Search results

1

Wokół jednostki symbolicznej [ktoś1] dotknął [kogoś2 /czegoś] (studium semantyczno-kognitywne)

100%

Domogała A.

LingVaria : Półrocznik Wydziału Polonistyki UJ poświęcony zagadnieniom języka i językoznawstwa

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2016

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issue 21

271-283

EN

The paper describes the symbolic unit [ktoś1] dotknął [kogoś2/czegoś] in the cognitive perspective. The starting point for a semantic-cognitive analysis in the present sketch are uses of the phrase excerpted from texts from various registers of contemporary Polish. Importantly, the author describes both concretizations and metaphorical extensions of the prototypical occurrence of the analysed unit. Basing primarily on the assumptions of cognitive grammar, she attempts to reconstruct the mechanisms initiating the emergence of specific uses of the analysed symbolic unit. She conducts an analysis of the senses of the phrase [ktoś1] dotknął [kogoś2/czegoś] within the framework of three domains: 1. physical space, 2. temporal, and 3. mental, and using the theory of image schemas.

2

From gesture to adverbial – Swedish det as an example of linguistic polysemy

100%

Data-Bukowska E.

Folia Scandinavica Posnaniensia

|

2009

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vol. 10

155-168

EN

Every grammar of the Swedish language provides information concerning the unit det. The Swedish det can be used both pronominally and adnominally, fulfilling a wide range of functions in the language. However, in traditional grammar one does not pay attention to the links and mutual relations between the individual occurrences of this unit. Thus, within such a framework, the Swedish det can be treated as an extreme example of homonymy. Is that possible in language?The main goal of this article is to show the semantic value of the unit det (in its nominal function) in contemporary Swedish, adopting the perspective of Cognitive Grammar. I shall try to prove that all uses of this unit are linked to each other semantically. Thus, the meaning ascribed to det constitutes a complex network of senses rooted in the prototype, which is a cognitive reference point within the category. The article can be interpreted in a wider context of the research concerning the use of units which are functionally “related” to the Swedish det in various languages, e.g. the English it, the German es, the Polish to etc.

3

OBRAZOWANIE W NAUCZANIU GRAMATYKI JĘZYKA OBCEGO

100%

Andrzejewska A.

Acta Neophilologica

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2017

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vol. XIX/1

5-16

EN

The author of the paper assumes that cognitive grammar has an educational potential, which is also noticeable in the increasing use of cognitive tools in foreign language teaching. A project of the University of Granada entitled “The educational potential of cognitive grammar” was a stimulus for this research. Therefore, the paper focuses on Spanish as a foreign language and the concept of construal defined by Langacker in his “Cognitive grammar”. The author, using content analysis and dimensions of construal as the methods of research, creates a key of categories of visual representations of grammar in textbooks of Spanish as a foreign language. The categories are inspired by the concept of construal, which is a natural human process. Pictures are used to facilitate the explication of grammar in a more comprehensible way. Moreover, the author shows the potential of creating visual representations of particular grammatical problems and benefits of their usage in teaching other foreign languages.

4

„A” i „the” dla uczniów z wyobraźnią – efekty zastosowania gramatyki kognitywnej w szkole

89%

Król-Markefka A.

Neofilolog

|

2010

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issue 35

207-219

EN

The article presents the results of a quasi-experiment, whose aim was to verify the hypothesis about the advantages of grammatical instruction based on cognitive linguistics principles. Two groups of students took part in a series of lessons, undergoing treatment based either on standard or on cognitive rules concerning the use of English articles. The outcomes of the study demonstrate that although both types of instruction brought positive effects immediately after the treatment, the cognitive group outperformed the traditional group on delayed posttes

PL

The article presents the results of a quasi-experiment, whose aim was to verify the hypothesis about the advantages of grammatical instruction based on cognitive linguistics principles. Two groups of students took part in a series of lessons, undergoing treatment based either on standard or on cognitive rules concerning the use of English articles. The outcomes of the study demonstrate that although both types of instruction brought positive effects immediately after the treatment, the cognitive group outperformed the traditional group on delayed posttesting.

5

Teaching English tense and aspect with the help of cognitive grammar: An empirical study

88%

Bielak J., Pawlak M.

