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Within the fields of narratology, cognitive linguistics and discourse analysis, this article studies how "Vote Leave" – the "respectable" side of the pro-Brexit debate –, used storytelling to frame an exclusionary conception of the British nation. To do so, the article relies on a critical narrative analysis of the storytelling elements at the heart of a corpus of official documents from the 2016 campaign, and argues that those Brexit narratives were instrumental in the creation of a nativist conception of the British nation. The paper contributes to the rich literature on Brexit narratives by adopting an original approach focusing on what we call "enemy narratives" and on how this type of narratives helped construct a restrictive understanding of the British nation. The result will be correlated with the growing political polarization of post-Brexit British society and the emergence of what some researchers consider as a culture war [ABSTRACT FROM AUTHOR]

In the last century, cognitive linguistics has drawn attention to the relevance of metaphor as a cognitive phenomenon when it comes to understanding reality, as well as its ability to project a certain image on the concepts we are talking about. Hence the importance of its role in the construction of political discourses, since, with it, an interested vision of what is transmitted can be showed. Aware of this, in this study we have analyzed the cognitive metaphors used by the different Spanish political leaders in their interventions in the Congress of Deputies during the first wave of the pandemic at 2020. We have studied the different cognitive metaphors used in their speeches by the representatives of each political group, and we have related them to their position regarding the action carried out by the Government in response to the spread of the coronavirus in our country, especially in relation to the declaration of the State of Alarm. In this way, we have verified how the different uses of the metaphor were used to legitimize the decisions made by the Government, and by the opposition to structure the criticisms made against the government proposals. [ABSTRACT FROM AUTHOR]

The article discusses the intersection of Cognitive Linguistics and second language (L2) classrooms, highlighting the challenges faced by researchers in conducting empirical studies in this field. It emphasizes the importance of including qualitative data, addressing methodological considerations, and aligning research goals with classroom needs. The Thematic Section presents studies on ACL applications in English and Spanish L2 classrooms, focusing on vocabulary, idiomatic expressions, grammatical constructions, and effects-of-instruction research. The studies aim to improve understanding of the learning process in instructional contexts and provide valuable insights for future research in language education. [Extracted from the article]

Cognitive Linguistics offers valuable insights for second language instruction, particularly in enhancing motivated polysemy to facilitate vocabulary acquisition. This paper reports on a longitudinal, classroom-based study and analyses the design, implementation, and assessment of activities inspired by Cognitive Linguistics, elucidating the polysemous meanings of the particles IN/OUT and UP/DOWN. The study involved an experimental group comprising 81 Spanish secondary school students and a control group of 26 students. Following a pre-test/post-test design, participants completed two tests (a gap-fill particle test and a lexical depth test) designed to measure students' command of polysemous meanings. Despite positive teacher feedback and a perceived increase in awareness of polysemy, the experimental learners showed no statistically significant improvement in the test results. We conclude that a comprehensive approach is required to evaluate learning outcomes, encompassing pedagogical experience, classroom-based research factors, and effective assessment measures. [ABSTRACT FROM AUTHOR]

This paper aims to explore the shortcomings and challenges of Applied Cognitive Linguistics (ACL) in L2 classrooms and research. It examines the main issues and presents a case study with three quasi-experimental classroom studies. These experiments taught the Spanish past simple tenses using approaches informed by Cognitive Linguistics and Communicative Language Teaching, plus a control group, through a pretest/posttest design. Results favored cognitive-pedagogical instruction, but only in one production task (Alonso-Aparicio & Llopis-García, 2019). Subsequent studies replicated and extended the first, with further changes in instruction and assessment design, but found no significant differences between experimental groups in the posttest. The discussion highlights the steps taken to ensure study success, pointing out shortcomings in traditional assessment tests that favor notional-functional instruction. We suggest alternative testing tasks that consider cognitive-based approaches and new avenues for future research, aligning with Martín-Gascón et al. (2023). [ABSTRACT FROM AUTHOR]

Applied Cognitive Linguistics (ACL, henceforth) offers a vision of language closely tied to our experiences and views of the world, showing great promise for foreign language teaching and learning. Building upon this meaning-centered perspective, this paper discusses an interventional, quasi-experimental study assessing the effectiveness of incorporating animated images into materials for teaching comparative constructions in L2 Spanish. Conducted in three phases with varying participation rates (69 students in the first, 18 in the second, and 27 in the third), the study faced numerous factors that hindered data collection process and thereby influenced the results. Although the findings were not statistically significant, they suggest a slight improvement in post-test performance in both the experimental and comparison groups. While the potential of ACL in second language teaching and learning is undeniable, so are the challenges faced in L2 classrooms. This underscores the need for further empirical research to bridge the gap between theoretical principles and their practical implementation in real classroom settings. [ABSTRACT FROM AUTHOR]

