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This paper presents an exploratory research on music-based attachment to video games, studied through personally valued game music memories. It focuses on people's engagement with game music and game technologies, expanding previous research on the role of game music in people's lives. We gathered 183 written game music memories and analyzed their contents and language. We focused on expressions of affect and sentiment, which we assumed would indicate affective involvement. However, we also explored the constitution of attachment by investigating how expressions of affect and sentiment were associated with other aspects in the stories that reflect personal valuation, focusing specifically on factors of autobiographical remembrance, conceptualizations of game music, and gaming technology related to memories. These investigations employed a mixed-methods approach that combined qualitative and statistical analyses. A major finding was that especially personal remembrances that involved an awareness of the self or related to the game music experience significantly predicted the use of expressions of affect and sentiment in the stories. In sum, the study outlines a framework for investigating people's long-term engagement with technology as being intimately related to the context of everyday life and the constitution of self-understanding.

The Hours (2002) es una película que vio luz en los albores del siglo XXI y que está basada en la novela homónima de Michael Cunningham, publicada en 1998. El largometraje basado en la novela de Cunningham tiene un gran valor desde el punto de vista feminista puesto que refleja temas muy relevantes de los estudios de género como las expectativas sociales sobre cada género, la identidad, la homosexualidad y la discriminación, la idealización de la maternidad bajo el concepto del ángel del hogar, la salud mental y su relación con el género, o la sororidad. Asimismo, la intertextualidad desempeña un papel clave, ya que una de las características principales de The Hours es su constante alusión a Mrs. Dalloway de Virginia Woolf. El objetivo principal de este estudio ha sido analizar desde el punto de vista traductológico, filológico e intertextual la traducción al español y al francés de una selección de escenas que tratan dos temas esenciales: la maternidad y la salud mental. Las escenas que conforman el corpus se han sometido a un análisis lingüístico y traductológico. Por un lado, el análisis de contenido tenía un propósito triple, abordar el contenido desde la crítica literaria feminista, la Lingüística Cognitiva y la intertextualidad para explorar el corpus seleccionado desde una perspectiva de género, explorando las traducciones desde una mirada contrastiva poniendo el foco en los aspectos relacionados con la traducción y la cognición, e indagando en las relaciones intertextuales que se establecían con Mrs. Dalloway principalmente. Por otro lado, el análisis traductológico se ha centrado en el estudio traductológico de la traducción al inglés y al francés, y en explorar cómo se han solucionado los diferentes retos asociados a las restricciones espaciotemporales propias del subtitulado. En lo que concierne a los resultados se han encontrado diferencias significativas entre las traducciones al francés y al español. En el caso del francés se ha optado por técnicas de, The Hours (2002) is a film that was produced in the early 21st century, based on Michael Cunningham’s eponymous novel, published in 1998. The film holds great value from a feminist perspective as it addresses highly relevant issues within gender studies. These topics include societal expectations for each gender, identity, homosexuality and discrimination, the idealization of motherhood under the concept of the angel in the house, mental health and its relationship with gender, and sisterhood. Additionally, intertextuality plays a key role, as one of the main characteristics of The Hours is its constant reference to Virginia Woolf ’s Mrs. Dalloway. The main objective of this study has been to analyse, from a translational, philological, and intertextual perspective, the translation into Spanish and French of a selection of scenes dealing with two essential themes: motherhood and mental health. The scenes comprised in the corpus underwent linguistic and translational analysis. On one hand, the content analysis had a triple purpose: addressing the content from feminist literary criticism, Cognitive Linguistics, and intertextuality to explore the selected corpus from a gender perspective, examining translations from a contrastive viewpoint focusing on aspects related to translation and cognition, and investigating the intertextual relationships established, mainly with Mrs. Dalloway. On the other hand, the translational analysis focused on the translational study of the English and French translations, exploring how different challenges associated with the spatiotemporal constraints of subtitling were addressed. Regarding the results, significant differences were found between the French and Spanish translations. In the case of French, expansion and embellishment techniques were chosen, while in the case of the Spanish translation, the translation remained close to the original.

This research compares Spanish proverbs and their Japanese equivalents about sadness from a cognitive approach, extracted from a corpus built from various collections of proverbs in Spanish and Japanese. The main goal is to understand how this emotion is conceptualized in the two languages of study through the analysis of the conceptual metaphors present in the proverbs. The results show that there are similarities in the use of conceptual metaphors in both languages, the most representative being ‘sadness is an illness’ (41,66% in Spanish and 50% in Japanese). In contrast, some conceptual metaphors such as ‘sadness is an intruder’ appear only in the Spanish corpus., Esta investigación compara refranes españoles y sus equivalentes japoneses sobre la emoción con carga semántica negativa «tristeza» desde un enfoque cognitivo, extraídos de un corpus elaborado a partir de recopilaciones paremiológicas en español y en japonés. El objetivo es comprender cómo se conceptualiza esta emoción en las dos lenguas de estudio mediante el análisis de las metáforas conceptuales presentes en cada refrán. Los resultados demuestran que existen puntos en común en el uso de metáforas conceptuales en ambas lenguas, siendo la más representativa «La tristeza es una enfermedad» (41,66 % en español y 50 % en japonés). Por el contrario, algunas metáforas conceptuales como «La tristeza es un intruso» aparecen exclusivamente en los refranes del corpus en español. Palabras claverefrán, kotowaza, lingüística cognitiva, metáfora, metáfora conceptual

The current paper is an attempt at a study of the grammar and meaning of atemporal complement clauses in Assamese from a Cognitive linguistics point of view. Assamese is an Indo-Aryan language spoken in Assam, a northeastern province of India. It is the native tongue of the Assamese and is currently spoken by more than twenty million people both as a native tongue and as a link language in the northeastern India.Grammar, in Cognitive linguistics, is not independent of meaning, rather any grammatical form is motivated by its underlying semantics, i.e. how the event or the situation is construed by the speaker. Thus, depending on the construal involved, clausal complementation takes different grammatical forms. One type of clausal complementation is atemporal complementation, traditionally called non-finite complementation. One core dimension that the construal of atemporal complementation is based on is atemporalization, which involves a conceptual shift from the relational concept (as encoded typically by a verb) to a thing or object (as encoded typically by a noun) having an ontological existence, which is often called reification. Thus, the verb in the atemporal complement clause is realized in the non-finite form, i.e. it is left ungrounded in time. This in turn also means that typically the situation expressed by the complement clause involves what is called summary scanning in cognitive linguistics. Atemporal complementization also may involve another dimension of construal, i.e. the principle of Figure and Ground.The present paper identifies the atemporal complementizers in Assamese and their grammar and meaning. Assamese has at least five such complementizers and accordingly the language has at least five different types of atemporal complement clauses with their own semantics. In describing these atemporal complement clauses, the paper also shows that although atemporal they may not fully cancel out sequential scanning. This supports the view that that the d

