIPVU in multiple languages (Nacey et. al Forthcoming). Our contribution to the aforementioned volume concerned the application of MIPVU to Polish. In our talk, we will present selected observations made during the application of MIPVU to spoken and written data. We will begin by explaining what changes in the method were required to apply it to Polish data and we will illustrate them with relevant examples from radio talk and newspaper data. Among other issues, we will address the limitations of the dictionary chosen as point of reference in our study, propose a method of handling new-formations resulting from the rich Polish system of prefixation, and discuss the issue of metaphorical personification resulting from the use of vocative forms of nouns. Despite these challenges, the results of our first application of MIPVU in Polish were promising, since in a corpus of circa 7000 lexical units we reported a satisfactory reliability score of κ = 0.77.

In the second part of our presentation, we will focus on problematic examples that emerged during a follow-up study involving excerpts from the Polish National Corpus. We will pay special attention to identifying metaphors in idiomatic noun phrases such as biały kruk lit. ‘white raven’, meaning ‘a very rare book’, or diabelskie sztuczki ‘devilish tricks’. Since all the excerpts in a dataset of circa 40,000 lexical units were selected as concordances of idiomatic phrases of this sort, in our discussion we will point at how context variance of potentially metaphorical idioms may induce subtle differences in annotation decisions. References

Badryzlova, Y., Y. Isaeva, N. Shekhtman and R. Kerimov. (2013). Annotating a Russian corpus of conceptual metaphor: a bottom-up approach. In Proceedings of the First Workshop on Metaphor in NLP. Atlanta: Association for Computational Linguistics.

Nacey, S., A.G. Dorst, T. Krennmayr and G. Reijnierse. (Forthcoming). Metaphor identification in multiple languages: MIPVU around the world. Amsterdam: John Benjamins.

Pasma, T. (2012). Metaphor identification in Dutch discourse. In MacArthur, F., Oncins-Martínez, J.L., Sánchez-García, M. & Piquer-Píriz, A.M. (Eds.). Metaphor in use (pp. 69-83). Amsterdam & Philadelphia: John Benjamins.

Reijnierse, G. (2010). Making MIP operational for French. Practical and theoretical issues concerning the choice of a dictionary. Paper delivered at RaAM 10 Conference, VU in Amsterdam.

Steen, G., A. Dorst, B. Herrmann, A. Kaal, T. Krennmayr and T. Pasma. (2010). A Method for Linguistic Metaphor

Identification. Amsterdam: John Benjamins.

83

Does Brexit mean Brexit? The analysis of the semantic field of the lexeme ‘Brexit’ Izabela Sekścińska, Agnieszka Piórkowska

Państwowa Wyższa Szkoła Informatyki i Przedsiębiorczości w Łomży

A recent shift from the two-dimensional aspect of metaphor to the three-dimensional one has created discussions about the deliberateness of metaphors (Gibbs, 2015; Steen, 2015). According to the author of the Deliberate Metaphor Theory (DMT), metaphor used as metaphor occurs when the source domain is evoked in the interpretation process (although the hearer does not need to be aware of the metaphorical character), and such metaphor is realized in the third dimension, namely the communicative one (S The presentation aims to show the complexity of the concept BREXIT which is not only a relatively novel term but also an extremely emotionally-charged one. Regarded as the “Word of the Year” in 2016 according to

Collins English Dictionary (Szkudlarek-Śmiechowicz, 2018), Brexit has regained international attention owing to recent political events. While the term itself is simply described as the portmanteau of two words Britain and exit, it appears to be cognitively complex, and indicates a large word-formation potential. In a desperate attempt to understand Brexit-related issues, language users create new terms (such as to brexit, Brexiteer, or brexiteering), as well as novel metaphors which betray their deeply-hidden emotions and attitudes towards the long-lasting discussions about Britain’s departure from the EU.

The authors of the presentation intend to shed light onto the variety of senses of the lexeme Brexit which linguistic discourse appears to disclose. The research is corpus-based and consists in examining Internet samples retrieved via WebCorpLive search supported by FAROO search engine that operates on a peer-to-peer technology. More than 2000 concordance lines showing the context in which the word Brexit occurred have been generated and subject to a thorough scrutiny. Subsequently, a traditional semantic field approach proposed by Règine Robin (1980) has been adopted to classify the linguistic data, and to extract all the embedded metaphors, which, as George Lakoff (1993) highlights, enable humans to grasp the meaning of complex terms. Additionally, ‘emotional temperature’ of the discourse has been specified as the authors wish to show how Brexit and its linguistic portrayal mirror language users’ attitudes towards UK’s withdrawal from the EU. Based on substantial authentic data, the study delineates the semantic properties of the word Brexit and provides the answer to the gnawing question:b‘What does Brexit really mean?’ References

Lakoff, G. (1993). The Contemporary Theory of Metaphor. In A. Orhtony (Ed.), Metaphor and Thought (pp. 202-251). Cambridge,

Cambridge University Press. Robin, R. (1980). Badanie pól semantycznych: doświadczenia Ośrodka Leksykologii Politycznej wSaint-Cloud. In M. Głowiński (Ed.),

Język i społeczeństwo (pp. 205-282). Warszawa, Czytelnik.

Szkudlarek-Śmiechowicz, E. (2018). Polexit w polskim dyskursie publicznym. Socjolingistyka, XXXII, 7-22. doi:10.17651/

SOCJOLING.32.1

84

Affective grounding, imageability and concreteness Mateusz-Milan Stanojević, Vedrana Gnjidić, Anita Peti-Stantić

University of Zagreb

The experience of space, perception and the human body are common grounding domains in cognitive linguistic studies, including metaphor studies. Emotions are usually treated as grounded through more basic, domains (cf. metaphors such as ANGER IS HEAT,which assumes that the physical sensation of heat is more basic than anger). However, with more intersubjectively oriented views of grounding and the affective turn, there has been an increase in views where emotions as well as language are potential grounding domains. In this paper we discuss whether emotion/affect (defined broadly as a common system; cf. Wilce (2009)) may serve as a grounding system in abstract concepts, in line with the claim that “abstract concepts are at least partially embodied in our affective system” (Vigliocco et al., 2014, p. 1774).

With this end, we use the data collected for the Croatian Psycholinguistic Database, the first database of concreteness, subjective frequency and imageability ratings for Croatian (http://megahr.ffzg.unizg.hr/hr/?page_id=136). The database currently contains 3000 noun, verb and adjective ratings. In this paper, we report on emotional valence and arousal ratings collected for this study, for a subsection of 100 nouns and 100 verbs from the database and their correlations with psycholinguistic variables. Preliminary results suggest that there are moderate significant positive correlations of both valence and arousal with imageability, which is in line with previous studies (Citron, Weekes, & Ferstl, 2014), whereas no clear effects were found for concreteness.

In view of these results and in view of rating and neuroimaging studies performed on other languages, we discuss the plausibility of situational grounding which includes the affective from an intersubjective perspective. If affect is taken as an (additional) grounding mechanism, conceptual metaphors may be doubly grounded – in the embodied and the affective, given that metaphors have an affective function (Cameron, 2003). If this is taken further, then the affective element may be proposed as a perspective-taking mechanism on a par with other perspective-taking mechanisms posited by Talmy and Langacker and based largely on spatial reasoning. This characteristic enables language to be used as an element building emotional styles (Gammerl, 2012) or affective communities (Hutchison, 2016).

References

Cameron, L. (2003). Metaphor in educational discourse.London: Continuum. Citron, F. M. M., Weekes, B. S., & Ferstl, E. C. (2014). How are affective word ratings related to lexicosemantic

properties? Evidence from the Sussex Affective Word List. Applied Psycholinguistics, 35(2), 313–331. https://doi.org/10.1017/S0142716412000409

Gammerl, B. (2012). Emotional styles – concepts and challenges. Rethinking History, 16(2), 161–175. https://

doi.org/10.1080/13642529.2012.681189 Hutchison, E. (2016). Affective Communities in World Politics: Collective Emotions After Trauma. New York:

Cambridge University Press.

Vigliocco, G., Kousta, S.-T., Della Rosa, P. A., Vinson, D. P., Tettamanti, M., Devlin, J. T., & Cappa, S. F. (2014). The Neural Representation of Abstract Words: The Role of Emotion. Cerebral Cortex,24(7), 1767–1777. https://doi.org/10.1093/cercor/bht025

Wilce, J. M. (2009). Language and emotion.Cambridge, UK ; New York: Cambridge University Press.

85

Przysłówkowe kolokacje przymiotnika pięknyw ujęciu kognitywnym Monika Szymańska

Instytut Języka Polskiego PAN

Badania nad przysłówkowymi wykładnikami intensywności koncentrowały się dotychczas między innymi na ich synonimice i budowie słowotwórczej, relacji między nimi a motywującymi je przymiotnikami (np. Grzegorczykowa 1975) czy klasyfikacji według ich miejsca na skali i stopnia gramatykalizacji (np. Bolinger 1972). Semantykę tej grupy przysłówków analizowano również, biorąc pod uwagę ich łączliwość semantyczną (np. w pracach Mielczuka i Żółkowskiego), rozpatrywaną także w ujęciu konfrontatywnym (np. Janus 1981, Chudyk 2006).