The document "Review of Lu, Kudrnáčová & Janda (2021): Corpus approaches to language, thought and communication" explores the intersection of corpus linguistics and cognitive linguistics, focusing on the use of corpora in linguistic research. The volume contains six studies that highlight different approaches to cognitive linguistic analysis and the study of linguistic phenomena supported by quantitative data collection. By combining quantitative and qualitative methods, researchers can test various hypotheses, identify phenomena not studied by traditional methods, and support their findings with statistical counts or examples from the corpus. The document provides valuable insights for those interested in corpus-based approaches to linguistic analysis and serves as a practical reference tool for researchers working with big data in cognitive linguistics. [Extracted from the article]

This review study focuses on the challenges faced when conducting effects-of-instruction research in Applied Cognitive Linguistics. It offers an overview of relevant research that has sought to demonstrate the effectiveness of a cognitive-based approach to second language (L2) pedagogy and provides illustrations from previous work in L2 Spanish by the author and colleagues of some of the factors that can influence findings in quasi-experimental research. More specifically, the study addresses some of the difficulties encountered in the design of materials and assessment tests, during the pedagogical intervention and the data collection and data analysis phases. These include choice of assessment, test effects, sample size, withdrawal, and time-on-task, among others. Along with these methodological issues, a discussion of possible solutions as well as pedagogical and methodological implications are discussed. [ABSTRACT FROM AUTHOR]

It is now well established that English phrasal verbs cause English as foreign language learners no small degree of confusion due to the semantic complexity. However, the influence of crosslinguistic transfer on learning phrasal verbs has remained unclear. There even has been little qualitative analysis of the crosslinguistic difference between literal and metaphorical meanings of particles. This paper proposes an instructional approach underpinned by metaphor and categorization in cognitive linguistics and highlights particles as a means of disentangling polysemous verb-particle constructions. Fifteen students from four universities in Taipei City and City of Newcastle upon Tyne participated in the study. Results of the qualitative data, i.e., discussion tasks, in-session tasks, and interviews, suggested that despite the difficulty of understanding some target items, the crosslinguistic similarities and differences generally aid the learning of the phrasal verbs via the proposed approach. Raising an awareness of crosslinguistic difference between metaphorical meanings of particles can be pedagogically useful. [ABSTRACT FROM AUTHOR]

The study aims to examine the syntactic and semantic behaviors of predicative possession (i.e., have-possessive constructions) in Malwai Punjabi, an underdocumented dialect within the Indo-Aryan language family. Data were collected from longitudinal online interviews with native speakers as consultants, with audio recordings for transcribed target sentences. The results revealed that all the alienable possession, either permanent/temporary or abstract/concrete, could be marked by the postposition koḷ 'near/with', whereas inalienable possession, such as whole-part relation and kinship, could not be encoded using koḷ. The prototypicality model and schema-based metaphors explained why koḷ was widely used to express alienable possession in Malwai Punjabi. The analysis of companion and proximity schemata also justified the extended semantics of predicative possession, suggesting a metaphorical mapping of accompaniment and location onto possession. From a typological angle, the case study can not only provide further evidence for the existence of split possession but also contribute to a cognitive understanding of predicative possession in relation to other languages. [ABSTRACT FROM AUTHOR]

This article combines ideas and concepts deriving from grammaticalization studies, cognitive linguistics and construction grammar. Specifically, it takes three important ideas developed within grammaticalization research, namely untypical context, bridging or critical context and isolating or switch context (Evans & Wilkins 2000, 2006; Heine 2002), and remodels them with the concepts construct and construction. This enables the definition of three salient construct types present in historical corpora that are placed in the continuum between individual variation and language change: extensional constructs, ambiguous constructs and adaptive constructs. Each construct type characterizes a specific phase in language change. The data presented as illustration of the construct types stem from historical and contemporary corpora of written French, Italian and Spanish. [ABSTRACT FROM AUTHOR]

While applying cognitive linguistics (CL) to language teaching has been proven effective for teaching polysemous prepositions in English, it has demonstrated less success with the difficult-to-acquire Spanish prepositions por and para. This points to the need for more practical research investigating if and how CL might be effective for this particular target, especially given that conventional instruction has been found to be lacking. The current study compared three instructional conditions in intact intermediate Spanish classes. The first was a traditional approach to teaching por and para that presented learners with lists of disconnected uses in one lesson (n = 32). The second was an applied CL approach that presented Principled Polysemy Networks gradually over time (n = 34), an incremental approach that is usage-based and is a best practice for cognitively demanding instruction. The third was a traditional approach that presented lists of disconnected uses but incrementally over time (n = 26). The usage-based CL approach was found to confer the most advantage for learners on a multiple-choice test, but not a fill-in-the-blank test. The findings are discussed in relation to their pedagogical applications, future directions for applied CL research, and limitations of the study. [ABSTRACT FROM AUTHOR]