Studies in Second Language Learning and Teaching

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2011

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vol. 1

|

issue 3

365-400

EN

Form-focused instruction is usually based on traditional practical/pedagogical grammar descriptions of grammatical features. The comparison of such traditional accounts with cognitive grammar (CG) descriptions seems to favor CG as a basis of pedagogical rules. This is due to the insistence of CG on the meaningfulness of grammar and its detailed analyses of the meanings of particular grammatical features. The differences between traditional and CG rules/descriptions are exemplified by juxtaposing the two kinds of principles concerning the use of the present simple and present progressive to refer to situations happening or existing at speech time. The descriptions provided the bases for the instructional treatment in a quasi-experimental study exploring the effectiveness of using CG descriptions of the two tenses, and of their interplay with stative (imperfective) and dynamic (perfective) verbs, and comparing this effectiveness with the value of grammar teaching relying on traditional accounts found in standard pedagogical grammars. The study involved 50 participants divided into three groups, with one of them constituting the control group and the other two being experimental ones. One of the latter received treatment based on CG descriptions and the other on traditional accounts. CG-based instruction was found to be at least moderately effective in terms of fostering mostly explicit grammatical knowledge and its effectiveness turned out be comparable to that of teaching based on traditional descriptions.

6

Teaching English tense and aspect with the help of cognitive grammar: An empirical study.

88%

Pawlak M., Bielak J.

Studies in Second Language Learning and Teaching

|

2011

|

vol. 1

|

issue 3

365-400

EN

Form-focused instruction is usually based on traditional practical/pedagogical grammar descriptions of grammatical features. The comparison of such traditional accounts with cognitive grammar (CG) descriptions seems to favor CG as a basis of pedagogical rules. This is due to the insistence of CG on the meaningfulness of grammar and its detailed analyses of the meanings of particular grammatical features. The differences between traditional and CG rules/descriptions are exemplified by juxtaposing the two kinds of principles concerning the use of the present simple and present progressive to refer to situations happening or existing at speech time. The descriptions provided the bases for the instructional treatment in a quasi-experimental study exploring the effectiveness of using CG descriptions of the two tenses, and of their interplay with stative (imperfective) and dynamic (perfective) verbs, and comparing this effectiveness with the value of grammar teaching relying on traditional accounts found in standard pedagogical grammars. The study involved 50 participants divided into three groups, with one of them constituting the control group and the other two being experimental ones. One of the latter received treatment based on CG descriptions and the other on traditional accounts. CG-based instruction was found to be at least moderately effective in terms of fostering mostly explicit grammatical knowledge and its effectiveness turned out be comparable to that of teaching based on traditional descriptions.

7

Struktura wieloznaczności poznawczej (na podstawie komunikowania w polityce)

88%

Dobrosz-Michiewicz K.

|

2016

|

vol. 32

|

issue 2

187-205

EN

The paper presents ambiguity phenomena in terms of cognitive categorization and blending processes. Politicians’ manifesto speeches are analysed based on Lakoff’s and Langacker’s semantics and Langacker’s grammar research investigation, resulting in describing ambiguity phenomena more as the sender’s or receiver’s mental concepts than as a linguistic property of the message. Moreover, cognitive points of view in the research on ambiguity reveals its multileveled nature due to the polysemic nature of mental categories or blends.

8

Struktura wieloznaczności poznawczej (na podstawie komunikowania w polityce)

88%

Dobrosz-Michiewicz K., Uniwersytet Łódzki W. F., karolinadobrosz@wp.pl

|

2016

|

vol. 32

|

issue 2

EN

The paper presents ambiguity phenomena in terms of cognitive categorization and blending processes. Politicians’ manifesto speeches are analysed based on Lakoff’s and Langacker’s semantics and Langacker’s grammar research investigation, resulting in describing ambiguity phenomena more as the sender’s or receiver’s mental concepts than as a linguistic property of the message. Moreover, cognitive points of view in the research on ambiguity reveals its multileveled nature due to the polysemic nature of mental categories or blends.

9

Hunting for a missing link: between cognitive framework and classroom practices

75%

Turewicz K.

Językoznawstwo

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2016

|

vol. 10

13-26

EN

The problem discussed in this article is the result of a conference on research on the importance of cognitive linguistics for teaching / learning foreign languages. Despite the high methodological standards, the introduction of cognitive grammar in the classroom showed a "missing link" between concepts and reality. In the article, the author describes exercises that should help students discover the correlation between language and somatic experience. The workshop consists of two stages: (i) introduction to the concept of image patterns as conceptual structures of our organization of cognitive function; (II) sample analysis of patterns of image organizing the semantic structure of the chosen language expressions.