Prezentowane wyniki badań to wnioski z analizy korpusowej, której materiał pozyskano z Narodowego Korpusu Języka Polskiego z użyciem wyszukiwarek PELCRA i Poliqarp. Przedmiotem analizy są przysłówki stopnia tworzące kolokacje z polskim przymiotnikiem piękny. Analiza tych utrwalonych w języku połączeń wyrazowych miała na celu próbę wyróżnienia różnych strategii wyrażania intensywności cechy (w tym przypadku silnie związanej z wartościowaniem). Kluczem zaproponowanej w artykule klasyfikacji przysłówków stopnia jest zróżnicowanie schematów wyobrażeniowych związanych z konceptualizacją intensywności cechy. Analiza połączeń przymiotnika piękny z przysłówkami stopnia prowadzi też do pewnych wniosków na temat semantycznych właściwości tego przymiotnika oraz na temat konceptualizacji pojęcia piękna. Opracowanie pod względem metodologii nawiązuje do gramatyki konstrukcji, zwłaszcza do nurtu badań określanych jako collostructional analysis.

Bibliografia

Bałabaniak, D. (2013). Polskie intensyfikatory leksykalne na tle wyrażeń gradacyjnych. Opole: Wydawnictwo

Uniwersytetu Opolskiego Baudouin de Courtenay, J. (1927). Ilościowość w myśleniu językowym. Kraków: Gebethner & Wolff Bolinger, D. (1972). Degree Words. Paris: Mouton Chudyk, D. (2006). Semantyka i łączliwość przysłówków gradualnych w języku rosyjskim w porównaniu z

ekwiwalentami polskimi (na materiale tekstów literatury pięknej). Rzeszów: Wydawnictwo Uniwersytetu Rzeszowskiego

Grzegorczykowa, R. (1975). Funkcje semantyczne i składniowe polskich przysłówków. Wrocław–Warszawa–

Kraków–Gdańsk: Zakład Narodowy imienia Ossolińskich, Wydawnictwo Polskiej Akademii Nauk Janus, E. (1981). Wykładniki intensywności cechy (na materiale polskim i rosyjskim). Wrocław–Warszawa–

Kraków–Gdańsk: Zakład Narodowy imienia Ossolińskich, Wydawnictwo Polskiej Akademii Nauk Janus, E. (1975). „Bardzo”– „wielki” – „duży”. W: E. Janus (red.), Słownik i semantyka. Definicje semantyczne (ss.

145-156). Wrocław–Warszawa–Kraków–Gdańsk: Zakład Narodowy imienia Ossolińskich, Wydawnictwo Polskiej Akademii Nauk

Przepiórkowski A., Bańko M., Górski R.L., Lewandowska-Tomaszczyk B. (red.) (2012). Narodowy Korpus Języka

Polskiego. Warszawa: Wydawnictwo Naukowe PWN Puzynina, J. (2001–2002). O pojęciu intensyfikacji. Roczniki Humanistyczne, 6 (XLIX-L), 321-326 Sapir, E. (1944). Grading. A Study in Semantics. Philosophy of Science, 2, 93-116 Wierzbicka, A. (1971).

Porównanie – gradacja – metafora. Pamiętnik Literacki 4 (LXII) 127-147

Wierzbicka, A. (1973). Co znaczy „dużo”, „mało”, „duży”, „mały”, „więcej”, „mniej”. W: Z. Topolińska, M. Grochowski (red.), Liczba, ilość, miara. Materiały z konferencji naukowej w Jadwisinie. Wrocław: Ossolineum

86

“This song is like the night after the last day of school” - figurative language in song reviews

Marcin Trojszczak

Uniwersytet w Białymstoku Państwowa Wyższa Szkoła Zawodowa w Koninie

The objective of this study is to investigate selected figurative conceptualisations of songs on the basis of the linguistic data from Pitchfork.com – an American website devoted to popular music journalism. By doing so, the study attempts to provide a contribution to research on the interactions between metaphor and music (Zbikowski, 2008; Górska, 2012; Julich, 2019).

More specifically, the study aims to investigate linguistic expressions such as “The song overwhelms with glittery intimacy but keeps its own secrets.”, “It’s a surprisingly comforting smash, one that lands in your system like a melatonin tablet and a mug of tea.”, or “ “Self” is awash with a pastel glow and beaming confidence.” in order to address a range of issues related to figurative language of song reviews (Dancygier & Sweetser, 2014). These include, among others, physical images that are used to figuratively conceptualise songs, types of figurative devices used, e.g. metaphors, similes, blends, metonymies, their interactions, e.g. metaphor mixing (Gibbs, 2016), as well as their functions.

The study approaches the issue of figurative conceptualisations of songs by combining theoretical insights from Blending Theory (Fauconnier & Turner, 2002), Conceptual Metaphor Theory (Lakoff & Johnson, 1999), Theory of Objectification (Szwedek, 2011), Conceptual Metonymy Theory (Bierwiaczonek, 2013; Littlemore, 2015), and Structure-Mapping and Comparison Theory (Barnden, 2016).

The study is divided into three parts. First, it discusses theoretical and methodological frameworks, including the type of linguistic data used. Second, it outlines the previous research on musical metaphors. Third, the language findings are presented and interpreted in the light of the above-mentioned theoretical approaches. This part also discusses some theoretical issues related to the study as well as further research paths.

References

Barnden, J. (2016). Metaphor and simile. Categorizing and comparing categorization and comparison. In E. Gola, F. Ervas (Eds.) Metaphor and Communication (pp. 25–46). Amsterdam: John Benjamins. Bierwiaczonek, B. (2013). Metonymy in Language, Thought, and Brain. Sheffield: Equinox.

Dancygier, B. & Sweetser, E. (2014). Figurative Language. Cambridge: CUP. Fauconnier, G. & Turner, M. (2002). The Way We Think: Conceptual blending and the mind’s hidden complexities. New

York: Basic Books.

Gibbs, R. W. (Ed.). (2016). Mixing Metaphor. Amsterdam: John Benjamins. Górska, E. (2012). LIFE IS MUSIC. A case study of a novel metaphor and its use in discourse. In B. Dancygier, J. Sanders,

L. Vandelanotte (Eds.) Textual Choices in Discourse: A view from cognitive linguistics (pp. 137–155). Amsterdam: John Benjamins.

Julich, N. (2019). The metaphorical basis of musical motion revisited. In L. J. Speed, C. O'Meara, L. San Roque, A. Majid (Eds.) Perception Metaphors (pp. 165–184). Amsterdam: John Benjamins. Lakoff, G. & Johnson, M. (1999). Philosophy in the Flesh. New York: Basic Books.

Littlemore, J. (2015). Metonymy: Hidden Shortcuts in Language, Thought, and Communication. Cambridge: CUP. Szwedek, A. (2011). The ultimate source domain. Review of Cognitive Linguistics, 9 (2), 341–366. Zbikowski, L. M.

(2008). Metaphor and Music. In R. W. Gibbs (Ed.) The Cambridge Handbook of Metaphor and Thought (pp. 502–524). Cambridge: CUP.

87

Opposite properties of sensory meanings of wine language Hang Truong, Ivana Bianchi, Roberto Burro

University of Verona University of Macerata

Cognitive Linguistics considers meanings as entities produced by the mind, and so moulded by it. Meanings reflect our perception of the world, indirectly the relevance of the external world to us. Grounded cognition is the key also to metaphorical and sentence understanding (Conventry and Garrod, 2004). Perceptual representations impact on higher cognitive processes like language comprehension. Opposition which is the basic perceptual and linguistic structure my research project is going to focus on is special relationship in lexical semantics but the theoretical framework of my project assumes that this relationship is grounded in perceptual structures (Bianchi and Savardi, 2008; Bianchi, Paradis et al. 2017; see LOC approach by Paradis 2005).

Opposites and bipolar dimensions have been analyzed in linguistics, lexical semantics and psychology. There is connection between dimensions and opposites which has frequently modelled simplistically. The poles of a dimension are recognized as opposite. Clark (1993) states that these dimensions are thought of as ordinal scales ranging between the two poles. From cognitive linguistic perspective, according to the Boundedness hypothesis (Paradis, 2006), DEGREE structures are subdivided into two kinds of OPPOSITENESS: complementarity that is recognized as NONSCALE, and contrariety that is associated with SCALE configuration (e.g. absolutely dull wine, very pleasant red wine, pretty semi-dry wine and little balanced rose wine. Moreover, studies based on phenomenological psychophysics have shown that the perceptual structure of opposition in a dimension includes various types of structures defined by the point or range nature of the poles and the intermediate properties (Bianchi, Savardi, Kybovy, 2011; Bianchi, Paradis et al., 2017). My research project seeks to make an in-depth exploration of the relationship between dimensions and opposites within the domain of wine sensory properties relating to VISUAL OLFACTORY, and GUSTATORY sensations. Not only PLEASANTNESS – UNPLEASANTNESS is a a key dimension for wine sensory experience, but also other specific scales are modelled on opposites; for example, the scale of clarity appearance of wine (e.g. bright, clear, dull, hazy, cloundy) or the scale of sweetness of wine (dry, off-dry, medium-dry, medium sweet, sweet, luscious). Moreover, darkish objects such as blackberries, cherries are relevant to the color of red wines, the color of white ones relate to ‘lighter objects’ like melon, orange.