This study examines cognitive representations of Ethiopia and Egypt's hydro-political stances on the Grand Ethiopian Renaissance Dam. Data were analysed using image schema theory and conceptual metaphor theory to identify how political leaders deploy conceptual structures to construct, maintain, and reproduce (counter-)hydro-hegemony for water management and international relations broadly. Results suggest that the gerd represents physical and symbolic boundaries constructed/activated to block and animate power. Egypt prefers multilateralism on gerd matters; whereas, Ethiopia acts unilaterally in its national interest. The findings indicate that international public opinion can be cognitively and discursively manipulated to legitimise (in)action sanctioning (counter)hydro-hegemony using original metaphor mappings and mini-narratives. This study posits that interstate hydro-disputes can be viewed as either a journey or trial. While Egypt suggested a family-threat-journey-destination script where all regions correlate to garner power, Ethiopia invoked a victim -threat-defendant-plaintiff-trial narrative to defend confrontational move(s) and motivate the illegitimate jury to dismiss the case. [ABSTRACT FROM AUTHOR]

The book "Figurative Language - Intersubjectivity and Usage" explores the social and communicative aspects of metaphor and figurative language. It consists of 13 articles that cover various topics related to figurative language, including its cognitive and communicative processes, the role of metaphor in communication and cognition, and the interaction between different figurative processes. The book also discusses the complexity of interpreting ironic and metaphorical statements, as well as the role of linguistic indeterminacy and ambiguity in figurative meaning. Overall, the book provides valuable insights into the study of figurative language and its social and cultural dimensions. This article specifically focuses on the concept of figuration and its study from linguistic and psycholinguistic perspectives, offering insights into how figurative language can be analyzed and understood. [Extracted from the article]

In cognitive linguistics, grammatical structure is known to be representative of meaning. This is also true of English articles. In this paper, we argue that the choice of article, when the grammar allows it, is dependent on the wider discourse context and most importantly on how the speaker construes this context. Using survey data from 181 native speakers of English, we show that the choice of article depends on the activation of semantic frames and how speakers may choose to highlight different elements of a frame to construe the situation differently. We rely on Entropy to measure the restrictiveness of a context and to identify particular contexts in which choice is allowed or inhibited. We find that some contextual features such as the specificity of the referent are more restrictive while Hearer Knowledge is more open to construal. [ABSTRACT FROM AUTHOR]

The book "Analogy and Contrast in Language: Perspectives from Cognitive Linguistics" explores the role of analogy and contrast in language and cognition. It challenges the idea that language is governed by a separate grammar module and argues that our linguistic abilities are rooted in our general cognitive abilities. The book is divided into two parts, with the first part focusing on theoretical issues and the second part presenting empirical research. The chapters cover various topics, including paradigmatic and syntagmatic relations, conceptual structures, sentence structures, aspectual distinctions, and metaphors of time and text organization. The book offers a comprehensive and diverse exploration of analogy and contrast in language and cognition, making significant contributions to the field of Cognitive Linguistics. [Extracted from the article]

This paper proposes an explanatory model for the lexical representation of the native speakers' lexical knowledge of English prepositions. Lexical knowledge of prepositions as relational predicates includes argument structure (trajector-landmark) as in Cognitive Grammar, situation types (position vs state) as in Functional Grammar, lexical hierarchies (spatial subdomains) based on semantic primitives, as in Natural Semantic Metalanguage, and embodied perceptual parameters configured in four dimensions, namely, geometry, topology, force-dynamics and function (from Cognitive Linguistics). This model is illustrated here by expounding three lexical templates compatible with constructional templates in the Lexical Constructional Model, representing the semantic decomposition of English prepositions at, on and in. [ABSTRACT FROM AUTHOR]

This article is a brief introduction to the theory of conceptual metonymy and a brief survey of research on this area. The first section presents the cognitive-linguistic notion of metonymy, including a discussion of the various problematic aspects of this notion. This is followed by a longer section illustrating some of the main types of metonymies. The section devoted to the ubiquity of metonymy surveys research on its involvement in cognition, grammatical meaning and form, pragmatic inferencing and discourse, linguistic change, and non-linguistic areas like art and gesture; it ends with a brief note on metonymic triggers and chains, and on its multilevel operation. The chapter ends with a reflection on future directions. [ABSTRACT FROM AUTHOR]