This study aims to semantically analyse the use of the three placement verbs wAH, wd(i), and rdi in Earlier Egyptian to investigate the nuances and development of the process of ‘placing’ in the language. A mixed methods approach was employed in the study using Systemic Functional Linguistics as the theoretical framework. The results show that the three verbs have distinct semantic profiles. The use of wd(i) and rdi changes after the Old Kingdom, whereas wAH remains more or less the same denoting a downward movement of the Goal. One of the verbs – wd(i) in the Old Kingdom and rdi after that – functions as a more general and frequent verb, although wd(i) already in the Old Kingdom shows a specific nuance of ‘firm placing’. Additionally, rdi is rare as a placement verb in the Old Kingdom, after which it is semantically bleached and becomes the general placement verb of the language. At the same time, the use of wd(i) diminishes. Furthermore, the process of ‘placing’ in Earlier Egyptian tends to only include the participants Actor, Goal, and Location, whereas the other circumstances of the process are often more or less implicit. Consequently, the nuances of the process of ‘placing’ – especially with rdi after the Old Kingdom – can be interpreted from the combination of the participants and the co(n)text of the process as a whole., Syftet med denna studie är att semantiskt analysera användningen av de tre placeringsverben wAH, wd(i) och rdi i tidig fornegyptiska för att undersöka nyanserna och utvecklingen av processen ”att placera” i språket. I studien användes en blandad metod med Systemisk Funktionell Lingvistik som teoretiskt ramverk. Resultaten visar att de tre verben har distinkta semantiska profiler. Användningen av wd(i) och rdi förändras efter Gamla riket, medan wAH förblir mer eller mindre oförändrat och betecknar en nedåtgående rörelse av Goal. Ett av verben – wd(i) i Gamla riket och rdi därefter – fungerar som ett mer allmänt och frekvent verb, även om wd(i) redan i Gamla riket uppvisar en specifik nyans av ”fast placering”. Dessutom är rdi sällsynt som placeringsverb i Gamla riket, varefter det semantiskt bleks och blir språkets allmänna placeringsverb. Samtidigt minskar användningen av wd(i). Därutöver tenderar processen ”att placera” i tidig fornegyptiska att endast omfatta deltagarna Actor, Goal och Location, medan de övriga omständigheterna är mer eller mindre implicita. Följaktligen kan nyanserna i processen ”att placera” – särskilt med rdi efter Gamla riket – tolkas utifrån kombinationen av dess deltagare och ko(n)texten i sin helhet.

This article discusses the ironist, the interpreter, and the target as structural elements of irony from a cognitive-linguistic standpoint. It builds on the scenario-based approach to irony, where ironic meaning is taken as a contextually adjustable inference that results from a clash between epistemic and attested conceptual scenarios. The article provides a classification of ironist, interpreter, and target types, and then it discusses the functions of irony (i.e., attacking, mocking, being playful, showing off, and persuading) and the solidarity component involved in ironic production and interpretation. It further explains the factors involved in the identification of the epistemic and the attested scenarios, and those involved in the interpretation of irony. The resulting analysis of the structural elements of irony endows the study of irony with greater descriptive delicacy and explanatory adequacy.

In this study, we examine the effects of a cognitive-based instruction and assessment on L2 learners’ metaphoric competence and comprehension and production of complex linguistic constructions in relation to emotion. Within the field of Cognitive Linguistics (CL) applied to the L2 classroom, our empirical study adds to the growing body of research exploring the role of explicitly teaching metaphor in an instructional setting. As a novelty, our study brings together insights from CL and conceptual metaphor theories for the design and implementation of a cognitive-based pedagogy along with a coherent assessment. It also addresses complex metaphorical constructions in Spanish that use vocabulary from physical perception that maps onto vocabulary of the self to express emotions (e.g., tocar fondo). The study follows a pretest/posttest/delayed posttest design for three research conditions (control, cognitive, and traditional). Data collection consists of four tasks measuring general metaphor comprehension and production, as well as target metaphorical constructions comprehension and production. Results of the statistical tests show that after instruction the cognitive group outperforms the traditional in all tasks. These findings reveal that a CL and metaphor-based instruction followed by a coherent assessment becomes a fruitful approach to teaching complex constructions in the L2., Este estudio examina el impacto de una instrucción y evaluación de base cognitiva en la competencia metafórica y en la comprensión y producción de construcciones lingüísticas complejas de la emoción en L2. Dentro del campo de la Lingüística Cognitiva aplicada al aula de L2, nuestro estudio empírico se suma al creciente cuerpo de investigación que explora el papel de la enseñanza explícita de la metáfora en un entorno de instrucción. Como novedad, este aúna ideas de la LC y la teoría conceptual de la metáfora para el diseño e implementación de una pedagogía cognitiva y una evaluación coherente con este enfoque. Asimismo, aborda construcciones metafóricas complejas en español que se usan vocabulario sobre percepciones físicas para expresar emociones (p. ej., tocar fondo). El estudio sigue un diseño pretest/posttest1/postest2 para tres condiciones (control, cognitiva y tradicional). La recogida de datos se compila a través de cuatro tareas que miden la comprensión y producción de metáforas generales, así como la comprensión y la producción de las construcciones metafóricas objeto de estudio. Los resultados de las pruebas estadísticas muestran cómo, tras la instrucción, el grupo cognitivo es superior. Estos resultados revelan los beneficios de una instrucción y evaluación basadas en la concienciación metafórica.

This paper presents a corpus-based Cultural-Linguistic study of the usage of the word honour in Pakistani and Indian Englishes, addressing underlying cultural conceptualisations of the notion of honour. Honour emerges as a complex cultural model which involves several cultural schemas, cultural categories and cultural metaphors, in which women are cast as responsible pro-tectors and upholders of the honour of men, families, and communities, their bodies being the very locus of men’s honour. The study is based on relatively simple qualitative and quantitative analysis of two specialized corpora representing discourse on honour and related phenomena in Pakistani and Indian Englishes

The aim of this dissertation is to examine how Conceptual metaphor theory (CMT), with its detailed conceptual framework for various metaphorical and metonymic thought processes, can clarify and deepen psychoanalysis, specifically Freud's theory of the primary process thinking as a central element in his theory of the unconscious, as well as his interpretive work in the case study, Analysis of a phobia in a five-year-old boy (Little Hans). In a broader perspective, my dissertation also has educational relevance as a contribution to the theoretical discussions of meaning and meaning-making. Psychoanalysis is a comprehensive theory of the human being that specifically investigates meaning, symbolization, and representations in our unconscious. Metaphorical and metonymic thought processes are central but have not previously been highlighted in a nuanced or systematic manner in the psychoanalytic tradition and there is little written about metonymic thought processes and the combination of metaphor and metonymy in the litterature. In the 1980s, Lakoff and Johnson developed the so-called "Conceptual Metaphor Theory," also known as "Cognitive linguistics, (CL) " within which CMT is encompassed. They argue that metaphors and metonymies, whether verbal or non-verbal, are based on active thought processes grounded in our bodily experiences, body-based perceptions, experiences, and culture. The analysis of Freud's primary process and interpretive work based on CMT has been conducted through an interpretive hermeneutic approach, which specifically involves a close reading of Freud's texts relevant to the dissertation's purpose, in line with psychoanalysis as an interpretive science. The results show that CMT, as an analytical tool, can be applied to both primary process thinking and Freud's interpretive work. Both theories are compatible when viewed as human sciences. The theories are partly different, but what they have in common is that they consider our thinking and language

Efficiently communicating sustainability initiatives is critical to generating positive attitudes and pro-environmental behavior in hotel consumers. However, research on the combined effect of various message factors to improve environmental message persuasiveness is scant. To fill this gap, two studies were conducted with a sample of onsite and online hotel guests to offer new insights into the combined effect of language design elements that identify connectives and prepositional phrases with message content as essential grounding components of persuasion. Our results demonstrate the effectiveness of restriction-based language design on booking intention through nuanced mechanisms involving perceived environmental performance, perceived greenwashing, and environmental concern. This study contributes to the growing literature on sustainability marketing by examining the design and integration of linguistic tools that hospitality managers can use in their sustainability communication campaigns. Additional practical and theoretical implications are provided.