Based on phenomenological experiments on oppositeness and contraries (Bianchi, Savardi, Kubovy, 2011; Bianchi, Savardi, Burro, Torquati, 2011; Bianchi, Paradis et al; 2017), the aim of my research project is to evaluate the role of opposites in modelling the comprehension of wine sensory perception in terms non-expert dimensions and in particular in relation to Vietnameses language, in a direct comparison with a parallel ongoing study on Italian language and wine (Branchini, Torquati, Burro, Savardi, Fermani, Bianchi, in progress). In addition to discovering which are the basic opposite dimension for Vietnamese non-expert wine consumers, the project also aims to contribute to an account of the role of opposites in sensory perceptions relating to VISION, SMELL, and TASTE and explain the nature of descriptors based on the framework of Cognitive Linguistics, specifically of the lexical meanings as ontologies and construals perspectives as well as the boundedness hypothesis (Paradis, 2005°, 2005b).

88

Focal gestures in spoken narrative and descriptive discourse Ekaterina Varenik

Moscow State Linguistic University

The research is devoted to focal gestures in spoken narrative and descriptive discourse. Previous research (e.g., McNeill 1992) has argued that gestures help foreground important information and nonverbally accentuate the foci of the verbal component of speech. It is also accepted that when speakers narrate a story or describe an object they use different gestural patterns (Kendon 2004). The present study is concerned with whether gestures themselves can be regarded as a marker of different discourse types.

An analysis was carried out, which involved comparing two corpora of videos in Russian with narratives and descriptions collected during experiments. Both quantitative and qualitative analyses were carried out, including Pearson’s correlation coefficient to test the strength of the correlations found.

Following Müller and Tag’s (2010), foregrounding was determined by the size of the gesture (use of peripheral space, according to McNeill's [1992] model), whether the gesture was produced in the speaker's visual field, and/or whether the gesture was produced with marked speech (i.e., marked by the use of prosodic stress or the use of key words for the given topic).

The results of the analysis have confirmed that representational gestures can be seen as markers of a discourse type. In the narrative type of discourse, there are predominantly verbal parts of speech that co-occur with the focal gestures, while in the descriptive corpus these gestures accompany nominal parts of speech significantly more often. However, it should be pointed out that in both corpora the representational gestures used with the nominal phrases are more frequent than the same type of gestures used with the verbal phrases. It can be explained by such discursive phenomena as reification via gestures (showing abstract concepts as if they were objects that could be held or depicted [Iriskhanova, 2015], a kind of ontological metaphor in gesture – showing the ABSTRACT AS CONCRETE [Cienki, 2008]), as well as by the informal register of spoken discourse rich in copula verbs and poor in notional verbs that are usually accompanied by gestures representing them.

In general, the present study revealed certain interdependence between two modes – verbal (types of discourse) and non-verbal (gesturing). The research provides an insight into the nature of multimodal communication and cognition and establishes a connection between them. To analyze the correlation between discourse features and gesture use, further research should be carried out which will take into consideration other languages and other types of discourse.

References

Cienki, A. (2008). Why study metaphor and gesture? In A. Cienki & C. Müller (eds.), Metaphor and gesture. Amsterdam/Philadelphia: John Benjamins, 5–25.

Iriskhanova, O. (2015). Reification as a property of cognition and communication. Cognitive studies of language:

Linguistic technologies in humanitarian studies (23), 216-226. (in Russian). Kendon, A. (2004). Gesture: Visible action as utterance. Cambridge: Cambridge University Press. McNeill, D. (1992)

Hand and mind: What gestures reveal about thought. Chicago: University of Chicago Press. Müller, C., & Tag S. (2010). The Dynamics of Metaphor: Foregrounding and Activating Metaphoricity in Conversational

Interaction. Cognitive Semiotics, 10 (6), 85-120.

89

Do all eagles fly high? The generic overgeneralization effect: the impact of fillers in truth value judgment tasks

Edyta Wajda, Daniel Karczewski Uniwersytet w Białymstoku

Generic generalizations such as “tigers are striped” or “ducks lay eggs” express general claims about kinds (Carlson & Pelletier, 1995). Despite the fact that there are members of a category devoid of the property in question (there are albino tigers, male ducks do not lay eggs), such statements are universally accepted as true. Logically, universal quantificational generalizations such as “all tigers are striped” or “all ducks lay eggs” should be considered false as the quantifier “all’ excludes exceptions. Data from various empirical studies, however, reveal that both children and adults at times treat quantificational generalizations with “all” as if they were generic statements (e.g., Hollender et al., 2002; Khemlani et al., 2007). Leslie et al. (2011) term this phenomenon the generic overgeneralization (GOG) effect and attribute it to a cognitive tendency which prompts people to overgeneralize from the truth of a generic to the truth of a corresponding universal statement. Therefore, the hypothesized GOG effect is claimed to provide evidence for the generics-as-default hypothesis (Leslie et al., 2011), which states that generic generalizations are produced by a basic mechanism of cognition developed early in the process of language acquisition.

The paper presents a discussion on empirical research concerning the GOG effect demonstrated by adult users of Polish. The study involved a truth value judgment task in which participants were asked to evaluate universal quantificational generalizations starting with “all”, such as “all eagles fly high” or “all snakes lay eggs”. The participant sample consisted of 313 native speakers of Polish. The control group of 107 respondents provided data on the acceptance rates of the corresponding generic generalizations. The aim of the experiment was to identify the scope of the GOG effect and to investigate the impact of test fillers on the acceptance rates, and thus see how the internal test conditions affect participants’ responses. Three conditions were manipulated: negative fillers, which were supposed to encourage positive evaluation of universal generalizations, positive fillers, aimed to encourage negative evaluation, and mixed fillers, which formed a neutral condition. In general, the results show significant differences between the first two conditions. Also, a slight difference may be observed between the first condition and the neutral condition in one statement type. The overall acceptance rates of universal statements are the following: negative condition 63%, positive condition 49% and neutral condition 55% as compared to 90% acceptance rates in the generic test. It seems that participants accept universal quantificational statements at comparatively high rates even when they are prompted to reject them. The results, thus, may be interpreted as the substantiation of the GOG effect.

References

Carlson, Gregory N. and Francis Jeffry Pelletier (eds.) 1995. The Generic Book.Chicago: University of Chicago

Press. Hollander, Michelle A., Gelman, Susan A., and Jon Star. 2002. Children’s Interpretation of Generic Noun Phrases.

Developmental Psychology36/6, 883−894. Khemlani, Sangeet, Leslie, Sarah-Jane, Glucksberg, Sam and Paula Rubio-Fernandez. 2007. Do ducks lay eggs?

How humans interpret generic assertions. In D. S. McNamara & J. G. Trafton (Eds.), Proceedings of the 29th annual conference of the Cognitive Science Society. Nashville, TN: Cognitive Science Society.

Leslie, Sarah-Jane, Khemlani, Sangeet and Sam Glucksberg. 2011. “Do all ducks lay eggs? The generic

overgeneralization effect”. Journal of Memory and Language 65, 15−31.

90

Metaphorical duality between TIME AS A PURSUER and TIME AS AN OBJECT OF PURSUIT Jacek Tadeusz Waliński

Uniwersytet Łódzki

This paper discusses TIME IS A PURSUER metaphor, which depicts time as a motive force that

impels us forward from behind. While cognitive linguistic studies frequently discuss metaphorical

conceptions of time as motion in two major variants MOVING TIME and MOVING OBSERVER

(e.g. Lakoff & Johnson, 1999, pp. 141–148; Moore, 2006), the variant TIME IS A PURSUER has

been discussed rather sparsely (Galton, 2011; Kövecses, 2010; Lakoff & Turner, 1989). Perhaps

less common nowadays than it used to be due to the commodization of time in the Western culture,

this metaphor still functions in this day and age, which is exemplified by the following quote form

the Daily Mail Online: “Wimbledon champion Novak Djokovic forced 30-year-old Roger Federer

to accept that time has caught up with him after producing a remarkable comeback”. Polish seems

to employ it more regularly, which is reflected in sayings such as “czas goni nieubłaganie” [Lit.

time pursues relentlessly] or “gonią mnie terminy” [Lit. deadlines are pursuing me].

This study aims to demonstrate that the TIME IS A PURSUER metaphor functions in a dual, i.e.

a pair of minimally differing variants of one another based on Figure–Ground reversal (Lakoff &

Johnson, 1999), with the reverse variant TIME IS AN OBJECT OF PURSUIT, which plays a key

role in our conceptualizations of time in general. Data taken from English and Polish linguistic

corpora indicate that expressions involving time as a PURSUER depict time as a relentless pursuer,

willful agent acting independently of humans that cannot be outrun to avoid aging and death.