This article is a special issue of the journal Cognitive Linguistic Studies, featuring selected papers from a conference on Cognitive Linguistics. The issue focuses on the cognitive approaches to the study of language and society, with contributions from renowned and emerging scholars. The articles cover various topics, including metaphor, metonymy, similes, irony, embodiment, categorization, and prototypicality. The research presented in this issue aims to enhance our understanding of the impact of cognitive processes on language structure and social communication. [Extracted from the article]

This article introduces the cognitive prosodies model as a way to explain how some rhetorical features in persuasive texts differ across languages and rhetorical traditions, which may inform the process of translating highly rhetorical, persuasive texts. By drawing on a multidisciplinary framework grounded in comparative rhetoric, the semiotics of advertising, cognitive linguistics, and studies of rhetorical phenomena based on magnetic resonance imaging (MRI) and event-related potential (ERP), it first describes persuasion as a textual process that weaves specific 'static' versus 'dynamic' rhetorical mechanisms. These activate varying cognitive efforts and speeds in semantic processing that differ between languages and textual genres. The second half of the article presents a corpus-based study of six English and Spanish presidential speeches on immigration – and their translations – by three consecutive Mexican and US presidents. Through the lens of the cognitive prosodies model, the analysis quantitatively and qualitatively scrutinizes how source and target texts behave and how the model can inform rhetorical awareness in translation practice. [ABSTRACT FROM AUTHOR]

This qualitative research explores the differences in the interpretation of novel veiling and concealing euphemisms from a relevance-theoretic perspective. I argue that the relevance of an utterance containing a novel veiling euphemism is established (1) via the adjustment of its linguistically encoded meaning so that it communicates the meaning encoded by a dispreferred expression, which is derived as an explicature, or (2) via its linguistically encoded meaning, derived as an explicature, and the meaning encoded by a dispreferred expression, recovered as a strong implicature. The relevance of an utterance containing a novel concealing euphemism is established via its linguistically encoded meaning, recovered as an explicature, and via weak implicatures. The recovery of weakly implicit content is not essential for inferring the speaker's meaning. [ABSTRACT FROM AUTHOR]

In the book "Abstract concepts and the embodied mind: Rethinking grounded cognition," Guy Dove explores the representation of abstract concepts and challenges the traditional view of amodal theories that propose independent representation systems. He argues for a grounded or embodied theory that incorporates multimodal, multilevel, and flexible representations. The book addresses the problems of generalization, disembodiment, and flexibility in abstract concepts and proposes solutions through a comprehensive review of studies in neuroimaging, neuropsychology, cognitive linguistics, and language acquisition. While the book emphasizes the role of language in grounding abstract concepts, it does not fully consider the effects of linguistic relativity or individual differences in language experience. Overall, the book provides a unified and adequate account of grounded cognition and appeals to a wide range of readers. [Extracted from the article]

Pornography is commonly criticized for allegedly representing and promoting sexual dominance of men over women. Studies have shown varying results, with no scientific consensus reached on the matter. To contribute to the discussion with empirical discourse analysis evidence, I examine the linguistic choices reflected in a corpus of erotic novels to test whether there are gendered patterns of agency in the representation of sexual interactions. The construal of prominence is correlated to the notion of agency to find which participant specifies the trajector status and agent role in every relational expression. Results show that male participants take prominence over females in an overwhelming majority of the cases, while expressions with plural agency are marginal. The approach of this paper, combining cognitive grammar with linguistic participation roles, provides comprehensive and realistic results by attempting to operationalize agency as the linguistic expression of a particular cognitive pathway. [ABSTRACT FROM AUTHOR]

This article reports an interview with Robert D. Van Valin, Jr., which was held on March 2, 2023, with follow-up e-mail exchanges. Robert Van Valin is the primary developer of Role and Reference Grammar (RRG), a syntactic theory whose principles and commitments intersect with those of Cognitive Linguistics (CL). The article discusses RRG vis-à-vis CL and other approaches to the study of language. It aims to raise awareness about the shared principles of RRG and CL, to enhance cross-fertilization between the two approaches and ultimately inspire new research directions in linguistic theory. The paper is organized into three main parts: (i) background information on the birth and development of RRG, (ii) general principles and commitments of RRG and CL, and (iii) specific issues in the study of language. [ABSTRACT FROM AUTHOR]

"Introduction to Cognitive Pragmatics" by K.-U. Panther is a book that explores the relationship between pragmatics and cognitive linguistics. The author argues that both fields have common interests, such as studying authentic data and considering participants' mental processes. The book covers various aspects of meaning, including semantics, pragmatics, entailment, presupposition, and implicature. It also discusses the role of inferential reasoning, metaphor, and metonymy in communication. The author emphasizes the importance of cognitive and pragmatic analysis in understanding language-in-use and language-in-context. While some readers may have wanted more in-depth explanations of cognitive theories and an index of metonymic shifting patterns, the book is a comprehensive reference for those interested in interpreting meaning in language. [Extracted from the article]

