CONCEPTUALISATIONS OF ANGER IN ENGLISH IDIOMS. AN ANALYSIS BASED ON THE EXTENDED CONCEPTUAL METAPHOR THEORY

The article combines the approach to idiom classification according to Langlotz (2006) and the recently suggested analytical framework for figurative language analysis known under the name of the Extended Conceptual Metaphorical Theory (Kovecses 2020). The aim of the article is to identify some of the conceptual pathways of ANGER idioms in English. The analysis of 37 idioms for expressing ANGER revealed that both metaphorical (e.g. go through/hit the root) and metonymic (e.g. make someone's hackles rise) motivations play a crucial role in the transparency of the idiomatic meaning. It was also concluded that three image schemas in particular play a crucial role in metaphorical idioms for expressing the concept of ANGER in English: ACTIVITY IS MOTIO N, INTENSITY OF ACTIVITY IS HEAT and ANGER IS HEAT. However, contrary to the HEAT element, which is particularly salient in linguistic metaphors for expressing ANGER (e.g. kindle the wrath), it is the MOTION element which plays the crucial role in the conceptualizations of ANGER in idioms in English (e.g. go through/hit the roof, flip the lid, fly off the handle).

A wave of metaphors: image and visual metaphors in cartoons from a cognitive-discursive perspective

This paper aligns with a field of research that deals with the use of multimodal metaphors from a cognitive-discursive perspective. In this context, we aim to investigate the role played by images in the instantiation of cross-domain mappings in a particular genre. Specifically, we describe and analyze the cognitive-discursive nature and functioning of visual metaphors in political and social cartoons. This paper first explores the concepts of image schemas, image metaphors, and visual metaphors, as well as the notion of metaphoricity in discourse. We then carry out the analysis of multimodal metaphors in a corpus of editorial cartoons that depict the Covid-19 pandemic, and other related issues within social and political contexts. Some of our findings suggest that cartoons often evoke multilayered off-line frames, image metaphors and conceptual metaphors in order to enhance the persuasive power of their semiotic arrangement, especially by inviting their audience to actively participate in meaning-construction processes

Image Schemas in Diasporic Visual Discourse: Peripheral Voices in the Selected Photographs of Afghan Migrants Living in Pakistan

This study explores the socio-cognitive dynamics of the photographic representation of Afghan Refugees residing in Pakistan. It aims to reveal counter discursivity present in the images of Afghan refugees and accentuate the visual nature of this counter discourse. Data sets taken for analysis consist of five photographs of Afghan refugees retrieved from the album collection of an international photographer Muhammad Muheisen. By adopting an interdisciplinary perspective based on three schools, i.e. Critical Discourse Studies, Social Semiotics and Cognitive Linguistics, the study proposed a Cognitive Grammar approach to traditional Transitivity Analysis. Cognitive transitivity analysis explored the discursive strategy of Structural Configuration by highlighting the cognitive systems such as image schemas, narrative structures and processes in both visual representations and textual taglines assigned to the images by the photographer. The findings of the study revealed the employment of CONTAINER, FORCE, SPACE, and SOURCE- PATH Schemas and dominant presence of agentive and transactional roles of Afghan refugees. The taglines of photographs revealed material processes dominating the discourse, thus, coinciding with agentive representation of Afghan refugees. The findings revealed that image schemas, narrative structures and processes, being embodied sources, preconceptual and mimetic structures, project Afghan photographic discourse as marginalized in the face of Pakistan’s Refugee Policies.

Polysemous Words in English Movies, Learning Obstacles or Gifted Talent?

The purpose of this paper is twofold: (1) to investigate how L2 learners deal with polysemous words or phrases without instruction about polysemy and (2) to observe what alternatives L2 learners have instead of instruction. In this paper, a case study was administered with three advanced college students. The material was an American movie, Café Society (Allen, 2016). All participants were tested three times with mostly polysemous words and phrases. It was found in the first test that the participants depended heavily on context to decide which senses of polysemous words were appropriate. The second test showed that the participants failed to handle the context because it was too difficult for them. In the third test, participants often misjudged the context and consequently made wrong choices among several senses. The results of the tests indicate that context is key to dealing with polysemous words or phrases. The pedagogical implication is that L2 students need context to deal with polysemous words or phrases. Teachers must instruct about the context. Image schemas and conceptual metaphors are only products of the interaction between context and polysemous words.

Expérimenter la pensée en schémas-images. Des adolescents s’interrogent « d’où viennent les pensées ? »

"Experimenting Thinking in Image Schemas. Teenagers are Wondering “Where Do Thoughts Come From?” An intellectual view of philosophy as an activity focusing on understanding abstract concepts and their relationships deprives philosophical exercise of the participation of the body and senses. If we reject the mind-body dualism, as Dewey, Johnson, etc. did, then we are constantly engaged in interactions with the world and others, and can thus consider the act of thinking from our own experiences. Inspired by an experimentalist conception of school and life, as well as the method of inquiry developed by Dewey, the Philosophy for Children program provides an inquiry process that invites participants to conceptualize and reason philosophically in a collaborative manner. Do these practices implement an embodied cognition? To find out, we selected a discussion as a case study and analyzed it based on the observation that the issue to be discussed by the participants - “where do thoughts come from?” contains two image schemas: path (come from) and source (where). We have noted a variety and a significant number of expressions (“they come from within”, “they come from what happens outside”, etc.) whose analysis enhances a better understanding of how an experience of understanding the origins of our thoughts fits into the discourse and contributes to a collective conceptualization of “thinking”. Keywords: image schemas, perceptual experience, conceptualisation, community of philosophical inquiry, experimentalism "

Stylistic Analysis of Selected Sermons Delivered by Pentecostal Preachers

The language style of three Pentecostal sermons reveals figures of speech that not only carry artistic and rhetorical ingenuity but also enhance the effectiveness of the sermons’ impact on a congregation of believers. Pentecostal sermons make extensive use of the second singular personal pronoun ‘you’ to warn, rebuke, remind, and to command. These sermons engage both literal and metaphorical speech acts. To understand the Christian message conveyed in a sermon, factors including image schemas, the choice of pronoun and the speaker’s ecclesiastic knowledge should be addressed.