However, the conceptualizations of time as an OBJECT OF PURSUIT do not always put us in a

completely helpless position. Time conceptualized in this manner can, at least in some scenarios, be

caught up with, e.g. to meet deadlines, attain objectives, and even overtaken, which is exemplified

by such sentences as “we are a little ahead of time, we’re certainly going to complete the business”.

The contrast between these two contradicting temporal metaphors suggests that time may be

approached as a category of the third kind (Keller, 1994), which involves conceptual establishments

resulting from human action but not of human design.

References

Galton, A. (2011). Time flies but space does not: Limits to the spatialisation of time. Journal of Pragmatics,43(3),

695–703. Keller, R. (1994). On Language Change: The Invisible Hand in Language.London: Routledge. Kövecses, Z. (2010).

Metaphor: A Practical Introduction, 2nd Ed.New York: Oxford University Press.

Lakoff, G., & Johnson, M. (1999). Philosophy in the Flesh: The Embodied Mind and Its Challenge to Western Thought.Chicago: University of Chicago Press.

Lakoff, G., & Turner, M. (1989). More Than Cool Reason: A Field Guide to Poetic Metaphor. Chicago: University of Chicago Press.

Moore, K. E. (2006). Space-to-time mappings and temporal concepts. Cognitive Linguistics,17(2), 199–244.

91

Wieloaspektowość pojęcia konceptualizacja w gramatyce R. Langackera (spojrzenie z perspektywy użytkownika terminologii kognitywnej)

Krystyna Waszakowa Uniwersytet Warszawski

Celem mojego artykułu będzie przedstawienie rozumienia pojęcia konceptualizacja, należącego do podstawowego instrumentarium gramatyki kognitywnej R. Langackera. Po pokazaniu różnych perspektyw, z jakich konceptualizacja jest ujmowana, omówię sposoby definiowania tego terminu. Konfrontując go z innymi, należącymi do paradygmatu semantyki kognitywnej (m.in. takimi jak kategoryzacja,obrazowanie,profilowanie, konceptualizator, nadawca, odbiorca, zdarzenie użycia językowego), przywoływanymi przez autora przy opisywaniu procesów konceptualizacji, ukażę usytuowanie konceptualizacji w gramatyce kognitywnej. W konkluzji zamierzam, po scaleniu opisów oraz definicji konceptualizacji, określić na ich podstawie status ontologiczny analizowanego zjawiska.

Literatura (w wyborze):

Langacker R.W., 1995, Wykłady z gramatyki kognitywnej.Kazimierz nad Wisłą, grudzień 1993,H. Kardela, red., Lublin: UMCS.

Langacker R.W., 2005, Wykłady z gramatyki kognitywnej.Lublin 2001,H. Kardela, P. Łozowski, red., Lublin: UMCS.

Langacker R.W., 2009, Gramatyka kognitywna. Wprowadzenie. E. Tabakowska, M. Buchta, red., Kraków: Universitas.

Lagacker R.W., 2019,Wbrew normie,[w:] Ronald Wayne Langacker doktor honoris causa Uniwersytetu Marii Curie-

Skłodowskiej,Lublin: UMCS, s.19-31.

92

Investigating the potential of conceptual metaphors as a diagnostic tool in mental health - a case study of accounts of BD and BPD patients

Małgorzata Waśniewska Uniwersytet Warszawski

Defined as the transfer of meaning from one domain to another, metaphors in the view of Conceptual Metaphor Theory (Lakoff and Johnson, 1980) have been extensively researched as reflections of belief systems shared by communities within a particular culture. However, conceptual metaphors may also provide an insight into the individual experience of a particular person, and serve as an indicator of their mental and emotional state (Kövecses, 2000; Tay, 2017). The proposed paper focuses on conceptual metaphors employed by sufferers of two psychological disorders: Borderline Personality Disorder (BPD) and Bipolar Disorder (BD). Despite the former condition being classified as a personality disorder and the latter as an affective (mood) disorder, due to the fact that the two share a range of symptoms, including impulsiveness and intense mood swings (American Psychiatric Association, 2013), BPD and BD are frequently confused even during clinical diagnosis; in particular, the rate at which BPD sufferers get misdiagnosed as bipolar (estimated at around 40%; Ruggiero et al., 2009) seems alarming, and points to the high degree of difficulty encountered by mental health specialists when dealing with BD and BPD.

The aim of the study is to examine the descriptions of symptoms of both disorders as presented by the patients themselves and ascertain the differences and similarities in the usage and frequency of conceptual metaphors appearing in the testimonies in the two groups. Based on data gathered from Internet forums and self-help groups, the qualitative and quantitative analysis is meant to provide a cognitive linguistic representation of the mental and emotional distress experienced by sufferers, in an attempt to mi establish a cohesive image of (1) the experiencer, (2) the disorder and (3) the surrounding reality. Particular attention is given to orientational metaphors (Lakoff and Johnson 1980, pp. 14-15; 18) establishing the perceived position of the BPD and BD patients in relation to the world, life events and other people. The results of the study are used to determine whether the Conceptual Metaphor Theory framework could potentially be employed to assist and facilitate the diagnosis of mental disorders based on the patient's linguistic description of the symptoms.

References

American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders(5th ed.). Washington, DC. Kövecses, Z. (2007). Metaphor and emotion: Language, culture, and body in human feeling.Cambridge: Cambridge

University Press. Lakoff, G., & Johnson, M. (1980). Metaphors we live by.Chicago: University of Chicago Press.

Ruggero, C. J., Zimmerman, M., Chelminski, I., & Young, D. (2009). Borderline personality disorder and the misdiagnosis of bipolar disorder. Journal of psychiatric research, 44(6), 405–408. doi:10.1016/j.jpsychires.2009.09.011

Tay, D. (2017). Using metaphor in healthcare: Mental health interventions. In E. Semino & Z.

Demjén (Eds.), Routledge handbook of metaphor and language(pp. 371–384). London & New York, NY: Routledge.

93

“That’s the metaphor you’re going for?” Deliberate metaphors and humor Justyna Wawrzyniuk

Uniwersytet w Białymstoku

A recent shift from the two-dimensional aspect of metaphor to the three-dimensional one has created discussions about the deliberateness of metaphors (Gibbs, 2015; Steen, 2015). According to the author of the Deliberate Metaphor Theory (DMT), metaphor used as metaphor occurs when the source domain is evoked in the interpretation process (although the hearer does not need to be aware of the metaphorical character), and such metaphor is realized in the third dimension, namely the communicative one (Steen, 2017).

So far, much has been said about deliberateness in terms of politics, newspaper articles, fiction, and academic language (Reijnierse, 2017), thus posing a question about other types of written and spoken texts. Humour is one of the kinds of discourse that may use deliberate metaphors. Whether it is a canned joke, a pun, a sitcom or a stand-up comedy show, the choice of words is in most cases far from accidental. Therefore, can the contemporary theories of humor account for the deliberate metaphor use?

In order to address these questions I combined both General Theory of Verbal Humor (GTVH) (Attardo et al., 2002; Attardo, 2017) and Deliberate Metaphor Identification Procedure (DMIP) (Steen, 2017; Reijnierse, 2017) in the context of the situation comedy show “How I Met Your Mother” available on Netflix. After acquiring the transcriptions and uploading it to the corpus management service SketchEngine I have extracted random samples of concordances with the metaphor flag like. Then I analysed the samples in terms of their metaphoricity and deliberateness. Utterances containing metaphor related words (MRWs) were subsequently analysed according to the General Theory of Verbal Humor framework.

During the first part of my talk I will give a brief overview of the two theories and discuss the application of the DMIP and GTVH to the scripts of the sitcom. The second part will be devoted to the results of the analysis and connections between the potentially deliberate metaphor related words and elements of humor.

References

Attardo, S. (2001). Humorous Texts: A Semantic and Pragmatic Analysis. Attardo, S., Hempelmann, C.F., & Di Maio, S. (2002). Script oppositions and logical mechanisms: Modeling incongruities

and their resolutions. Humor: International Journal of Humor Research, 15(1), 1–44. Attardo, S. (2017). The Routledge Handbook of Language and Humor. Routledge. Gibbs, R. W. (2015). Does deliberate metaphor theory have a future? Journal of Pragmatics, 90, 73–76.

Lakoff, G., & Johnson, M. (1980). Conceptual Metaphor in Everyday Language. The Journal of Philosophy, 77(8), 453–486.