Learners of foreign languages (L2) tend to compare foreign structures with the ones in their mother tongue (L1). Comparing languages means focusing on similarities and differences between the structures in L1 and L2 (König & Gast 2012). Similarity between language pairs presupposes that equivalent structures exist between the languages under study. But what does equivalence mean? Several studies have dealt with different types of equivalence, among others semantic or pragmatic equivalence (James 1983; Olesky 1983 & 1986), contextual equivalence (Halliday, McIntosh & Strevens 1964) or sentential equivalence (Krzeszowski 1990). However, with particular attention to usage and authentic discourse, equivalence should also be defined in statistical terms (Krzeszowski 1981), i.e. by focusing on the frequency of similar structures in the language pairs. My talk aims at revisiting the notion of similarity or equivalence by proposing to integrate the frequency dimension in foreign language learning (FLL). It will show that frequency differences in the use of similar structures in language pairs are dependent on the lexicalization preferences in these languages. With two case studies for the language pair German vs. French, the presentation will illustrate that the lexicalization preferences depend, on the one hand, on the classification of both languages either as satellite-framed (= German) or as verb-framed (= French) languages (Slobin 1996 & 2017; Talmy 2000), and on the difference between synthetic (= German) vs. analytic (= French) languages (Schlücker 2012; Siemund 2004), on the other hand. The first case study deals with causal constructions with (color) adjectives (De Knop 2015), e.g. Sie ist rot vor Wut (lit. ‘She is red with anger’). Equivalent syntactic structures with a similar semantics exist in both French and German. The second study deals with so-called “verbless directives” (Jacobs 2008; De Knop & Mollica 2018), e.g. Ab ins Bett (lit. ‘Off to bed’) which are

Dutch, English and German belong to the class of Germanic languages which, in typological terms, have been defined as satellite-framed languages (Slobin 2006, 2017; Talmy 2000, 2017). They express the path of motion preferably with satellites and the manner dimension in the main verb. Although these three languages belong to the same typological class, they differ in the way in which they realize these dimensions. With examples from the Sketchengine (https://www.sketchengine.eu/) our study aims to propose a more fine-grained description of the three Germanic languages and to show how expressions of motion and location are further dependent on morphosyntactic, semantic and pragmatic factors. More specifically, we will show how English has the possibility to make a difference between motion along a path and location simply with the use of different prepositions like in, on (location) vs. into, onto (motion along a path), e.g. (1) He is in the room/on the mountain vs. (2) He runs into the room/upon the mountain. By contrast, German does not use different prepositions for motion vs. location, as exemplified by the same sentences (1a) Er ist in dem Zimmer/auf dem Berg (location) vs. (2a) Er läuft in das Zimmer/auf den Berg (motion). Still, the difference between both events is expressed, but by means of morpho-syntactic case-marking after the two-way prepositions, i.e. with the dative case for location (see 1a) and the accusative case for motion (see 2a). Dutch does not have case-marking but uses prepositions for location and postpositions with the same form as the prepositions for motion along a path, e.g. (1b) Hij is in de kamer/op de berg vs. (2b) Hij loopt de kamer in/de berg op (Draye 1992; Leys 2014; Van Belle 2016). This last construction in Dutch (2b) has a German equivalent with the use of so-called anadeictic particles (Ágel 2017). A literal translation of (2b) in German could be (2c) Er geht in das Zimmer hinein (lit. ‘He goes into the room into’). The present

In this paper, I apply corpus-assisted metaphor analysis to explore the metaphorical conceptualization of the act of seduction in a German-speaking forum of Pickup Artists, pickupforum.de. The Pickup Artist-community is populated by a majority of young, heterosexual men who congregate on social media and in online forums, of which pickupforum.de is an example. The goal of the paper is to determine which domains are characteristic for the conceptualization of the target domain, SEDUCTION, and what the use of these specific source domains implies about community attitudes towards sexual encounters between men and women. Applying keyword analysis, I identify the conceptual domains of MILITARY ACTION, GAME and FINANCIAL TRANSACTION as particularly characteristic of pickupforum.de. I then follow a metaphor identification procedure with the aim of identifying all mappings related to the pairing of the target domain and the three source domains. On this basis, I describe the presence of the metaphors SEDUCTION IS A MILITARY ACTION, SEDUCTION IS A GAME and SEDUCTION IS A FINANCIAL TRANSACTION on pickupforum.de. The source domains all share the trait of not conceptualizing seduction as a cooperative process between equals, but as one necessarily entailing winners and losers. Comparing this to discourse outside of Pickup Artist-spaces, I concluded that, in spite of users on pickupforum.de having a unique vocabulary of terms mapping MILITARY ACTION, GAME and FINANCIAL TRANSACTION unto the domain of SEDUCTION, the three source domains are not in themselves Pickup Artist-specific. Instead, they are an extension of tendencies in discourse on heterosexual relations at large., In this paper, I apply corpus-assisted metaphor analysis to explore the metaphorical conceptualization of the act of seduction in a German-speaking forum of Pickup Artists, pickupforum.de. The Pickup Artist-community is populated by a majority of young, heterosexual men who congregate on social media and in online forums, of which pickupforum.de is an example. The goal of the paper is to determine which domains are characteristic for the conceptualization of the target domain, SEDUCTION, and what the use of these specific source domains implies about community attitudes towards sexual encounters between men and women. Applying keyword analysis, I identify the conceptual domains of MILITARY ACTION, GAME and FINANCIAL TRANSACTION as particularly characteristic of pickupforum.de. I then follow a metaphor identification procedure with the aim of identifying all mappings related to the pairing of the target domain and the three source domains. On this basis, I describe the presence of the metaphors SEDUCTION IS A MILITARY ACTION, SEDUCTION IS A GAME and SEDUCTION IS A FINANCIAL TRANSACTION on pickupforum.de. The source domains all share the trait of not conceptualizing seduction as a cooperative process between equals, but as one necessarily entailing winners and losers. Comparing this to discourse outside of Pickup Artist-spaces, I concluded that, in spite of users on pickupforum.de having a unique vocabulary of terms mapping MILITARY ACTION, GAME and FINANCIAL TRANSACTION unto the domain of SEDUCTION, the three source domains are not in themselves Pickup Artist-specific. Instead, they are an extension of tendencies in discourse on heterosexual relations at large.