10

Analysability/Compositionality Parameter of Wordplay

75%

Żyśko K.

Roczniki Humanistyczne

|

2017

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vol. 65

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issue 11: Anglica

61-74

EN

We apply the notions of analysability and compositionality (as proposed by Langacker 1987; 1991; 2000a; 2000b; 2008) to the study of wordplay. Our claim is that some instances of such creative use of language require to “decompose” non-compositional units, i.e. render non-composite structures composite so that they can be thought of as being assembled from their components in accordance with regular compositional principles. This sort of decomposition allows for alternative composite arrangements (catalogue—cat-alogue, insects—in-sects, penguin—pen-guin, etc.) to emerge. It must be highlighted that the reader comprehends the conventional meaning in the first place and it is only then that the context of the usage-event forces a plausible re-interpretation. What is more, it appears that the notion of analysability can be also applied to wordplay based on idiomatic language (Gibbs 2010). It commonly involves some underlying conceptual metaphor and metonymy as its motivational force, hence this sort of language may be conceptualized on two planes, a virtual one and an actual one, where the profile shift between the two (when placed in the context suiting both planes) may foster wordplay. Finally, since the values of analysability/compositionality are of a gradable character, it is possible to establish the A/C hierarchy for wordplay, which starts with bigger chunks of language set in context, i.e. discourse units, and goes through sentence and phrasal units, down to compounds and blends etc. Consequently, it seems plausible to represent analysability/compositionality of wordplay as a similar sort of continuum.

PL

W niniejszej pracy zastosowano pojęcie analizowalności (analysability) oraz kompozycjonalności (compositionality) (Langacker 1987; 1991; 2000a; 2000b; 2008) do analizy mechanizmów gier słownych. Tego typu kreatywne użycie języka często wymaga swoistej „dekompozycji” jednostek leksykalnych standardowo uznawanych za niekompozycjonalne. Dekompozycja pozwala na alternatywną, semantyczną analizę danych jednostek (np. catalogue—cat-alogue, insects—in-sects, penguin—pen-guin). Owa analiza możliwa jest do zrealizowania wyłącznie w odpowiednim kontekście, który wymaga od użytkownika języka ponownej interpretacji tego, co konwencjonalne, oczekiwane, standardowe. Pojęcie analizowalności oraz kompozycjonalności może zostać zastosowane także w przypadku gier słownych opartych na użyciu idiomów (Gibbs 2010). U podstaw tego typu gier leży często zaskakujące przejście z płaszczyzny wirtualności (tego, co metaforyczne) do płaszczyzny rzeczywistości (tego, co dosłowne). Ponadto autorzy chcą wykazać, że wartości analizowalności oraz kompozycjonalności mają charakter stopniowalny, a nie absolutny. Oznacza to, że grom słownym można przypisać pewną hierarchię, tzn. można zestawić je, zaczynając od tych opartych na niskiej analizowalności i kompozycjonalności jednostek leksykalnych, a następnie stopniowo przejść do tych o coraz wyższej analizowalności i kompozycjonalności.

11

Fremdes oder Eigenes in der Satzstruktur? – Zu einigen kognitiven Aspekten der Verbalklammer im Deutschen

75%

Sakowski K.

Acta Universitatis Lodziensis. Folia Germanica

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2016

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issue 12

37-47

EN

This paper will show why in the German language, such complicated structures as the verbal brace is so prevalent despite obviously presenting a cognitive challenge for foreign language learners. The verbal brace should therefore be studied both from the diachronic and from the contrastive perspectives to show whether it is exclusively a German structure or whether this development has appeared in other Germanic languages too. It is also interesting to consider what it is about the special performance of this structure which has contributed to its success.

DE

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12

The Structure of Ambiguity Phenomena (Based on Cognitive Analyses of the Ways in Which Politicians Communicate)

75%

Dobrosz-Michiewicz K., The University of Lodz F. o. P., karolinadobrosz@wp.pl

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2016

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vol. 35

|

issue 5

EN

The paper presents the ambiguity phenomena in terms of cognitive categorization and blending processes. The analyses of politicians’ programme speeches, based on Lakoff’s and Langacker’s semantics and Langacker’s grammar research, result in describing the ambiguity phenomena as sender’s or receiver’s mental concepts rather than relating it to linguistic properties of the message. Moreover, a cognitive point of view in the research on ambiguity reveals its multilevelled structure, which stems from the polysemic nature of mental categories and blends.