In Cognitive Linguistics, the noun-participle compound is a grammatical category with instances of different degrees of membership. The purpose of this study is to explore the categorization processes and schematic networks in noun-participle compounding. Working with the data of noun-participle compounds from COHA, we identified three types of participles: deverbal, denominal and ambicategorical. Two schemas [Nj-Vk-ed]A and [Nj-Nk-ed]A are established as generalizations of compounds of deverbal (e.g. man-made) and denominal participles (e.g. life-sized). Compounds of ambicategorical participles (e.g. snow-covered), are sanctioned by two schemas simultaneously, which give rise to ambiguous morphological readings. This study confirms the labor division between mother-daughter links and sister links in a schema network. The higher-level generalization is encoded by paradigmatically-related sister schemas, with the sister relations built on the shared structure links and a bi-directional conversion of the stem of ppl (i.e., noun-to-verb or verb-to-noun). The sister schemas as a paradigm is a more parsimonious generalization of the compounds, than the posited mother schema. [ABSTRACT FROM AUTHOR]

The present study examines two cognitive linguistics approaches to foreign language teaching. One draws on the conventionality of language use that a variety of expressions can be understood as instances of more general patterns, e.g., kick them out and eat it up as verb-object-particle, whereas the other centers on linguistic creativeness such as novel combinations or associations, e.g., chest down the ball. Noting that English verb-particle constructions (VPCs) exemplify both linguistic conventionality and creativeness, two types of instruction have been developed–namely, top-down instruction and bottom-up instruction. The top-down instruction presents VPCs as instances of conventional argument structures such as motion and resultative constructions (Goldberg, 2015), whereas the bottom-up instruction focuses on creative compositions of literal and metaphorical meanings (Lakoff & Johnson, 1980). The two types of instruction were provided for Korean EFL learners, and their knowledge of VPCs was measured by a pretest, an immediate posttest, and a four-week delayed posttest. Results of the immediate posttest showed that both types of instruction were effective in improving the learners' knowledge of literal and figurative VPCs. In the delayed posttest, significantly greater retention was observed for the construction-based top-down instruction. This finding highlights the importance of argument structures as super-constructions in teaching VPCs to EFL learners. [ABSTRACT FROM AUTHOR]

Previous research on color idioms has shown that they are often culture-specific, and translating them requires shifting between cognitive frames of reference. However, little research has been carried out on the translation process of such idioms. We investigated how Swedish color idioms were translated into Estonian by professional translators and novices, tracking the components of the translation process, such as time spent on the tasks, resources used, and the importance of context provided. Finally, we detected eight translation strategies used for idiom translation. The strategies used depended on the idiom's transparency between the source and target language. The conventionality of the idiom seemed to have little impact on the difficulty experienced. Professionals and novices used different approaches to translation which once again confirms the importance of acquired skills and experience. Color idioms can turn out to be false friends. Focusing first and foremost on the idiomaticity of the target language helps. Professionals searched for the target language idiom and used various monolingual resources in the target language while novices searched mainly for source-language idioms and used no monolingual target language web dictionaries. [ABSTRACT FROM AUTHOR]

Van der Bom et al.'s next chapter follows with a discussion on reader expectations of a digital fiction text which invites another "disruptive" (p. 123) reading experience. Style and Reader Response: Minds, Media, Methods Bell, Alice Browse, Sam Gibbons, Alison Peplow, David eds. [Extracted from the article]

It is common for "body part" nouns to refer to other concepts through metonymy operations in a specific context to produce new meanings in many languages. Some compound words formed by body part nouns as morphemes can also refer to other concepts through metonymy operations, and the degree of conventionalization varies. This study firstly defines the degrees of conventionalization of the target compound words–Chinese [X+body part] metonymic compounds, and divides them into three types: conventionalized, half-conventionalized, and inconventionalized. Then, from the perspective of cognitive pragmatics, this study uses an integrated analysis model of cognitive linguistics and Relevance Theory to analyze the meaning inferential process of metonymic compounds with different degrees of conventionalization. This study has found similarities and differences among them. The similarity is that both speakers and hearers need to achieve "optimal relevance" in the process and the difference is that the lower degree of conventionalization of the compound, the more complicated the meaning inferential process is. Lastly, on the basis of the inferential process, this study summarizes four factors that affect the conventionalization of metonymic compounds: time of word formation, salience of metonymy, clarity of word-forming motivation and contextual support, among which contextual support is the most crucial factor. [ABSTRACT FROM AUTHOR]