Marhula, J. (2018). Co oferuje MIPVU jako metoda identyfikacji metafory? Polonica, 37, 23–36. https://doi.org/10.17651/polon.37.10

Reijnierse, W. G. (2017). The value of deliberate metaphor. Utrecht: LOT, Netherlands Graduate School. Reijnierse, W. G., Burgers, C., Krennmayr, T., & Steen, G. J. (2017). DMIP: A Method for Identifying Potentially

Deliberate Metaphor in Language Use. Corpus Pragmatics, 2(2), 129–147. https://doi.org/10.1007/s41701-017-0026-7

Steen, G. (2007). Finding metaphor in discourse: Pragglejaz and beyond. Culture, Language and Representation, 5, 9–25. Steen, G. (2011). From three dimensions to five steps : The value of deliberate metaphor. Metaphorik, 21, 83–110. Steen, G. (2015). Developing, testing and interpreting Deliberate Metaphor Theory. Journal of Pragmatics, 90, 67–72. Steen, G. (2017). Deliberate Metaphor Theory: Basic assumptions, main tenets, urgent issues. Intercultural Pragmatics,

14(1), 1–24. Carter, B. & Craig, T. (Producers). (2005-2014). How I Met Your Mother [Television series]. Retrieved from http://

www.netflix.com

94

Od synonimii składniowej do polisemii konstrukcyjnej (rozważania metodologiczne na przykładzie analizy polskich konstrukcji wyrażających

relację przyczynowo-skutkową) Elżbieta Wierzbicka - Piotrowska

Uniwersytet Warszawski

Zwrócenie uwagi na możliwość przypisywania cech semantycznych konstrukcjom składniowym stało się w latach 70. ub. wieku podstawą wyodrębnienia w języku traktowanym jako system zjawiska synonimii składniowej, czyli tożsamości lub bliskości znaczeniowej sygnalizowanej przez strukturę syntaktyczną fraz lub zdań, a nie przez ich skład leksykalny, np.

● wić kwiaty w wianek- wić wianek z kwiatów Znaczenie takich synonimicznych struktur syntaktycznych odnosiło się do relacji, w jakie wchodzą

między sobą fragmenty rzeczywistości pozajęzykowej, np. relacji łączenia elementów w całość (por przykłady wyżej), różnych relacji czasowych, przestrzennych, relacji przynależności, czy relacji przyczynowo-skutkowej. Na przykładzie tej ostatniej zostanie w referacie przedstawione miejsce synonimii składniowej w nieopracowanej jeszcze, ale możliwej do opracowania polskiej gramatyce konstrukcji, zakładającej, że język to continuum konstrukcji, stanowiących połączenie treści i formy, przy czym żaden z tych dwóch komponentów nie jest w nich uprzywilejowany i w związku z tym należy je traktować łącznie.

W takiej gramatyce w sposób oczywisty ważne miejsce będą zajmowały konstrukcje wyrażające relację przyczynowo-skutkową, gdyż odzwierciedla ona jeden z głównych sposobów porządkowania świata przez człowieka. Zgodnie z założeniami gramatyki konstrukcji, w której przedmiotem opisu są sieci konstrukcji połączonych relacjami zależności taksonomicznych, w referacie zostanie podjęta próba zrekonstruowania takiej sieci polskich konstrukcji przyczynowo-skutkowych na materiale pochodzącym z NKJP, obejmującym kilkaset przykładów ich użycia. W grupie tej znajdą się m.in.

● konstrukcje przyimkowe, np. DZIĘKI + rzeczownik w celowniku; PRZEZ + rzeczownik w bierniku, WSKUTEK + rzeczownik w dopełniaczu, ● konstrukcje ze spójnikami WIĘC, PRZETO, BO; ● konstrukcje złożone ze spójnikami PONIEWAŻ, GDYŻ, DLATEGO, ŻE; ● konstrukcje złożone typu: WIDAĆ + zdanie + SKORO + zdanie oraz wiele innych o bardziej

szczegółowym składzie środków językowych. Różnice między nimi zostaną opisane jako efekt różnych konceptualizacji przyczyny bądź skutku,

różnych schematów wyobrażeniowych odpowiadających wyrazom funkcyjnym łączącym przyczynę ze skutkiem oraz różnym sposobom profilowania przyczyny i skutku. Dzięki zastosowaniu tych narzędzi charakterystycznych dla językoznawstwa kognitywnego będzie można przedstawić językowy obraz relacji przyczynowo-skutkowej w języku polskim jako zbiór różnych jej konceptualizacji w przestrzeni pojęciowej.

Wyniki w taki sposób przeprowadzonej analizy materiału językowego pozwoliły na wyciągnięcie wniosku, że to, co w tradycyjnym opisie składniowym było traktowane jako synonimia (różne realizacje formalne ogólnego znaczenia przyczynowo-skutkowego), przy zastosowaniu metody konstrukcyjnej będzie uznane za polisemię (ogólna konstrukcja przyczynowo-skutkowa ma w języku polskim różne realizacje konstrukcyjne odpowiadające różnym schematom pojęciowym).

Bibliografia Fillmore, C. J., P. Kay and M. K. O'Connor, 1988,Regularity and idiomaticity in grammatical constructions: the

case of let alone,“Language” 64:501-538.

95

Goldberg A. E., 1995, Constructions : a construction grammar approach to argument structure. Chicago London :

The University of Chicago Press. Hudson R., Rosta A., Holmes J., Gisborne N., 1996, Synonyms and Syntax,“Journal of Linguistics”, vol. 32, Issue 2. Kononienko W.I., 1970, Sinonimikasintaksičeskichkonstrukcij v sovremennomrusskomjazyke, Kijów.

Langacker, R., 1990, Concept, image and symbol: the cognitive basis of grammar, Berlin: Mouton de Gruyter. Wierzbicka E., Synonimia składniowa konstrukcji przyczynowo-skutkowych we współczesnej polszczyźnie,1991,

"Polono-Slavica Varsoviensia", Wydawnictwa Uniwersytetu Warszawskiego, Warszawa.

96

Metaphor or Metonymy? Conceptual plexity as a driving force in anthropomorphic figurative language construals of Europe

Przemysław Wilk

Uniwersytet Opolski

The presentation is concerned with elaborating the relationship between cognitive plexity, i.e., the cognitive operation of imposing a uniplex or multiplex construal onto an entity, and anthropomorphic figurative language construals (here metaphor and metonymy) of the concept Europe. It is demonstrated that there is a close interplay between the conceptual operation of uniplexing and metaphorical construal of Europe, on the one hand, and the conceptual operation of multiplexing and metonymic construal of Europe, on the other. It is claimed that conceptualizing Europe as a collection of individual entities by imposing a multiplex construal (cf. individual construal in Radden & Dirven, 2007) upon it affords access to a rich metonymy-based body of multimodal knowledge (aka. cognitive model profile in LCCM Theory, see, Evans, 2009) underlying the concept Europe and hence gives rise to the SOCIAL INSTITUTIONS FOR PEOLE metonymy. Conversely, the conceptualization of Europe as one single entity (a uniplex construal (cf. group construal in Radden & Dirven, 2007)) does not allow for the activation of its cognitive model, which induces the metaphorical construal SOCIAL INSTITUTIONS ARE HUMAN BEINGS. Interestingly, the analysis shows that conceptual plexity does not have any bearing on the grammatical category of number, which means that there is no correlation between the linguistic and the conceptual.

The methodological underpinnings of the study are the following: 1) the conceptual content of the lexical item Europe (a cognitive model profile) is modeled on LCCM Theory (aka. access semantics) (Evans, 2009, 2010, 2013, 2015, 2018); 2) the operationalization of conceptual plexity has been informed by Radden and Dirven (2007) and Tamly (2000).

The study is conducted on a manually-compiled corpus of news articles retrieved from the Guardian, a left-wing British daily quality newspaper, between May 2004 through December 2009.

References

Evans, V. (2009). How words mean: Lexical concepts, cognitive models, and meaning construction. Oxford: Oxford University Press.

Evans, V. (2010). Figurative language understanding in LCCM Theory. Cognitive Linguistics 21(4), 601-662.

Evans, V. (2013). Language and time: A cognitive linguistics approach. Cambridge: Cambridge University Press. Evans, V. (2015). A unified account of polysemy within LCCM Theory. Lingua 157: 100123. Evans, V. (2018). Conceptual vs. inter-lexical polysemy: An LCCM Theory account. In L. Pickering & V. Evans (eds.), Language learning, discourse and cognition: Studies in the tradition of Andrea Tyler (pp. 159-190).

Amsterdam: Benjamins. Radden, G., & Dirven R. (2007). Cognitive English grammar. Amsterdam: Benjamins. Talmy, L. (2000). Towards a cognitive semantics (Vols. 1-2). Cambridge, MA: MIT Press.

97

Description of force dynamics and cognitive retention in translation

Katarzyna Wiśniewska University of Eastern Finland

My PhD research dissertation is part of the project which aims at constructing a systematic and empirically justified description of translation at the sentence level, following the four conceptual schematic systems elaborated by Talmy (2000/2001): the ‘Configurational Structure System’, the ‘Attentional System’, the ‘Perspective System’ and the ‘Force-Dynamics System’. The results of the existing research include evidence of the dissociation of linguistic and cognitive retention in translation for the ‘Attentional System’ (in terms of the Figure–Ground alignment) and the ‘Force-Dynamics System’. Based on these findings, the so-called Cognitive Retention Hypothesis has been put forward: “When describing translation from a source text to a target text, it is possible to distinguish linguistic and cognitive levels, and it is the cognitive level that is primarily retained in translation” (Mäkisalo and Lehtinen; 2014, 2017 and 2018).