13

The Structure of Ambiguity Phenomena (Based on Cognitive Analyses of the Ways in Which Politicians Communicate)

75%

Dobrosz-Michiewicz K.

|

2016

|

vol. 35

|

issue 5

75-92

EN

The paper presents the ambiguity phenomena in terms of cognitive categorization and blending processes. The analyses of politicians’ programme speeches, based on Lakoff’s and Langacker’s semantics and Langacker’s grammar research, result in describing the ambiguity phenomena as sender’s or receiver’s mental concepts rather than relating it to linguistic properties of the message. Moreover, a cognitive point of view in the research on ambiguity reveals its multilevelled structure, which stems from the polysemic nature of mental categories and blends.

14

Poza strukturalizm. Hybrydy leksykalne w świetle gramatyki kognitywnej

71%

Kłaczyńska A.

Investigationes Linguisticae

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2015

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issue 32

124-142

EN

The article is an attempt at interpretation of traditional structural word formation according to cognitive grammar. Exploration field is concentrated on lexical hybrids with English element in Polish language. The research on hybrids essence reveals their semiotic nature. Traditional and structural point of view is not enough to show all aspects of these kind of words, therefore new instruments are needed. New way of description hybrid phenomena is offered by the cognitive grammar. Cognitive grammar possibilities let investigate hybrids with English element in an interesting way, which is not usually used in traditional word formation. The analysis also shows how important are semantics and linguistics awareness in the creation of new words.Beyond structuralism. Lexical hybrids in the light of cognitive grammar

PL

Artykuł jest próbą interpretacji zagadnień słowotwórstwa hybryd leksykalnych z elementem angielskim w języku polskim z wykorzystaniem gramatyki kognitywnej na tle tradycyjnego słowotwórstwa strukturalnego. Badania nad istotą hybryd pozwolą pokazać ich semiotyczną naturę, natomiast dokładniejsza analiza budowy tych wyrazów wykaże, iż w celach poznawczych warto wyjść poza strukturalne koncepcje badawcze i sięgnąć do narzędzi oferowanych przez inne teorie językoznawstwa. W tymże opracowaniu wykorzystano alternatywną w stosunku do głównego nurtu językoznawstwa i prężnie rozwijającą się teorię gramatyki kognitywnej. Gramatyka kognitywna może bowiem przynieść nowe spojrzenie na istniejące w polszczyźnie hybrydy z cząstkami angielskimi, których sposoby tworzenia, postrzegania, rozumienia wydają się bardziej interesujące, aniżeli wykazywałoby to słowotwórstwo w klasycznym, jedynie strukturalnym rozumieniu. Analiza wybranych jednostek językowych przedstawiona w niniejszym artykule ma na celu również ukazanie tego, jak istotne w tworzeniu nowych słów są semantyka oraz świadomość językowa.

15

Tak zwana gramatyka kognitywna a problem stereotypu

63%

Kardela H.

Etnolingwistyka. Problemy Języka i Kultury

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1988

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vol. 1

35–46

PL

W artykule autor zajmuje się głównymi założeniami gramatyki kognitywnej, omawia jej przydatność w opisie zjawisk metaforyzacji oraz proponuje analizę stereotypu językowego, ściśle wiążącego się z tymi zjawiskami. Metaforyzacja jest jednym z najważniejszych problemów, jakie bada gramatyka kognitywna. Metafory stanowią podstawowy środek wyrażania myśli i komunikowania się. Autor zajmuje się jedną z grup metafor, a mianowicie porównaniami. Przedstawia mechanizmy ich powstawania oraz formułuje zasadę łączliwości składniowej wyrażeń występujących w porównaniach. Gramatyka kognitywna dzieli zdania na bardziej lub mniej prototypowe. Im dalej dane zdanie znajduje się od prototypu na skali gradacyjnej, tym bardziej będzie ono „udziwnione” i przez to mniej akceptowalne. „Odejście” zdania czy frazy na skali gradacyjnej od jego (jej) prototypu zwiększa możliwość powstawania porównań i szerzej – metafor. Metafory rodzą się na peryferiach prototypu. W dalszej analizie autor przyjmuje, że stereotyp jest rodzajem prototypu. Przedstawia analizę stereotypów funkcjonujących w literaturze ludowej, które kogą być źródłem porównań. Rozpatruje dwa takie stereotypy: zmory i konia. Na koniec wysuwa hipotezę, że im bardziej dany stereotyp odszedł od swojego prototypu we współczesnym języku polskim, tym słabsze są uwarunkowania nałożone na reguły łączenia składniowego.