The article focuses on the polysemy and usage patterns of the Polish lexeme głowa "head" and its diminutive główka. Based on corpus methodology and cognitive linguistics analysis, it is argued that the two lexemes are too autonomous in their meanings than predicted by their morphological relatedness. As the two words cover different semantic domains, we observe that the diminutive suffix has developed a new function which signals lexicalization of meaning toward a non-human semantic domain, for example, material objects, plants, etc. Our research contributes to studies on Polish morphology and lexical semantics and to theoretical research on the polysemy of body part terms. [ABSTRACT FROM AUTHOR]

Ladewig, Silva H. Integrating gestures: The dimension of multimodality in Cognitive Grammar Berlin & Boston Mouton de Gruyter 2020 9783110668414 Hardcover €99,95 One strand of linguistic research which has stimulated significant interest in spoken languages is the study of gesture usage in cognitive linguistic approaches. The author Silva Ladewig discusses the development of Cognitive Grammar and the symbolic nature of linguistic items, further comprehensively highlighting the monomodal and multimodality of meaning with illustrations. Through qualitative analysis and perception experiments, this book proves that gestures can be integrated into the syntax of speech, thus expanding the scope of Cognitive Grammar substantially. [Extracted from the article]

This study reports on the differential effectiveness of two pedagogical approaches to teaching L1-Italian students the Russian verbs of motion (глаголы движения, VoMs). The first is a Cognitive Linguistics, embodied approach, where the teacher used techniques such as image schemas, drawings and bodily activation to help the learners explore and understand the logic of VoMs. The second is a classic PPP approach, that works with mnemonic exercises, drills, and reproduction techniques, and that used classic metalinguistic terms to explain VoMs. 54 L1-Italian Russian students enrolled at the second year of University have been recruited in the study. Two groups were created: group A received a 160 minutes embodied treatment about VoMs, whereas group B received a 160 minutes classical PPP treatment on VoMs. The informants have been tested in a classical pre, post and delayed-post test fashion with three different temporized tasks. Results show an accrued competence on VoMs of group A, that outperformed group B in all the tests. The relevance of these findings for L2 teaching will be discussed. [ABSTRACT FROM AUTHOR]

Cognitive Linguistics claims that language is not purely abstract and arbitrary, but meaningful and grounded in concepts arising from our embodied experiences (Oakley, 2007). The potential of using imagery and bodily representations to explain the conceptual motivation of grammar has been widely recognized in the context of language acquisition and teaching. This study investigates whether an increase of learners' bodily engagement through the performance of bodily movements and locomotion produces even greater learning outcomes. To this end, we refer to Talmy's (2000) Force Dynamic System to conduct a pretest-posttest interventional study with two groups of learners dealing with the German modal verb system. Whereas the first group watched multimedia animations (low bodily engagement), the second group was asked to perform bodily movements in line with the force-dynamic notions underlying the different modal verbs (high bodily engagement). The results show that both groups produced similar learning gains and that an increased bodily engagement could not be associated directly with a significantly better performance. [ABSTRACT FROM AUTHOR]

Since Lakoff and Johnson (1999) proposed 'Embodiment theory' in Cognitive Linguistics, the relationship between language and body parts has been a subject of research for many years. This paper examines the conceptualization of body part 'head' in 305 Persian figurative expressions and proverbs in two related Iranian dictionaries. Using the 'Cultural Conceptualization' model introduced by Sharifian (2011), this article demonstrates how sar, the Persian equivalent to 'head', is conceptualized to convey various notions such as mental activity, emotions, personality traits, social behavior and state, time, place, death, measurement, leader, and success. The conceptualization of body parts in a language can be bounded to that language and often rooted in some cultural background; however, this topic has received scant attention among scholars of Persian language. Apparently, no comprehensive studies on the conceptualization of head in Persian figurative expressions have been conducted so far, thus this research is an attempt to fill this gap. The analysis of the afore-mentioned word revealed that it can convey several meanings; these include mental activity, emotions, human traits, social action and status, time, location, death, measurement, leadership and success. The variety of meanings stems from contexts within which the word is presented. [ABSTRACT FROM AUTHOR]

In fact, in a strikingly ironic passage from the opening of the book, Harris mentions that both Chomsky and Lakoff actively disliked the first edition, accusing it of disparaging their own approach in favour of the other's. Harris, Randy Allen The Linguistics Wars: Chomsky, Lakoff, and the Battle over Deep Structure 2nd edition Oxford Oxford University 2021 9780199740338 9780197608654 xiii + 568 £ 25.99 In a recent video lecture intended for future students in linguistics, [10] recognizes that navigating the field as a beginner at university is no easy feat. [Extracted from the article]