In my conference presentation, I would like to sum up the results of my empirical work carried out until now on the retention of Force-Dynamics event structures in translation, as well as on the evidence found on dissociating linguistic and cognitive description in translation, with reference to the English–Polish and Polish–English translation pairs. The study follows the suggested hypothesis in which the linguistic and cognitive information retention level is identified. The objective is to explore the extent to which information is retained in translation at both these levels, arguing that the multilingual approach to the Force-Dynamics theorisation provides a broader perspective to describe aspects of language and cognition than most cognitive theories.

The stated issues are to be presented based on small-scale, self-compiled corpora of phrases containing Force-Dynamics patterns from fragments of literary texts, comprising English and Polish materials. The rationale behind using literature as the material is to focus on translations theoretically undergoing very few changes, with a tendency to be very faithful, yet still very creative and, at times, surprising in translation solutions. The study adopts a multimethod approach in which the stated hypothesis is preliminarily validated with the use of quantitative data obtained, whereas the qualitative part of the study is to analyse how Force Dynamics is expressed if retained or modified in the translation process, as well as if completely abandoned.

References:

Primary

McEwan, I. (2001). Atonement. London: Jonathan Cape. McEwan, I. (2001/2018). Pokuta. (A. Szulc, Trans.). Warsaw: Wydawnictwo Albatros. Original work published 2001).

Tokarczuk, O. (2007/2018). Bieguni. Cracow: Wydawnictwo Literackie.

Tokarczuk, O. (2017). Flights. (J. Croft, Trans.). London: Fitzcarraldo Editions. (Original work published 2007).

Secondary :

Mäkisalo, J. and Lehtinen, M. (2014). “Dissociation of linguistic cognitive description in translation: The cognitive Figure-Ground alignment”. In: Paulasto, H, Meriläinen L., Riionheimo H. and Kok, M. (eds) (2014). Language Contacts at the Crossroads

of Disciplines. Newcastle upon Tyne: Cambridge Scholars Publishing, pp. 191–211.

------------------------------------ (2017). “Changes in Figure-Ground alignment in translation: Condensing information in

subtitling”. In: Luodonpää-Manni, M. Penttilä E. and Viimaranta J. (eds) (2017). Empirical Approaches to Cognitive Linguistics:

Analysing Real-Life Data. Newcastle upon Tyne: Cambridge Scholars Publishing, pp. 49–74. ------------------------------------ (2018). “Voimadynamiikan kognitiivinen rakenne ja sen säilyminen käännettäessä”. [The

cognitive structure of Force Dynamics retained in translation]. Poster in the XVI Symposium for Translation and Interpreting,

KäTu2018: The Price of Translation, University of Turku, Finland, 13–14 April 2018.

Talmy, L. (2000/2001) Toward a Cognitive Semantics: Vol. 1. Concept Structuring Systems. Cambridge: MIT Press.

98

Cross-cultural diversity in spatial metaphors of emotion Ewelina Wnuk, Yuma Ito

University College London, Toyama University of International Studies

Body-centered emotion metaphors display remarkable consistencies across languages in mapping sensorimotor experiences onto emotional states, reflecting a great degree of similarity in how our bodies register affect. At the same time, however, it appears that no metaphor denoting a specific emotional state is truly universal in the absolute sense. Here we consider a previously unreported case of a spatial metaphor of emotion in Mlabri, an Austroasiatic language spoken by a traditionally hunter-gatherer society of Thailand and Laos. We focus on the metaphorical expressions klol jur ‘heart going down’, mapping onto desirable, and klol khɯn ‘heart going up’, undesirable emotional states. In line with the Mlabri perceptions of happiness and well-being, but contrary to English speakers’ perceptions (Tsai, 2007), these phrases reflect a view of ideal affect prototypically associated with low-arousal positive states such as contentment and tranquility. We examine closely the meaning of these metaphorical expressions by looking at their use in discourse, and through stimulus-based semi-structured interviews focused on antecedent Objects (cf. Russell, 2003) of klol jur and klol khɯn. Although exhibiting a mapping opposite to the seemingly ubiquitous HAPPY IS UP (Lakoff & Johnson, 1980; Kövecses, 1991, 2006; Yu, 1995), these metaphors are not idiosyncratic or disembodied. Rather, they are grounded in the experience of affect, with physiological manifestations of arousal serving as a source domain mapped onto the emotion targets. The analysis is supplemented with observations from co-speech gesture, suggesting speakers represent the relevant emotional states on the vertical axis, as expected based on the linguistic metaphors. An ethnography-based exploration sheds further light onto the sociocultural background in which these metaphors arose, thus highlighting the Mlabri emic views of ideal affect. This underscores the complexity of the bodily experience of affect, demonstrating that across languages metaphors are created by drawing on the available sensorimotor correlates of emotion in distinct ways.

References

Kövecses, Z. (1991). Happiness: A definitional effort. Metaphor and Symbol, 6(1), 29–47. Kövecses, Z. (2006). Universality and Variation in the Use of Metaphor. Selected Papers from The, 51–74. Lakoff, G., &

Johnson, M. (1980). Conceptual Metaphor in Everyday Language. The Journal of Philosophy, 77(8), 453–486. https://doi.org/10.2307/2025464

Russell, J. A. (2003). Core affect and the psychological construction of emotion. Psychological Review, 110(1), 145.

Tsai, J. L. (2007). Ideal affect: Cultural causes and behavioral consequences. Perspectives on Psychological Science, 2(3), 242–259. Yu, N. (1995). Metaphorical Expressions of Anger and Happiness in English and Chinese. Metaphor and Symbolic Activity,

10(2), 59–92. https://doi.org/10.1207/s15327868ms1002_1

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Metonimia jako przejaw ekstensji kategorialnej na przykładzie języka mediów informacyjnych

Łukasz Wnuk

Uniwersytet Warszawski

Tematem wystąpienia jest próba wskazania miejsca, które powszechne w języku zjawisko metonimii zajmuje w obrębie prototypowej teorii kategoryzacji. Przywołuję podstawowe tezy związane z pojęciem kategoryzacji, sformułowane na podstawie wcześniejszych badań psychologicznych przez E. Rosch. Zestawiam stanowisko językoznawczej teorii kategoryzacji J. Taylora z tym wypływającym z semantyki prototypu G. Kleibera.

Do tak zarysowanego tła teoretycznego odnoszę przygotowane przykłady wyrażeń zawierających wyraźny ślad przesunięcia metonimicznego, wynotowane z narracji prowadzonych przez serwisy informacyjne ważniejszych polskich stacji telewizyjnych. Podstawą ich analizy i klasyfikacji jest praca Bierwiaczonka, a zwłaszcza pragmatyczne i semantyczne ujęcie metonimii, uwzględniające m.in. wcześniejszą sześcioelementową typologię prototypów Fillmore’a.

Celem wystąpienia jest wskazanie konsekwencji przyjęcia w analizie wypowiedzi (silnie uwarunkowanych kontekstowo) odmiennych definicji prototypu – w ujęciu standardowym, bazującym na koncepcji Rosch, w zbliżonych do niego założeniach Taylora oraz w ujęciu rozszerzonym, zakładającym powierzchniowość prototypu i możliwość wyodrębnienia jego efektów.

Ponadto jest nim potwierdzenie zasygnalizowanego w pracy Taylora przekonania o tym, że choć metonimia z natury zakłada przesunięcie w obrębie kategorii o ustabilizowanej konstrukcji, przyczynia się do dynamizacji procesu poznawczego, dokonując zarazem perspektywizacji bądź jednego elementu struktury pojęciowej, bądź wyłącznie wybranej implikacji, co w świetle najwcześniejszych lingwistycznych badań nad powstawaniem kategorii czyni omawiany proces podwójnie przydatnym dla języka mediów informacyjnych.

Bibliografia

Bierwiaczonek B., 2013, Metonymy in Language, Thought and Brain, Sheffield, Equinox Publishing Ltd. Brown R., 1958, How shall a thing be called?, [w:] Psychological Review, 65, s. 14-21. Kleiber G., 2003, Semantyka prototypu, Kraków, Universitas.

Rosch E., 1973, On the internal structure of perceptual and semantic categories, [w:] red. Moore T. E., Cognitive development and the Acquisition of Language, New York, Academic Press, s. 111-144.

Rosch E., 2007, Zasady kategoryzacji, [w:] red. Chlewiński Z., Psychologia poznawcza w trzech ostatnich dekadach XX wieku, Gdańsk, Gdańskie Wydawnictwo Psychologiczne, s. 409-430. Taylor J., 2001, Kategoryzacja w języku, Kraków,

Universitas.

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Where arithmetic comes from - motion schemas in the narrative of numbers Jacek Woźny

Uniwersytet Wrocławski

Mark Turner (2005 : 4) claims that "our advanced abilities for mathematics are based on [...] certain kinds of human-scale conceptual organizations involving agents and actions in space". In this paper I demonstrate it by showing how the binary operations (addition and multiplication) that define groups, rings, fields, and vector spaces have their source in the story of carrying objects along a path from one place to another. Those objects can be returned to their original location and this is the conceptual origin of the so-called inverse element in a group (-3, for example is the inverse of 3). Returning the objects to their original position results is a nomove, which is the source-story for the identity element of a group (0 for addition, 1 for multiplication). The results of the study could help explain why pupils at school find subtraction and zero more difficult to learn than addition (Van de Walle 2007: 175).