EN

The paper discusses the problem of a stereotype against the background of the so-called Cognitive Grammar as proposed and developed by R. Langacker, G. Lakoff and others. After a short presentation of the main assumptions of the Cognitive Grammar an analysis of comparisons involving stereotypes is attempted. It is claimed that the mechanism underlying comparisons and, indeed, all metaphorical uses of language, involves a departure of a word, sentence or a phrase from the centre of a prototype; it is on the periphery of the prototype that metaphors are created. A great deal of light, it seems, can be shed on metaphorization processes if a diachronic aspect of stereotype formation is taken into account. In the case at hand, three stereotypes of 'ghost', 'devil' and 'horse' functioning in Polish folk texts have been examined. A hypothesis has been put forward that the farther on the scale of the prototype a given stereotype has moved during the process of historical change, the greater should be the number of elements compared with which it can appear. In other words ,movement to the "periphery" allows a considerable relaxation of selectional restrictions and other conditions on well formedness. This is why it is possible to say in Polish: I have a devilish headache (a strong headache) but not: I have a horse-like headache (Le. a strong headache). In the former case the stereotype of the devil has undergone far greater changes in its historical development than the stereotype of the horse, or, to put it differently: the former is more peripheral on the prototype scale than the latter.

16

Formulaic Language in the Magnifying Glass. Setting Parameters on the Analyzability of Linguistic Structure

63%

Mandziuk J., Okuń-Jaśkowiak A., Głaz A., Kniaź-Hunek L., Bendrat A., Prażmo E., Terejko P., Szczypa P., Czemiel G., Antoszek E., Galant J., Komsta M., Frelik E., Waszkiewicz A., Oleszczuk A., Waszkiewicz A., Okuń-Jaśkowiak A.

New Horizons in English Studies

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2018

|

issue 3

EN

Adopting the model of Cognitive Grammar as proposed and developed by Ronald Langacker (1987, 1991, 2008), the article applies three basic cognitive parameters on the continuum of linguistic structure: analyzability, compositionality, and institutionalization, to an analysis of proverbs and especially to new proverbial modifications. The aim of the study is twofold: first, by proposing a two-dimensional coordinate system, we seek to establish a correlation between analyzability and compositionality. Second, by adding a third parameter on linguistic structure, namely institutionalization, we develop a three-dimensional system which, we believe, can offer a fuller account of the grammar-lexicon continuum.

17

“Now, correct me if I’m wrong, but it seems to me that […]”. First person singular pronouns as markers of (inter)subjectivity

63%

Barczewska S.

Prace Językoznawcze

|

2018

|

issue XX/1

11-28

XX

W niniejszej pracy rozpatrujemy użycie zaimka pierwszej osoby liczby pojedynczej jako markera obiektywności i (inter)subiektywności w kontekście debaty „Czy nauka pogrzebała Boga?”, która odbyła się w 2008 r. pomiędzy Richardem Dawkinsem i Johnem Lennoxem. Intersubiektywność definiuje się jako ‘wzajemne zrozumienie innych umysłów’ (Langacker 2007: 182), wspólne działanie (Croft 2009: 398), warunek konieczny komunikacji z drugą osobą (Closs-Traugott 2010: 30). Można ją wyrazić za pomocą wachlarza środków leksykalnych, w tym zaimków osobowych. Jako że zaimki osobowe zajmują krańcowe miejsce na skali obiektywne−(inter)subiektywne (Langacker 2008, 78), zasługują na szczególną uwagę badaczy. W związku z tym, że debata wymaga zwiększonej świadomości procesów myślowych interlokutora, ten rodzaj dyskursu nadaje się idealnie do przeprowadzenia takiej analizy. Ta konkretna debata została wybrana z wielu względów; dwa główne to dodatek wywiadów z publicznością wychodzącą z debaty, w których widzowie zwracali uwagę na fakt, iż uczestnicy debaty wydawali się naprawdę słuchać siebie nawzajem, oraz emocjonalny charakter debaty, pozwalający na szeroki wachlarz stylów argumentacji. Badanie wykazało, że Dawkins i Lennox stosują zaimek pierwszej osoby liczby pojedynczej z różną częstotliwością oraz w różnym znaczeniu w skali pomiędzy obiektywnością i (inter)subiektywnością, co z kolei stanowi przyczynek do dalszych badań.