In this article, we evaluated the theory of defense mechanisms from the cognitive linguistics perspective. We chose two basic image schemas of container and path-goal and reviewed three psychodynamic psychotherapy textbooks and two psychology dictionaries to extract passages defining defense mechanisms by one of the selected image schemas. Seventeen defense mechanisms were extracted, categorized, and discussed according to their underlying image schemas. In conclusion, we suggest that the development of the defense mechanisms could be traced back to the early interactions of an infant with the physical environment. Moreover, there might be a relationship between the adaptive levels of the defense mechanisms and the chronological development of image schemas in an infant's mind, e.g., defenses defined using the image schema of container are usually less adaptive than defenses defined using the image schema of path-goal. [ABSTRACT FROM AUTHOR]

Then, they discuss convergences with other figures that do qualify as variants of irony, such as sarcasm, antiphrasis, satire, and prolepsis ([5], [6]). Once the structural elements of irony have been analyzed, the authors compare irony with banter, which, despite some similarities, cannot be considered a case of irony. Re-adapted uses of irony arise from the evolution of basic uses of irony, which means that socio-cultural circumstances or literary periods do not give rise to different types of irony, but rather reshape the already existing ones. Scholars devoted to the study of irony have often been concerned with either verbal irony (cf. [1]; [10]) or situational irony ([3]; [2]), treating them as separate phenomena. [Extracted from the article]

A live-show painting is a unique art experience and more unique is the live-show painting that takes place amid an interaction between the artist and his audience. The discourse taking place consists in an artist who is receiving propositions from his audience while painting. The present study is a cognitive discourse analysis of the interaction artist/audience in line with a semiotic analysis of the content of the resulting painting. Since the resulting painting blends the mental representations of the artist with those of the audience, this live-show painting is framed within a complex conceptual integration network that is a triple-scope rather than a double-scope network. The framework is Gill Fauconnier & Mark Turner's (2002) Conceptual Blending Theory that fits into the understanding of the interaction artist/audience during the live-show painting. Thus the present study investigates a perceived interface between visual art, discourse, and Cognitive Linguistics. [ABSTRACT FROM AUTHOR]

The discipline of Applied Cognitive Linguistics is a recent, still emerging framework, which is situated at the interface of Cognitive Linguistics (CL) and Applied Linguistics research (Pütz, Niemeier & Dirven 2001a, 2001b). At its core, Applied CL is concerned with the use of CL models, theories, or concepts for L2 teaching and learning, where it aims to create effective teaching methods, activities, or materials. Owing to its more recent origin in the 1990s/2000s, a lively metadisciplinary discussion is still taking place within the discipline, which highlights various challenges or concerns that Applied CL research is currently facing (e.g., Achard & Niemeier 2004; Pütz 2010; Roche 2014; Tyler & Huang 2018). Major concerns in this discussion are, for instance, (1) the underuse of empirical data in Applied CL research and (2) the yet limited application of CL theories to Communicative Language Teaching (as opposed to Present-Practice-Produce, in which it is typically embedded). This article outlines these two challenges to research in Applied CL and offers suggestions how to address these concerns in future investigations. By doing so, we intend to contribute to the ongoing metadisciplinary discussion about the Applied CL framework and to promote its further consolidation. [ABSTRACT FROM AUTHOR]

This paper seeks to extend the focus of previous analyses of agency and metaphor in Christianity and Buddhism (Charteris-Black 2017; Chilton 2004; Richardson 2012; Richardson & Nagashima 2018) by comparing the results of a previous cognitive linguistic analysis of John 14:6 (Kövecses 2011) with an analysis of figurative language and agency patterns in an extract from a Jodo Shinshu Buddhist text (Wilson 2009). The comparative analysis highlights both locally contingent and more stable differences in both texts. However, we also discuss some highly schematic conceptual similarities that deserve further study. These include some similarities in their use of journey and light source domains, the role of the divine agent in the salvation process, one aspect of the divine entity embodying and acting as instrument for another aspect of the same divine entity, and the divine act being a paragon for human action. [ABSTRACT FROM AUTHOR]

Cognitive Grammar and Congitive Semantics are the two main areas in Cognitive Linguistic studies, Cognitive Grammar emphasizes the exploration of cognition itself. The book is characterized by expanding Cognitive Grammar's application borders into non-literary contexts, multimodal contexts, and educational contexts, while the previous studies limit Cognitive Grammar in analyzing literary texts. In addition to the introduction and conclusion, the whole book has 13 chapters, divided into "Cognitive Grammar in Literary Contexts", "Cognitive Grammar in Non-literary Contexts", "Cognitive Grammar in Multimodal Contexts" and "Cognitive Grammar in Educational Contexts". Chapter 2 uses the concepts of "vantage point" (p. 25) and "attentional windowing" (p. 26) in Cognitive Grammar to re-examine one of the important achievements in traditional stylistic studies - Free Indirect Discourse (abbreviated as FID hereafter). [Extracted from the article]