Sources:

Turner, M. (2005). “Mathematics and Narrative”. Paper presented at the International Conference on

Mathematics and Narrative, Mykonos, Greece, 12-15 July 2005. http://thalesandfriends.org/wp-content/

uploads/2012/03/ turner_paper.pdf, accessed May 14th, 2019.

Van de Walle, J. (2007). Elementary and Middle School Mathematics Teaching

Developmentally.Boston: Allyn and Bacon (Pearson).

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The form is the message: a comparative cognitive rhetorical study of the philosophical dialogues by Zhuangzi and Plato

Mingjian Xiang, Anna Bonifazi Nanjing Tech University, Universität zu Köln

This paper aims to explore the cognitive underpinning of the seemingly coincidental but nontrivial shared literary use of imagined dialogues to present philosophical ideas by Zhuangzi (c. 369-c. 286 B.C.), the greatest of the early Daoist thinkers in ancient China and Plato (427347 B.C.), the greatest philosopher of ancient Greece. Zhuangzi’s writing is primarily conversational and contains a large number of dialogues, resembling that of Plato (Fung 1964: 5). Different from Zhuangzi, who occasionally also appears on stage and enacts conversations with either his friend or his disciple(s), Plato never speaks in his own voice but puts all his words into the mouth of a particular character, most notably Socrates (Blondell 2002). Critically, even when involving real figures (e.g. actual philosophers, like Zhuangzi himself or Socrates), the dialogues never happened and serve as a rhetorical device to present the philosopher’s actual thought. Thus, the philosophers are like the puppeteer or ventriloquist behind the philosophical dialogues (e.g. Zhang [1948] 2007; Blondell 2002).

Drawing on the theory of conceptual integration or ‘blending’ (Fauconnier and Turner 2002), we present a comparative case study of prototypical philosophical dialogues in the Zhuangzi text (Harvard-Yenching Institute 1956) and the Platonis Opera (Burnet 1900-1907) in terms of their discourse structure, characterization and rhetorical effects. We analyze these dialogues as intersubjective mixed viewpoint configurations (Dancygier and Sweetser 2012; Dancygier et al. 2016), involving the viewpoint blending of the perspectives of the writer as narrator, the reader as well as the discourse characters. The philosophical dialogues generally allow the philosophers to present a multiplicity of perspectives and the story characters, actions and sometimes the setting introduce readers to certain dimensions of their experience, which can be familiar or previously unseen or unconsidered. In this sense, the textual structure reflects their philosophy. The understanding of the philosophical dialogues by both philosophers thus involves taking these different perspectives without committing to any of them, relating them to our individual relative situations through embodied simulation and engaging in self persuasion.

References: Blondell, R. (2002). The Play of Character in Plato’s Dialogues. Cambridge: CUP. Burnet, J. (Ed.). (1900–1907). Platonis Opera (Vol. 1-5). Oxford: Clarendon Press. Dancygier, B., & Sweetser, E. (Eds.) (2012). Viewpoint in Language: A Multimodal Perspective. Cambridge: CUP. Dancygier, B., Lu, W. L., & Verhagen, A. (Eds.) (2016). Viewpoint and the Fabric of Meaning: Form and Use of Viewpoint

Tools across Languages and Modalities. Berlin: De Gruyter. Fauconnier, G., & Turner, M. (2002). The Way We Think: Conceptual Blending and the Mind’s Hidden Complexities. New

York: Basic Books.

Fung, Yu-lan. (1964). Chuang-Tsŭ: A New Selected Translation with an Exposition of the Philosophy of Kuo Hsiang (2nd ed.). New York: Paragon.

Harvard-Yenching Institute. (1956). Zhuangzi Yinde [A Concordance to Zhuangzi]. Cambridge, MA: Harvard University Press.

Zhang, M. ([1948] 2007). Zhuangzi Xinshi [A New Interpretation of Zhuangzi]. Beijing: New World Press.

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Comprehension of denomination vs. demonstration by Mandarin speaking children with ASD: Evidence from an eye-tracking experiment

Fan Xie, Esther Pascual Zhejiang University

Direct speech can be used fictively (i.e. for functions other than direct quotation) in various genres of discourse (Pascual, 2006, 2014), as in “I do ring” for ‘marriage ring’. In everyday and professional communication, such fictive speech is used mostly for restricted purposes, like humor. However, children with Autistic Spectrum Disorder (ASD) seem to use this strategy more widely. So-called ‘echolalia’, the literal repetition of prior speech, is in fact a prototypical characteristic of autism speech (Kanner, 1946; Prizant & Rydell, 1984). Instances are saying “Goal!” for ‘soccer’ or quoting somebody’s words to refer to them (Dornelas & Pascual, 2016; Pascual et al., 2017).

Very few studies on ASD focus on functional echolalia, especially used for naming or denotation. There in fact seems to be no research on the exploration of cognitive processes underlying echolalia, namely on the relation between a given entity or concept and a given verbal expression socio-culturally associated with it. In this study, we will explore whether children with ASD comprehend verbal formula quicker and better as a means of mentally accessing entities associated with those expressions than when hearing their descriptive nominal alternatives. To this aim we will run an eye-tracking experiment on 30 Chinese 3-to-6-year-old children with ASD who produce echolalia, and 30 controls, matched with the ASD group in mental age (2-4-year-olds).

The stimuli are inspired by actual echolalic utterances from Brazilian and Chinese children with ASD in a prior naturalistic study (Dornelas & Pascual, 2016; Pascual et al., 2017) and two follow-up elicitation studies (Dornelas, 2018; Zhao & Pascual, 2017). Our stimuli consist of 24 color cartoon-like images of familiar concepts (12 individuals and 12 objects). Two versions of the auditory stimuli will be presented (e.g. the target image of ‘a birthday cake’ will appear with the recording of its noun, ‘birthday cake’ and with the verbal expression “Happy birthday!” respectively).

We will measure the children’s comprehension of social verbal formula vs. corresponding nominal labels through assessing (cf. Candan et al., 2012): (i) the response time; (ii) the accuracy rate; (iii) the percentage of looking time; (iv) the latency in shifting from the distractor to the matching image; and (v) the number of attention switches, so as to assess the children’s continuing certainty about the match between the audio and visual stimuli.

We hypothesize that children with ASD will perform faster and more accurately when identifying images through verbal formula associated with them than through the name conventionally ascribed to it, when compared with typically developing controls. That is to say, children with ASD will be more likely to respond faster and better when hearing a stimulus related to the target image through demonstration instead of denotation. In sum, echolalia-like expressions seem to trigger stronger mental contact with the target image they are associated with than the corresponding nominal label does. Hence, echolalia could be regarded as an adaptation strategy in pathological language acquisition as in ASD.

References:

Candan, A., Aylin C. Küntay, Yeh, Y. C., Cheung, H., & Naigles, L. R. (2012). Language and age effects in children's processing of word order. Cognitive Development, 27(3), 205-221.

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Dornelas, A. (2018). Interação Fictiva Como Estratégia Comunicativa De Crianças Ecolálicas Com Transtorno

Do Espectro Autista [‘Fictive interaction as communicative strategy by echolaic children with autism spectrum disorder’]. PhD Dissertation, Federal University of Juiz de Fora, Brazil.

Dornelas, A. & E. Pascual (2016). Echolalia as communicative strategy: Fictive interaction in the speech of

children with autism. In: Pascual, E. & S. Sandler (eds.). The Conversation Frame: Forms and Functions of Fictive Interaction. Amsterdam & Philadelphia: John Benjamins, 343-361.

Kanner, L. (1946). Irrelevant and metaphorical language. American Journal of Psychiatry, 103: 242-246. Prizant, B.M. & Rydell, P. (1984). An analysis of the functions of delayed echolalia in autistic children. Journal of

Speech Hearing Research, 46, 183-192. Pascual, E. 2006. Fictive interaction within the sentence: A communicative type of fictivity in grammar. Cognitive

Linguistics 17(2): 245-267.

Pascual, E. 2014. Fictive Interaction: The Conversation Frame in Thought, Language, and Discourse. Amsterdam & Philadelphia: John Benjamins.

Pascual, E., A. Dornelas & T. Oakley. (2017). When ‘Goal!’ means ‘soccer’: Verbatim fictive speech as communicative strategy by children with autism and two control groups. Pragmatics & Cognition 24 (3): 315-345.

Zhao, Y. S. & Pascual, E. (2017). Fictive speech for reference by Chinese and Brazilian children with autism. The 14th Conference of the International Cognitive Linguistics Association, Tartu, Poland, 10 July 2017.