Masterarbeit Universität Innsbruck 2023

The Procedure for Identifying Metaphorical Scenes (PIMS) (Johansson Falck & Okonski, accepted) was developed to identify metaphorical meaning that extends over phrases or longer stretches of text, but it can also be used to identify metaphorically understood concepts coded by individual words. It focuses on scenes evoked by linguistic expressions to distinguish metaphorical, non-metaphorical, and ambiguous cases. In this paper, we pay particular attention to the relationships evoked by prepositional constructions and the elements that are part of these relationships. Our main aims are to show how PIMS can be used to identify metaphors in language that includes prepositions and to test the reliability of the procedure. We first describe the tricky nature of prepositions and why PIMS is needed in this particular context. Then we introduce the procedure and present two studies that test its reliability. In Study 1, PIMS was applied to a large corpus of sentences containing the preposition into (n = 8,500 instances). In Study 2, we analyze a mixed-preposition text that was previously used in a MIPVU study (Nacey, Dorst, Krennmayr, & Reijnierse, 2019a) in order to directly compare the reliability of PIMS to previous procedures for analyzing prepositions.

This article systematizes information about the criteria by which it is possible to separate proper names into a special group - a group of precedent names. The article provides a comprehensive list of such criteria and analyzes them. Such a generalized list of criteria can be used in other studies on the theory of precedence. Of particular interest is the visual process of acquiring the status of a case name by the example of the name "Berliner Mauer", its transition to the class of case names is considered on the basis of compliance with specific criteria: basing on a case situation, possessing a superpersonal character and a perception invariant with a special structure, a rather high frequency, emotiveness and figurativeness. The results of the study can be interpreted as a comprehensive method for analyzing the precedence of a proper name, on the basis of which it is possible to determine the status of the onym. The examples of the use of the name "Berliner Mauer" contained in the article can be applied in courses on translation and learning the language of the media.

The French construction On dirait que P/NP has been qualified, in the rare studies that exist, as an “evidential marker” or a “discourse marker”. According to our hypothesis, based on the exploitation of the three corpora that we have established, there are three interpretations of this construction: the “evidential” interpretation (Regarde les nuages ! On dirait qu’il va pleuvoir ‘Look at the clouds! It looks as if it’s going to rain’), the “rhetorical” one (On voit les journalistes qui s’amassent. On dirait une meute ‘You can see the journalists who are gathering. It looks like a pack’) and the “resemblance” interpretation (Écoute ce concerto de Vivaldi ! On dirait du Bach ‘Listen to this concerto by Vivaldi! It sounds like Bach’). These interpretations are subsumed under a single marker that we will define as an “epistemic discourse marker”., La construction On dirait que P / SN a été qualifiée, dans les rares études qui existent, de « marqueur évidentiel » ou de « marqueur discursif ». Selon notre hypothèse, basée sur l’exploitation des trois corpus que nous avons établis, il y a trois interprétations de cette construction – « évidentielle » (Regarde les nuages ! On dirait qu’il va pleuvoir), « rhétorique » (On voit les journalistes qui s’amassent. On dirait une meute) et « de ressemblance » (Écoute ce concerto de Vivaldi ! On dirait du Bach) –, qui relèvent d’un seul est même marqueur que nous définirons comme « un marqueur discursif épistémique ».

This research compares Spanish proverbs and their Japanese equivalents about the undesirable emotion ‘fear’ from a cognitive approach, extracted from a corpus built from various collections of proverbs in Spanish and Japanese. The main goal is to understand how this emotion is conceptualized in the two languages of study through the analysis of the conceptual metaphors present in the proverbs. The results show that there are similarities in the use of conceptual metaphors in both languages, the most representative being ‘fear is an intensifying force’ (24.13 % in Spanish and 75 % in Japanese) and ‘fear is an enemy’ (37.93 % in Spanish and 8.33 % in Japanese). In contrast, some conceptual metaphors such as ‘fear is wisdom/experience’ (3.45 % in Spanish and 16.67 % in Japanese) appear more frequently in Japanese., Esta investigación compara refranes españoles y sus equivalentes japoneses sobre la emoción no deseable «miedo» desde un enfoque cognitivo. Los refranes han sido extraídos de un corpus elaborado a partir de diversas recopilaciones de refranes en español y en japonés. El objetivo es comprender cómo se conceptualiza dicha emoción en las dos lenguas de estudio mediante el análisis de las metáforas conceptuales que subyacen en los refranes. Los resultados demuestran que existen puntos en común en el uso de metáforas conceptuales en ambas lenguas, siendo las más representativas «el miedo es una fuerza intensificadora» (24,13 % en español y 75 % en japonés) y «el miedo es un enemigo» (37,93 % en español y 8,33 % en japonés). En cambio, algunas metáforas conceptuales como «el miedo es sabiduría/experiencia» (3,45 % en español y 16,67 % en japonés) aparecen con mayor frecuencia en japonés.Palabras claverefrán, kotowaza, lingüística cognitiva, metáfora, metáfora conceptual Perfil de la autoraMónica Pérez Ruiz es graduada en Estudios de Asia Oriental (japonés) por la Universidad Autónoma de Madrid. Posee un Máster en Lingüística Aplicada a la Enseñanza de Español como Lengua Extranjera de la Universidad Antonio de Nebrija y se doctoró en el programa de Ciencias del Lenguaje de la Universidad Autónoma de Madrid. Su línea de investigación se orienta hacia la lingüística cognitiva y la paremiología comparada. Ha trabajado cinco años en China, donde ha impartido clase en varias universidades como la Universidad de Lengua y Cultura de Pekín o la Universidad Internacional de Heilongjiang. Actualmente es profesora a tiempo completo en el Departamento de Estudios Hispánicos y Latinoamericanos de la Universidad de Ulsan en Corea del Sur y colabora con instituciones como el Instituto Cervantes o el Centro DELE de Daegu.