18

Złożenia i związki frazeologiczne w tekście i w przekładzie – implikacje dla dydaktyki przekładu

51%

Filar M.

Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik

|

2016

|

issue 16

11-22

XX

The article discusses the phenomenon of compounds and idioms as a vital issue in the didactics of translation, exemplified by Polish and German. The author applies Langacker’s cognitive grammar to the description of compound nouns, explains the partial compositionality of complex linguistic units, presents their semantic types and analyses their semantic potential in the press article entitled Grauer Markt (Der Spiegel 2006/32). The cognitive analysis of its translation equivalents comprises the description of the main difficulties related to the translation of particular types of compounds, both literal and non-literal Polish constructions and the explanation of typical errors made by Polish students.

19

The Translation of Chinese Proper Names: A Cognitive Approach

51%

Galewska K.

Onomastica

|

2019

|

vol. 63

263-278

EN

The Translation of Chinese Proper Names: A Cognitive Approach The article focuses on the translation of non-literary Chinese proper names, a subject which to date has not enjoyed much research interest as a result of the common belief that proper names are untranslatable. The article discusses techniques used in the translation of Chinese anthroponyms, toponyms and brand names into Polish and English. The author refers to the strategies used in the process of transferring names to the target language and presents the consequences of applying given techniques from the cognitive perspective, which entails analysing the names in terms of their structure and meaning. Particular attention is paid to the connotations of the names, the impact they have on the speakers of a given language, as well as the mental images that can be derived from their structure. In the contrastive analysis of the names of tourist locations in Beijing and their Polish and English equivalents, the author applies the cognitive grammar approach as developed by Ronald W. Langacker. The image schemas of the names are used to present the distinct conceptualizations embodied in the names with the same references in different languages. One of the chapters describes how European names are adapted into Chinese. The study also provides an overview of the characteristics of the Chinese onomasticon, a factor which makes translation from Chinese to European languages particularly complicated. The observations made in the course of the analysis permit conclusions to be drawn on the linguistic worldview created by Polish, Chinese and English propria.

20

Konceptualizacja choroby w języku angielskim

51%

Malinowska D.

Prace Językoznawcze

|

2013

|

issue 15/3

53-63

EN

The paper is devoted to the changes that occurred in the domain of health impairment in English. It presents twelve words, such as Old English adle or untrumness as well as the modern terms like syndrome, depicts their etymology and cognitive background. It shows the motivation of word-creation on the morphological and cultural basis in order to create a coherent picture of the evolution of the concept and its realisations.

Refine search results

Wokół jednostki symbolicznej [ktoś1] dotknął [kogoś2 /czegoś] (studium semantyczno-kognitywne)

From gesture to adverbial – Swedish det as an example of linguistic polysemy

OBRAZOWANIE W NAUCZANIU GRAMATYKI JĘZYKA OBCEGO

„A” i „the” dla uczniów z wyobraźnią – efekty zastosowania gramatyki kognitywnej w szkole

Teaching English tense and aspect with the help of cognitive grammar: An empirical study

Teaching English tense and aspect with the help of cognitive grammar: An empirical study.

Struktura wieloznaczności poznawczej (na podstawie komunikowania w polityce)

Struktura wieloznaczności poznawczej (na podstawie komunikowania w polityce)

Hunting for a missing link: between cognitive framework and classroom practices

Analysability/Compositionality Parameter of Wordplay

Fremdes oder Eigenes in der Satzstruktur? – Zu einigen kognitiven Aspekten der Verbalklammer im Deutschen

The Structure of Ambiguity Phenomena (Based on Cognitive Analyses of the Ways in Which Politicians Communicate)

The Structure of Ambiguity Phenomena (Based on Cognitive Analyses of the Ways in Which Politicians Communicate)

Poza strukturalizm. Hybrydy leksykalne w świetle gramatyki kognitywnej

Tak zwana gramatyka kognitywna a problem stereotypu

Formulaic Language in the Magnifying Glass. Setting Parameters on the Analyzability of Linguistic Structure

“Now, correct me if I’m wrong, but it seems to me that […]”. First person singular pronouns as markers of (inter)subjectivity

Złożenia i związki frazeologiczne w tekście i w przekładzie – implikacje dla dydaktyki przekładu

The Translation of Chinese Proper Names: A Cognitive Approach

Konceptualizacja choroby w języku angielskim