Moreover, the volume proves to be highly relevant regarding the updated guidelines of the CEFR Companion Volume ([2]), as the key concepts of CL and especially SCT seem to be in accordance with the core principles of the CEFR. I Cognitive Linguistics and Sociocultural Theory: Applications for Second and Foreign Language Teaching i , edited by Masuda, Arnett and Labarca, is another publication aiming at showing how beneficial the application of Cognitive Linguistics (CL) might be. Masuda, Kyoko Arnett, Carlee Labarca, Angela Cognitive Linguistics and Sociocultural Theory: Applications for Second and Foreign Language Teaching Berlin De Gruyter Mouton 2015 978-1-61451-605-7 261 $ 89.84 As shown by numerous publications, for example [1] or Boers and Lindstromberg (2008), Cognitive Linguistics has recently entered the field of studies of second language acquisition. I Cognitive Linguistics and Sociocultural Theory i is a collection of studies that examine how Cognitive Linguistics (CL) and Sociocultural Theory (SCT) can methodologically contribute to foreign or second language teaching. [Extracted from the article]

Wen, Xu Taylor, John R. The Routledge Handbook of Cognitive Linguistics London/New York Routledge 2021 978-1-138-49071-0 xx + 772 £ 152 As a comparatively new but rapidly growing language study discipline, cognitive linguistics originated from not only the developments of cognitive science, psychology and other related disciplines between the 1960s and 1970s but also the criticism of Chomskyan linguistics. Completely different from Chomskyan linguistics which emphasizes the formalistic syntactic analysis and assumes language is independent of other cognition forms, cognitive linguistics holds the conception that language is learned and processed substantially in the same way as other types of information about the world, and the identical cognitive processes are involved in language as they are involved in other forms of thinking. Cognitive sociolinguistics explores the compatibilities between cognitive linguistics and sociolinguistics in their approaches and theoretical frameworks, mainly committed to the sociolinguistic variations, lexical variations and language policies, etc. from the perspective of cognitive linguistics ([11]; [6]; [13]; [12]; [9]; [4]). Yuzhi Shi proposes that cognitive linguistics could explain cross-linguistic regularity and that linguistic typology could prove certain theoretical hypotheses of cognitive linguistics. [Extracted from the article]

This article aims to analyze the translation of Arabic metaphors into English in Naguib Mahfuz's novel Zuqaq Al-Midaq (1966), which Trevor Le Gassick translated as Midaq Alley. With conceptual metaphor theory based on the notion of main meaning focus (Kövecses 2017) and the cogno-cultural approach (Al-Zoubi, Al-Ali, and Al-Hasnawi's 2007) as its theoretical framework, it uses metaphor identification procedure (MIP) proposed by Pragglejaz Group (2007) to identify the metaphorical expressions and Steen's steps (2007) to extract the conceptual metaphors from linguistic expressions. This study explores how metaphors reflect cultural aspects and how the same conceptual mappings can be realized differently according to the cultural context. The results reveal that metaphors of similar mapping conditions realized similarly constitute the most frequent category, followed by metaphors of similar mapping conditions realized differently, and then by metaphors of different mapping conditions. The study concludes with remarks on the strategies used in translating each category. [ABSTRACT FROM AUTHOR]

Whilst there are interesting books on health metaphors (see [8]), the metaphors of Coronavirus are thus far limited to discussion in few journal articles and blog posts: I Metaphors of Coronavirus i is an exceptional contribution to fill that space. Charteris-Black, Jonathan Metaphors of Coronavirus Palgrave Macmillan Cham, Switzerland 2020 1-289 £19.99 pbk 978-3-030-85105-7 In I Metaphors of Coronavirus i , Charteris-Black aims to offer insight into the use and impact of metaphor in the British public's experience of the pandemic. Interestingly, in a move away from official discourse, Charteris-Black offers critical insight into the role of metaphorical thought the "Anti-Vaccine Movement", as well as the official vaccination discourse. [Extracted from the article]

Individuals perceive the real world via interpretive schema, and actively classify and interpret their life experiences into what are defined as frames, to make sense of the world around them. Why certain frames are chosen can be explored from the cognitive and communicative perspective. In this light, this study explores how the Chinese news media frame the coverage on Sino-US trade dispute, discursively legitimizing their ideological stance and action. The case study demonstrates that Chinese media exploit multifarious frames to construct the Chinese national identity, which correspondingly and strategically highlight such frames (Cooperation, Health, Journey) as conform to culture value or render the audience empathy. It is suggested to construct political conflict discourse via strategic choices of appropriate social, moral or cultural frames to reframe the dispute. Chinese media can also deploy agenda-setting to enhance political communication. [ABSTRACT FROM AUTHOR]