This dissertation examines cults of personality from the perspective of cognitive linguistics. Focusing on the cults of Benito Mussolini of Fascist Italy (in power 1922-1943) and Nicolae Ceauşescu of communist Romania (in power 1965-1989), it offers a novel framework for understanding and accounting for longstanding observations regarding such cults’ expressly communicative nature (see e.g. Wedeen 1999; Leese 2007; Márquez 2020; Postoutenko 2022) grounded in an adaptation of Construction Grammar (Goldberg 1995, 2006, 2019; Hoffmann & Trousdale 2013). At its core, Construction Grammar views the entirety of language to be made up of constructions, which are understood as “conventionalized pairings of form and function” that are stored and organized in an interrelated, hierarchical, mental ‘constructional’ network (Goldberg 2006: 1). Although originally devised specifically with human language in mind, Construction Grammar has recently been applied to broader swaths of communication and semiosis beyond language ‘proper’ such as co-speech gesture, image-text configurations, and other patterns that highlight the frequently multimodal nature of human interaction (see e.g. Steen & Turner 2013; Dancygier & Vandelanotte 2017a; Hoffmann 2017b, 2021; Zima & Bergs 2017a,b; Turner 2020, 2022). Aligning itself with such recent extensions, this dissertation considers cultic production (e.g. various conceptually-structured and materially-manifested representations of both Mussolini and Ceauşescu) to constitute cultic constructions that, although operating across communicative modalities, nevertheless often take shape visually in the form of images. To this end, this study explores the possibility of expanding the constructionist enterprise to include not only linguistic or multimodal but also specifically visual constructions into its theoretical apparatus.Within the present approach, such constructions are taken as the basis for all cultic semiosis and communicativ

La heterogeneidad de configuraciones sintácticas y valores semánticos que los verbos de cambio en español pueden expresar no son fáciles de determinar. Su compleja naturaleza lingüística hace que su clasificación y delimitación suponga un reto descriptivo, tanto en español L1 como español LE/L2. La falta de consenso explicativo en estudios lingüísticos y gramáticas de español L1 tiene efectos en el modo en que se tratan los verbos pseudocopulativos de cambio en materiales docentes de español LE/L2. Para analizar el alcance de esta influencia en esta investigación se presenta un cuestionario de diez criterios basados en la reflexión de las necesidades pedagógicas de contenidos gramaticales de difícil adquisición. Esta herramienta sirve de diagnóstico del tratamiento de los verbos pseudocopulativos de cambio en un corpus de materiales docentes que contiene 35 títulos entre manuales y gramáticas de español LE/L2. Este análisis ofrece resultados cuantitativos y cualitativos sobre el grado de adecuación de los materiales docentes analizados a la enseñanza de las construcciones de verbos pseudocopulativos y evidencia las dificultades explicativas que estos entrañan. Las conclusiones que se extraen del análisis crítico del corpus de manuales y gramáticas del español EL/L2 permiten concluir que estos materiales no coinciden en el número de verbos que constituyen el grupo de verbos pseudocopulativos de cambio, usan un lenguaje complejo y términos subjetivos en la descripción de su funcionamiento, lo cual la hace poco funcional. No ofrecen una explicación rigurosa de la posibilidad de combinación de un término con más de un verbo y no vinculan su significado con su sentido metafórico. Su explicación no se acompaña de recursos visuales o representaciones graficas que faciliten su procesamiento y, en algunos casos, no se integran con otros contenidos funcionales, léxicos, gramaticales o pragmáticos de la unidad didáctica en la que aparecen. En lo relativo a la práctica formal, Heterogeneity of syntactic configuration and semantic values conveyed by change-of-state verbs in Spanish are not easy to be accounted. Due to its complex linguistic nature their classification and delimitation represent a challenge, both in Spanish L1 and Spanish as Foreign Language (SFL). The lack of a descriptive agreement in Spanish L1 linguistic studies and grammars has effects on how pseudocopulative change-of-state verbs (PCOS) are treated in SFL teaching materials, scope analyzed in this paper. With this aim, a ten-criteria questionnaire based on pedagogical considerations can be used as a diagnostic tool for analyzing the treatment of PCOS in SFL teaching materials. This critical study offers quantitative and qualitative results of the degree of adequacy for these verbs account in a corpus that contains 35 references (manuals and grammars). This analysis makes clear their explanatory difficulties. The results extracted from the critical analysis lead to conclude that materials analyzed do not coincide in the number of verbs that make up the PCOS group. Since it is used complex language and subjective terms in the description of their operation, their definition is not functional. Corpus teaching materials do not offer an accurate explanation about overlapping uses and diffuse semantic limits. Their explanation does not link with their metaphorical meaning, and it is not connected with any visual resources or graphic representations that facilitate the SFL learner’s processing and understanding. In some cases, they are not integrated with other functional, lexical, grammatical, or pragmatic contents of the teaching unit containing them. Regarding the formal practice, a very unequal treatment has been observed. This fact strengthens the global vision of lack of homogeneity in the treatment of these verbs. In view of these findings, a rethinking of the instruction of Spanish pseudocopulative verbs of change is essential. The adoption of a theoretical approach

Un hablante reconoce un neologismo porque, en un contexto dado, su innovación formal o semántica atrae toda su atención frente al resto de la información lingüística y su desviación con respecto a lo conocido le genera sorpresa. Estos dos conceptos clave que surgen en su reconocimiento, esto es, la información nueva y la sorpresa, nos han llevado a cuestionarnos en este artículo la posibilidad de vincular la neología con la categoría semántica de la miratividad, que expresa esos contenidos y otros relacionados con la comprensión o el descubrimiento repentinos, con la falta de preparación de la mente o con las contraexpectativas que derivan de las situaciones que experimentamos. La reflexión sobre estos contenidos permite concluir que estas dos categorías están estrechamente relacionadas, pero hay matices que facilitan su diferenciación., A speaker recognises a neologism because, in a given context, its formal or semantic innovation attracts their attention against the background of other linguistic information, and this deviation from prior knowledge generates surprise. These two key concepts that arise in the recognition of neologisms —i.e. new information and surprise— have led us to investigate in this article the possibility of linking neology with the semantic category of mirativity. Mirativity expresses these contents and others related to sudden understanding or discovery, lack of preparedness of the mind or counter-expectations arising from situations we experience. Reflection on these contents allows us to conclude that these categories are closely related, but there are nuances that facilitate their distinction.

The article is written in line with cognitive linguistics. It deals with the issues of conceptual study of the lexical-semantic fields of the concepts "man/odem" and "family/oila" in the Russian and Uzbek languages.

This study aims to examine the role of metaphor in the process of teaching and learning a second language (L2), more specifically, L2 Spanish. As part of one of the most popular research lines in the field of Ap- plied Linguistics, i.e., L2 teaching and learning, this research is based on a Cognitive Linguistics approach to language. It presents metaphors not as mere stylistic and rhetorical mechanisms, but as critical components of everyday language and fundamental mechanisms of conceptualization of the world (Lakoff & Johnson, 1980). After providing a summary of the literature exploring the relationship between metaphor and L2 pedagogy and learning, focusing on conceptual metaphor theory and metaphorical competence, we will present the results of a case study with intermediate learners. The empirical investigation exam- ines whether their metaphoric competence is enhanced after the intervention and whether there is a relationship between learners’ general metaphorical competence and linguistic competence –comprehension and production– of a complex metaphorical linguistic construction that expresses emotions., This study aims to examine the role of metaphor in the process of teaching and learning a second language (L2), more specifically, L2 Spanish. As part of one of the most popular research lines in the field of Ap- plied Linguistics, i.e., L2 teaching and learning, this research is based on a Cognitive Linguistics approach to language. It presents metaphors not as mere stylistic and rhetorical mechanisms, but as critical components of everyday language and fundamental mechanisms of conceptualization of the world (Lakoff & Johnson, 1980). After providing a summary of the literature exploring the relationship between metaphor and L2 pedagogy and learning, focusing on conceptual metaphor theory and metaphorical competence, we will present the results of a case study with intermediate learners. The empirical investigation exam- ines whether their metaphoric competence is enhanced after the intervention and whether there is a relationship between learners’ general metaphorical competence and linguistic competence –comprehension and production– of a complex metaphorical linguistic construction that expresses emotions.