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Performatywność przekazu multimodalnego Małgorzata Zadka

Universytet Wrocławski

Używanie multimodalnych komunikatów w przestrzeni publicznej nie tylko pozwala na szybsze i skuteczniejsze zrozumienie informacji przez odbiorcę (Eitel, Scheiter, 2014; Levie, Lentz, 1982), ale też umożliwia mu najbardziej dla ludzkiego mózgu optymalne przetwarzanie informacji (Hagoort et al 2004; Vigliocco et al. 2014). W komunikatach opartych na połączeniu słów i obrazów, poszczególne elementy pełnią różne funkcje i w odmienny sposób angażują odbiorcę. Jest to zależne od ich stopnia powiązania z pozajęzykowym kontekstem, możliwości przekazywania nieznanych wcześniej odbiorcy informacji (Burgoon, Guerrero, Floyd, 2010; Kammerzell, 2009; Morin, Kelly, Winter, 2018).

Celem tego referatu jest analiza sposobu, w jaki różne graficzne systemy nie-pisma przekazują informacje. Poprzez zestawienie systemów obrazowych i łączących obrazy ze słowami, zależnych od języka i odnoszących się do pozajęzykowych treści, przekazujących nowe informacje i służących wyłącznie do przypomnienia utrwalonych treści, zamierzam wykazać, że znaki obrazowe lub mieszane bardzo często nie tyle dostarczają nowych treści czy przywołują treści już znane, ile skłaniają odbiorcę do podjęcia konkretnego działania lub konstytuują określony stan rzeczywistości. Ta performatywność wynika ze znacznie szerszego kontekstu znaczeniowego, niż w przypadku samych słów oraz z odwoływania się do pozajęzykowego doświadczenia odbiorcy. Oznacza to także, że multimodalny przekaz inaczej oddziałuje na ludzki umysł niż monomodalny, nie tylko w sposobie przetwarzania informacji, ale też w zakresie tworzenia znaczeń.

Bibliografia

Burgoon, J.K., Guerrero, L.K., Floyd, K. (2010). Nonverbal Communication. New York: Routledge. Eitel, A., Scheitel, K. (2014). Picture or Text First? Explaining Sequence Effects when Learning with Pictures and Text. Educational Psychology Review, 27 (1), 153–180. DOI: 10.1007/s10648-014-9264-4.

Hagoort, P. et al. (2004). Integration of Word Meaning and World Knowledge in Language Comprehension. Science, 304, 438–441. DOI: 10.1126/science.1095455.

Kammerzell, F. (2009). Defining Non-Textual Marking Systems, Writing, and Other Systems of Graphic Information Processing, W: P. Andrássy, J. Budka, F. Kammerzell (red.), NonTextual Marking Systems, Writing and Pseudo-Script from

Prehistory to Modern Times (277– 308). Lingua Aegyptia – Studia Monographica 8, Göttingen. Levie, W.H., Lentz, R. (1982). Effects of Text Illustrations: A Review of Research. Educational Communication and

Technology Journal, 30 (4), 195–232. DOI: 10.1007/BF02765184.

Morin, O., Kelly, P., Winter, J. (2018). Writing, Graphic Codes, and Asynchronous Communication. Topics in Cognitive Science 12 (forthcoming). DOI: 10.1111/tops.12386.

Vigliocco, G. et al. (2014). Language as Multimodal Phenomenon: Implications for Language Learning, Processing and Evolution. Philosophical Transactions of the Royal Society B, 369: 20130292. DOI:10.1098/rstb.2013.0292.

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Narrative metaphors in perfumery discourse

Magdalena Zawisławska Uniwersytet Warszawski

The Polish perfumery discourse is permeated with various kinds of metaphors, starting with lexicalized metaphorical terms to creative, extended, and elaborated metaphors. This paper concentrates on a specific type of verbal metaphor, used quite often in the Polish perfumery discourse, called narrative metaphor (Fludernik 2009; Gibbs 2017; Musolff 2006; Ritchie 2017). Ritchie (2017:242) calls extended metaphors metaphorical stories and defines them as a “subcategory of communication in which a vehicle story is at least narrated, such that it expresses something about, and can be mapped onto, a topic story from a totally different domain”. Such narrative metaphors can encompass extensive fragments of a discourse or even a whole text. The analysis presented in the paper is based on perfumery texts from the Polish Corpus of Synesthetic Metaphors. I propose two categories of narrative metaphors with regard to systematic mapping between source and target frames: in the first group, such a mapping can be established, while in second group, it is impossible thus they resemble allegories (Crisp 2008; Gibbs 2015). Subsequently, three types of triggers of narrative metaphors are analyzed in detail: 1) essential oils and/or scents of perfumes, 2) lexicalized terms elaborated in more a creative metaphorical story, and 3) names of perfumes. This paper shows the importance of reference in narrative metaphor analysis. Reddy (1983 [1969]) posits that, rather than grammar, the defining characteristic of metaphor is a specific reference property. According to the author, metaphor occurs when a lexical item is used with reference to an object from beyond its literal sphere of reference. I argue that reference seems crucial in the definition of narrative metaphors, which are very often interpreted literally when the reader is deprived of the broad context. In the case of narrative metaphors, I have observed a phenomenon that I call a ‘shift of reference’. The first, actual referent exists in one world created in the text (e.g., a review of a perfume), the second (as if) referent exists in the possible world created in the narrative fragment (different from the world created in the rest of the text).

References

Crisp, P. (2008). Between extended metaphor and allegory: Is blending enough?. Language and Literature, 17(4), 291-308.

Fludernik, M. (2009). The cage metaphor: Extending narratology into corpus studies and opening it to the analysis of imagery. In S. Heinen & R. Sommer (Eds.), Narratology in the age of cross-disciplinary narrative research (pp. 109-128). Berlin, Germany: Walter de Gruyter.

Gibbs, R. W. (2015). The allegorical character of political metaphors in discourse. Metaphor and the Social World, 5(2), 264-282.

Musolff, A. (2006). Metaphor scenarios in public discourse. Metaphor and Symbol, 21(1), 23-38. Reddy, M. J. (1983 [1969]). Semantyczne ujęcia metafory [A semantic approach to metaphor, reprinted from: Fifth regional meeting of the

Chicago Linguistic Society]. Pamiętnik Literacki, 74(2), 307-320. Ritchie, L. D. (2017). Metaphorical stories in discourse. Cambridge, England: Cambridge University Press.

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Conceptual metaphors in lyrics and music – reinforcement and modification Magdalena Zyga

Uniwersytet Szczeciński

The aim of the paper is to examine the emotional potential (germ. Emotionspotential; cf. Schwarz-Friesel 2007: 212) emerging in the selected songs as a result of an interplay of conceptual metaphors. The metaphors in the songs are evoked by music, vocal realization and lyrics. Thus, it is assumed that the emergent structure of meaning is created not only by the linguistic but also by the melodic component and the particular act of vocal performance by which the emotional potential contained in the text is either reinforced of modified. The accompanying music provides sonic counterparts which can be analogs (cf. Zbikowski 2009: 363) or opposites of the dynamic processes of emotional states expressed by the language. The contribution of these non-linguistic components in meaning construction often remains unnoticed since the vast part of communication is effected through language. Following Jandausch (2012) we adopt the view that music is conceptualized and described as physical, organizational and architectural structures (cf. Jandausch 2012: 1) and consequently mainly the MUSIC IS ARCHITECTURE (as concretisation of the ORGANIZATION IS PHYSICAL STRUCTURE) and the EVENT STRUCTURE metaphors are used (cf. Jandausch 2012: 6).

In contrast to Zbikowski (2009) the focus of this paper is not only on the mapping of the concepts expressed by the text onto sequences of music such as the descending sounds matching words denoting downward movement (also used as evaluative terms) (cf. Zbikowski 2009: 360, 366 et passim), but we shall also consider cases when the sonic counterpart stands in contrast to the verbal utterance and the emotive value of the evoked conceptual metaphor. As for the method, the five-step procedure proposed by Steen (2007) is to be applied with respect to metaphor identification in the text. Subsequently, the accompanying music and vocal realization is to be examined for the presence of conceptual metaphors as proposed by Jandausch (2012) and Zbikowski (2009) and the compatibility of these with the ones present in the lyrics, especially concerning the emotive value.

The research material consists of the three versions of the song Ride by Tyler Joseph, performed by Tyler Joseph, the band 21 Pilots and Pentatonix, the song Here Comes the Night Time by Arcade Fire and/or Die Flut [the flood] by Joachim Witt/Peter Heppner. Particularly the divergent performances of the song Ride are revealing of the salient role of the interplay of the metaphors evoked by the language and the non-linguistic sonic counterparts in the shaping of the overall emotional potential.

References

Jandausch, A. (2012). Conceptual Metaphor Theory and the Conceptualization of Music. Proceedings of the 5th International Conference of Students of Systematic Musicology, Montreal, Canada, May 24-26, 2012, 1-6. Retrieved April 20,

2019 from https://www.researchgate.net/publication/233920350 Schwarz-Friesel, M. (2007). Sprache und Emotion. Tübingen – Basel: Francke.

Steen, G. J. (2007). Finding Metaphor in Discourse: Pragglejaz and Beyond. Cultura, Lenguaje y Representatión/ Culture, Language and Representation, 5, 9–25.

Zbikowski, L. (2009). Music, language, and multimodal metaphor, In Charles J. Forceville & Eduardo Urios-Aparisi (eds.), Multimodal Metaphor (pp. 359–381). Berlin – New York: Mouton de Gruyter

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