In everyday communication, speakers go beyond words to synchronize speech sounds and gestures, adding nuanced meanings. For instance, in Colombian Spanish, recounting the distant past involves elongating words, modulating pitch, and using expressive hand movements. This dissertation explores this phenomenon, termed Multimodal Iconic Expressions (MMIEs), using Cognitive Linguistics and Cognitive Grammar. The quantitative study uncovers correlations between verb aspect, nominal quantification, and speech duration, revealing phono-iconic connections. The qualitative study examines construal operations giving rise to MMIEs across semantic domains. MMIEs predominantly appear in discourse Focus, with durative events and mass-like quantities exhibiting pronounced phono-iconic associations. Patterns include stress and beat-like gestures, while more elaborate expressions involve pitch, intensity, duration, and voice-type modulations, elevating iconicity levels. This research advances our understanding of iconicity in language, emphasizing profound conceptual meanings encoded in phonological elements. This research extends the boundaries of our understanding of iconicity in conceptualization and language use, underscoring the capacity of phonological elements to carry profound conceptual meaning.

This paper focuses on Applied Cognitive Linguistics, more specifically on how the different areas within this theoretical perspective contributed to the field of the acquisition and teaching of Spanish as a Foreign Language (SFL). Cognitive Linguistics is not a homogeneous approach to language; it includes different perspectives about language that share some theoretical principles, such as the integration of language with other cognitive abilities. In SFL, Cognitive Grammar has received most of the researchers’ attention but the interest in other areas of Cognitive Linguistics is now growing. The main benefits of applying Cognitive Linguistics to SFL teaching are explained in this paper. The focus is on typological contrasts in the area of motion events (e.g. ir ‘go’ vs. venir ‘come’; dejar ‘leave’/poner ‘put on’/meter ‘put in’) and the difficulties they pose to SFL students. Finally, it is explained how Cognitive Linguistics helps with the new challenges of the acquisition and teaching of SFL, particularly in relation to typological contrasts. For ex*ample, the development of mediation and plurilingual competence through the lens of Cognitive Linguistics., Este artículo se centra en la Lingüística Cognitiva Aplicada, concretamente en cómo las distintas ramas de esta perspectiva teórica han contribuido a la adquisición y la enseñanza de Español como Lengua Extranjera (ELE). La Lingüística Cognitiva no es un enfoque homogéneo sino que incluye distintas aproximaciones al lenguaje que comparten algunos postulados teóricos como, por ejemplo, la integración del lenguaje con otras habilidades cognitivas. En el campo de ELE, la Gramática Cognitiva ha tenido una amplia aceptación, pero recientemente el interés se ha expandido a otras áreas de la Lingüística Cognitiva. En este artículo se explican los principales beneficios de la aplicación de la Lingüística Cognitiva a la enseñanza de ELE. Nos centraremos en los contrastes tipológicos en relación al movimiento (ej. ir vs. venir; dejar/poner/meter) y en las dificultades que plantean para los estudiantes de ELE. Finalmente, se explican los beneficios de la Lingüística Cognitiva para los nuevos retos de la adquisición y enseñanza de ELE, especialmente en los mencionados contrastes tipológicos. Un ejemplo es el desarrollo de la mediación y la competencia plurilingüe, que pueden tratarse con éxito desde la óptica de la Lingüística Cognitiva.

En un estudio previo comprobamos las ventajas de aprender un conjunto de locuciones idiomáticas del español mediante dos propuestas didácticas basadas en la lingüística cognitiva en las que los participantes reflexionaban sobre la conexión entre la lectura literal y el significado idiomático de estas unidades de manera retroactiva (tras recibir el significado) o proactiva (antes de descubrirlo) (Ureña Tormo et al., 2022). El presente trabajo se centra en abordar las respuestas incorrectas del estudio anterior e identifica cuatro tipos de errores: a) interferencias con el significado de otra locución aprendida; b) significado literal; c) significado sin relación con la locución; d) respuesta en blanco. Entre ellos, predominan significativamente las respuestas en blanco (d), sobre todo una semana después de haber aprendido las locuciones, mientras que las confusiones entre locuciones (a) disminuyen notablemente con el tiempo. Los resultados no permiten establecer si uno de los planteamientos metodológicos es más propenso a provocar o evitar un determinado tipo de errores; sin embargo, dado que la propuesta basada en reflexionar sobre el nexo literal-figurado de manera retroactiva reporta resultados superiores, conviene seguir explorando su potencial didáctico y vincularlo a locuciones con características particulares., In a previous study, we verified the advantages of learning a set of idiomatic phrases in Spanish through two didactic proposals based on Cognitive Linguistics in which the participants reflected on the connection between the idioms’ literal reading and the idiomatic meaning retroactively (after receiving the meaning) or proactively (before discovering it) (Ureña Tormo et al., 2022). This paper focuses on the incorrect responses of the previous study and identifies four types of errors: a) interference with the meaning of another target idiom; b) literal meaning; c) meaning unrelated to the idiom; d) blank response. Among these, blank responses (d) predominate significantly, especially one week after learning the idioms, while confusion between phrases (a) decreases markedly over time. The results do not allow us to establish whether either of the two methodological proposals is more likely to cause or avoid a certain type of error. However, given that the pedagogical treatment based on reflecting on the literal-figurative link retroactively reports superior results, it is convenient to continue exploring its pedagogical potential, and to relate this to idioms with specific features.

This paper focuses on Cognitive Translation and Interpreting Studies (CTIS) in order to explain, with the help of Cognitive Linguistics and Psychology, two central aspects of the work of every translator and interpreter, that is to say, that their choices are conditioned both by the linguistic patterns of their mother tongue and by their personality, emotions and beliefs; and that these choices can alter the impact of the translated product on the target audience. This work summarizes the results of cognitive empirical studies that explore the role of certain linguistic and psychological constructs in the translation and interpreting process. First, the results on three theoretical constructs of cognitive linguistics are reviewed: the notion of «frame», Slobin’s «thinking-to-translating» hypothesis and the notion of «construction». Next, work is introduced on the impact of three individual psychological factors on the work of translators and interpreters–i.e., ideology, personality and emotions–and on the factors modulating this impact., Este trabajo sitúa el foco en los estudios de traducción e interpretación para explicar, con la ayuda de la lingüística y la psicología cognitivas, dos aspectos centrales del trabajo de todo traductor e intérprete, a saber: que sus elecciones están condicionadas tanto por los patrones lingüísticos de su lengua materna como por su personalidad, emociones y creencias; y que dichas elecciones pueden alterar el impacto del producto traducido en la audiencia receptora. A lo largo del trabajo se exponen los resultados de algunos estudios empíricos de corte cognitivo que exploran el papel de determinados constructos lingüísticos y psicológicos en el proceso de traducción e interpretación. Se revisan los resultados sobre tres constructos teóricos de la lingüística cognitiva (la noción de «marco», la hipótesis de «pensar para traducir» de Slobin y la noción de «construcción»), sobre el impacto de tres elementos individuales de índole psicológica en el trabajo del traductor y el intérprete (la ideología, la personalidad y las emociones) y sobre los factores que modulan dicho impacto.

The problems of studying the lexical structure of a word have a way out into various areas of cognitive science, including biosemiotics. In the article, the biosemiotic approach is reframed into a biosemantic approach based on decoding specific lexical structures. The lexical invariants of polysemous words are shown to be meaningful cores of their figurative meanings. It is a set of dominant semantic components that are stably associated with each lexeme’s meaning. In the process of semiosis, the individual is guided by these invariant components. These components are formed over time in the individual's cognitive niche as a result of observations of the relationship between language signs. The practical part of the article includes an empirical invariant-component analysis of the English polysemous substantive “a hood” from the standpoint of invariant semantics. Given the results, biosemiotics has an advantage over traditional semantics in describing the semantics of lexical units., Os problemas de estudar a estrutura lexical de uma palavra têm saída para várias áreas da ciência cognitiva, incluindo a biossemiótica. No artigo, a abordagem biossemiótica é reformulada em uma abordagem biossemântica baseada na decodificação de estruturas lexicais específicas. Os invariantes lexicais de palavras polissêmicas são mostrados como núcleos significativos de seus significados figurativos. É um conjunto de componentes semânticos dominantes que estão associados de forma estável com o significado de cada lexema. No processo de semiose, o indivíduo é guiado por esses componentes invariantes. Esses componentes são formados ao longo do tempo no nicho cognitivo do indivíduo como resultado das observações da relação entre os signos da linguagem. A parte prática do artigo inclui uma análise empírica de componentes invariantes do substantivo polissêmico inglês “a hood” do ponto de vista da semântica invariante. Diante dos resultados, a biossemiótica tem vantagem sobre a semântica tradicional na descrição da semântica das unidades lexicais., Los problemas de estudiar la estructura léxica de una palabra tienen salida en varias áreas de la ciencia cognitiva, incluida la biosemiótica. En el artículo, el enfoque biosemiótico se reformula en un enfoque biosemántico basado en la decodificación de estructuras léxicas específicas. Se muestra que las invariantes léxicas de las palabras polisémicas son núcleos significativos de sus significados figurativos. Es un conjunto de componentes semánticos dominantes que se asocian de manera estable con cada significado de lexema. En el proceso de semiosis, el individuo se guía por estos componentes invariantes. Estos componentes se forman con el tiempo en el nicho cognitivo del individuo como resultado de las observaciones de la relación entre los signos del lenguaje. La parte práctica del artículo incluye un análisis empírico de componentes invariantes del sustantivo polisémico inglés “a hood” desde el punto de vista de la semántica invariante. Dados los resultados, la biosemiótica tiene una ventaja sobre la semántica tradicional al describir la semántica de las unidades léxicas.

There are two version, in English and Spanish, [EN] The current affordances of ICT have – in the past decade – dramatically increased the exposure of students to the number of various digital texts they use or are exposed to when acquiring an additional language. The print media has been supplemented or even sometimes substituted by the digital media at all levels of education, including higher education and university curricula. Various research has recently been conducted into the role of digital media in L2 acquisition and this paper attempts to systematically summarize the results of this research, with a specific focus on reading comprehension. This systematic review follows the PRISMA guidelines (Page et al., 2021). The 2010-2021 studies from Scopus and the Web of Science dealing with the topic have been collected and analysed. Only experimental studies in peer-reviewed research journal papers have been included in the search. By applying this protocol review, 15 papers were selected for a synthesis. The results were classified as: (a) effect of media on reading comprehension, (b) pedagogical implications, (c) future research directions. The study concludes with some discussion and implications for researchers and practitioners from two perspectives: basic or fundamental Second Language Acquisition (FSLA) and instructed Second Language acquisition (ISLA)., [ES] En la última década, las posibilidades que ofrecen hoy las TIC han aumentado drásticamente la exposición de los estudiantes a diversos textos digitales que utilizan o a los que están expuestos cuando adquieren una lengua extranjera. Los medios impresos se han visto complementados o incluso a veces sustituidos por los medios digitales en todos los niveles de la enseñanza, incluidos los planes de estudio de la enseñanza superior y universitaria. En los últimos tiempos se han llevado a cabo diversas investigacionessobre el papel de los medios digitales en la adquisición de L2 y este artículo pretende resumir sistemáticamente los resultados de dichas investigaciones, centrándose específicamente en la comprensión lectora. Esta revisión sistemática sigue las directrices PRISMA (Page et al., 2021). Se han recopilado y analizado los estudios de 2010-2021 de Scopus y de Web of Science que tratan el tema. Sólo se han incluido en la búsqueda estudios experimentales en artículos de revistas de investigación revisados por pares. Aplicando este protocolo de revisión, se seleccionaron 15 trabajos para realizar una síntesis. Los resultados se clasificaron en: (a) efecto de los medios en la comprensión lectora, (b) implicaciones pedagógicas, (c) futuras direcciones de investigación. El estudio concluye con algunas discusiones e implicaciones para investigadores y profesionales desde dos perspectivas: la adquisición básica o fundamental de segundas lenguas (FSLA, en sus siglas en inglés) y la adquisición instruida de segundas lenguas (ISLA, en sus siglas inglés).

The Hours (2002) is a fi lm that was produced in the early 21st century, based on Michael Cunningham’s epon-ymous novel, published in 1998. The fi lm holds great value from a feminist perspective as it addresses highly relevant issues within gender studies. These topics include societal expectations for each gender, identity, homosexuality and discrimination, the idealization of motherhood under the concept of the angel in the house, mental health and its relationship with gender, and sisterhood. Additionally, intertextuality plays a key role, as one of the main characteristics of The Hours is its constant reference to Virginia Woolf’s Mrs. Dalloway.The main objective of this study has been to analyse, from a translational, philological, and intertextual perspective, the translation into Spanish and French of a se-lection of scenes dealing with two essential themes: motherhood and mental health. The scenes comprised in the corpus underwent linguistic and translational analysis. On one hand, the content analysis had a triple purpose: addressing the content from feminist literary criticism, Cognitive Linguistics, and intertextuality to explore the selected corpus from a gender perspective, examining translations from a contrastive viewpoint focusing on aspects related to translation and cognition, and investigating the intertextual relationships established, mainly with Mrs. Dalloway.On the other hand, the translational analysis focused on the translational study of the English and French translations, exploring how different challenges associated with the spatiotemporal constraints of subtitling were addressed. Regarding the results, significant differences were found between the French and Spanish translations. In the case of French, expansion and embellish-ment techniques were chosen, while in the case of the Spanish translation, the translation remained close to the original., The Hours(2002) es una película que vio luz en los albores del siglo xxi y que está basada en la novela homónima de Michael Cunningham, publicada en 1998. El largometraje basado en la novela de Cunningham tiene un gran valor desde el punto de vista feminista puesto que refleja temas muy relevantes de los estudios de género como las expectativas sociales sobre cada género, la identidad, la homosexualidad y la discriminación, la idealización de la maternidad bajo el concepto del ángel del hogar, la salud mental y su relación con el género, o la sororidad. Asimismo, la intertextualidad desempeña un papel clave, ya que una de las características principales de The Hours es su constante alusión a Mrs. Dalloway de Virginia Woolf. El objetivo principal de este estudio ha sido analizar desde el punto de vista traductológico, filológico e intertextual la traducción al español y al francés de una selección de escenas que tratan dos temas esenciales: la maternidad y la salud mental. Las escenas que conforman el corpus se han sometido a un análisis lingüístico y traductológico. Por un lado, el análisis de contenido tenía un propósito triple, abordar el contenido desde la crítica literaria feminista, la Lingüís-tica Cognitiva y la intertextualidad para explorar el corpus seleccionado desde una perspectiva de género, explorando las traducciones desde una mirada contrastiva poniendo el foco en los aspectos relacionados con la traducción y la cognición, e indagando en las relaciones intertextuales que se establecían con Mrs. Dalloway principalmente. Por otro lado, el análisis traductológico se ha centrado en el estudio traductológico de la traducción al inglés y al francés, y en explorar cómo se han solucionado los diferentes retos asociados a las restricciones espaciotemporales propias del subtitulado. En lo que concierne a los resultados se han encontrado diferencias significativas entre las traducciones al francés y al español. En el caso del francés se ha optado por técnicas de

Objectives: The primary objective of this article is to explore the impact of the anthropocentric paradigm on Uzbek linguistics and its subsequent formation. The focus is on the shift towards an anthropocentric approach in world linguistics, especially since the late 20th century. The article aims to highlight the specific areas within Uzbek linguistics that have been influenced by this paradigm, emphasizing changes and developments in scientific views and ideas.   Methods: To achieve the stated objectives, the article employs a methodological approach that involves an examination of the anthropocentric paradigm and its integration into Uzbek linguistics. It explores how the subject of language, along with its owner, national mentality, and culture, has gained prominence in linguistic studies. The methods also include an analysis of the fields that emerged based on anthropocentric views and the notable changes witnessed in 21st-century Uzbek linguistics.   Results: The results of this study shed light on the significant impact of the anthropocentric paradigm on various aspects of Uzbek linguistics. The article analyzes the emergence of fields such as Uzbek cognitive linguistics, linguistic and cultural studies, and pragmalinguistics. It delves into the exploration of spiritual values and linguistic experiences within national-cultural communities, offering insights into the signs of interdependence between language and culture.   Conclusion: In conclusion, the article synthesizes the findings by providing general conclusions on the influence of the anthropocentric paradigm on Uzbek linguistics. It underscores the importance of studying language in conjunction with its owner and cultural context. The changes and developments observed in the 21st century within Uzbek linguistics, shaped by anthropocentric views, are highlighted. The conclusion emphasizes the continued relevance of the relationship between language and culture, as well as language and th

Meaning in sensory language is often built through figurative mechanisms, such as synesthetic metaphors, where a sensorial domain is used to talk about perceptions from a different sense, as in green[VISION] aroma[SMELL]. The motivation of synesthetic transfers of meaning has been studied in general and literary language, resulting in attempts to establish universals regarding the conceptual preference of the human senses. However, those universals have not been proven in any sensory LSP. The present work uses an LSP corpus of olive oil tasing notes to explore the nature of synesthetic metaphors, test existent models and identify tendencies which may explain this phenomenon in sensory language. The computer-assisted methodology followed consists of identifying semantic discordances and classifying synesthetic expressions in the discourse according to the source and target sensorial domains. Results show the inadequacy of existent models to explain synesthetic behavior in olive oil tasting language. The patterns found are discussed in the light of cognitive constraints and LSP and genre analysis to conclude that a multi-field approach is needed to explain the motivation of synesthetic transfers of meaning., La construcción de significado en el lenguaje sensorial se da frecuentemente a través de mecanismos figurativos, como la metáfora sinestésica, en la cual un modo sensorial se utiliza para describir otro, como en green[VISIÓN] aroma[OLFATO]. La motivación de esta transferencia de significado se ha estudiado en el lenguaje general y literario, resultando en propuestas de universales que tratan de formular principios de preferencia conceptual de los sentidos humanos. Sin embargo, estos principios no se han comprobado en ningún LFE. El presente trabajo analiza un corpus de notas de cata de aceite de oliva con el fin de testar los modelos existentes e identificar tendencias que permitan explicar este fenómeno en el lenguaje sensorial. La metodología empleada, asistida por ordenador, consiste en identificar discordancias semánticas en el discurso y clasificar las expresiones sinestésicas según el modo sensorial origen y meta en la transferencia de significado. Los resultados muestran la ineficacia del modelo testado a la hora de explicar el comportamiento sinestésico en el lenguaje de la cata de aceite de oliva. Por tanto, los patrones observados se analizan desde las perspectivas de la cognición humana y las teorías de LFE y género textual para concluir abogando por la necesidad de análisis multidisciplinares para explicar las transferencias sinestésicas de significado., Departamento de Filología Inglesa, Máster en Estudios Ingleses Avanzados: Lenguas y Culturas en Contacto

Vocabulary learning and teaching has been one of the main issues in ESL/EFL learning and teaching research. EFL teachers in Uzbekistan, in particular, are grappling with the effective vocabulary teaching methods. This paper is doing part of this job in a different way. It discusses three principles based on Cognitive Linguistics (CL), namely the study of categorization, prototype, and metaphor, and implications of these principles in formal vocabulary instruction of English learning in South-western mainland Uzbekistan.

The tourist information panel is a textual genre linked to cultural or heritage tourism. The panels are usually found in public space next to well-known monuments. However, despite their visibility and relevance, there are no specific studies on the discourse of tourist panels. This article will analyse the characteristics found in those sequences that describe the architectural heritage that the tourist panel aims to promote. For the comparison between the Spanish text and its English translation, a contrastive approach will be used. Furthermore, the model of architectural description, which not only takes into account the use of architectural terminology, but also the discursive structure and the use of other verbal elements present in the description, such as verbs and adjectives, will be used as a basis in order to measure the degree of descriptiveness of the tourist information panels., El panel turístico es un género textual vinculado al turismo cultural o de patrimonio. Los paneles suelen encontrarse en la vía pública, frente a monumentos significativos de una localidad. Sin embargo, y a pesar de su visibilidad e importancia, no existen estudios centrados en el análisis de su discurso. El presente artículo analizará las características de aquellas secuencias propias del género en las que se describe el patrimonio arquitectónico. Se utilizará un enfoque contrastivo para comparar el texto español con su respectiva traducción inglesa y se tomará como base el modelo de descripción arquitectónica, que tiene en consideración no solo el empleo de la terminología de la arquitectura, sino también la estructura discursiva y el uso de otros elementos verbales presentes en la descripción, como son los verbos y los adjetivos, con el fin de medir el grado de descripción presente en los paneles turísticos.