Barbara Lewandowska-Tomaszczyk – författare

Approaches to Conflict: Theoretical, Interpersonal, and Discursive Dynamics aims to investigate the role of communication and emotions in conflict contexts. In addition to the fundamental importance of communication in various aspects of conflict, this volume offers a prominent position to the inherent part played by the effects of a wide range of emotions. This multi-disciplinary project draws from communication studies and media, public relations, philosophy, psychology and neuroscience, linguistics, business studies, political science, literature, and cultural studies.

Conflict, Mediated Message, and Group Dynamics: Intersections of Communication establishes a framework to explore the ways emotions enter a conflict scenario and investigate their role as either causes or consequences of conflict. This edited collection’s chapters shed light on the questions of the extent to which context on the one hand and culture-related dimensions on the other are conducive to conflict dynamicity and management either by calming emotions—and conflict—or by increasing their severity.

This volume covers descriptions and interpretations of social and cognitive phenomena and processes which emerge at the interface of languages and cultures in educational and translation contexts. It contains eleven papers, divided into two parts, which focus respectively on the issues of language and culture acquisition and a variety of translation practices (general language, literature, music translation) from socio-cultural and cognitive perspectives.

This volume provides descriptions and interpretations of social and cognitive phenomena as well as processes that emerge at the interface of languages and cultures in the context of contrastive and contact linguistics and media discourse. Different contexts are explored with rich empirical findings and authentic exemplifying materials. The book includes fifteen papers, divided into three parts. Part 1 addresses conceptual reflection on languages and cultures in contact and contrast, while Part 2 focuses on contact linguistics and borrowing. Part 3 discusses cultural and linguistic aspects of media discourses.

Six papers in Part 3, which refers to questions of Identity and Cultural Stereotypes, both in general language and in literature, discuss identity in native and migration contexts and take up motifs of journey and migration, as well as social and cultural stereotypes and prejudice in transforming contexts.

Six papers in Part 3, which refers to questions of Identity and Cultural Stereotypes, both in general language and in literature, discuss identity in native and migration contexts and take up motifs of journey and migration, as well as social and cultural stereotypes and prejudice in transforming contexts.

The book comprises a selection of 14 papers concerning the general theme of cultural conceptualizations in communication and translation, as well as in various applications of language.Ten papers in first part Translation and Culture cover the topics of a cognitive approach to conceptualizations of Source Language – versus Target Language – texts in translation, derived from general language, media texts, and literature.The second part Applied Cultural Models comprises four papers discussing cultural conceptualizations of language in the educational context, particularly of Foreign Language Teaching, in online communication and communication in deaf communities.

The book comprises a selection of 14 papers concerning the general theme of cultural conceptualizations in communication and translation, as well as in various applications of language.Ten papers in first part Translation and Culture cover the topics of a cognitive approach to conceptualizations of Source Language – versus Target Language – texts in translation, derived from general language, media texts, and literature.The second part Applied Cultural Models comprises four papers discussing cultural conceptualizations of language in the educational context, particularly of Foreign Language Teaching, in online communication and communication in deaf communities.

Besides discussing the intricacies of specialized settings such as legal, medical, technical or corporate, the collection also focuses on the role of education in relation to professional contexts ranging from challenges in professional university teaching and translation didactics to business environment requirements.

Besides discussing the intricacies of specialized settings such as legal, medical, technical or corporate, the collection also focuses on the role of education in relation to professional contexts ranging from challenges in professional university teaching and translation didactics to business environment requirements.

This present book discusses issues related to languages, cultures, and discourses by addressing a variety of topics ranging from culture and translation, cognitive and linguistic dimensions of discourse, and the role of language in political discourses and bilingualism.

This present book discusses issues related to languages, cultures, and discourses by addressing a variety of topics ranging from culture and translation, cognitive and linguistic dimensions of discourse, and the role of language in political discourses and bilingualism. By focusing on multiple interconnected research subjects, the book allows us to see the intersections of language, culture, and discourse in their full diversity and to illuminate their less frequented nooks and crannies in a timely fashion.

This book comprises 20 chapters that have been divided into two distinct parts: language in educational contexts and language in cultural contexts.

This book comprises 20 chapters that have been divided into two distinct parts: language in educational contexts and language in cultural contexts.

The book offers new insights into linguistics by focusing on a range of fast-developing research areas. These include research into language contact, which is represented by some original chapters discussing less-frequently studied language pairs and phenomena. Moreover, it presents new findings in syntax and semantics as well as up-to-date discussions in the field of language education.

The book presents a wide range of research at the interesection of linguistics and literary studies. Its first part focuses on cultural linguistics and cognitive linguistics, in particular metaphor research. In the second part of the book a set of issues related to cultures and narratives are presented. These include timely discussions on various aspects of discourse ranging from online and media discourse to literary analyses and issues related to AI.

Nominated for the Best contribution to Slavic Linguistics/AATSEEL book award 2011The concept of complex emotions is obviously polysemous. On the one hand, we can interpret it as a non-basic, non-prototypical, or culture-specific notion, on the other - and this is the interpretation we propose in this work - a complex emotion concept can be looked upon as a concept whose complexity emerges in interaction, due to the complex nature of its object. Our interpretation is thus construction-based, one in which meaning is not to be found exclusively in the lexical semantics of the term, but also in the, clearly meaning-laden, grammatical construction, e.g. a complement clause, expressing the object or cause of the emotion. The construal of a scene mapped on the form of a complex sentence involves the emotion that is unambiguously complex and not necessarily universal or prototypical. We argue throughout this book that cross-linguistic grammatical mismatches are a visible sign of conceptual and categorizational distinctions between the conceptualization of emotion in different languages and cultures. They also signal differences in what individual speakers consider salient in a portrayed scene.We offer a contrastive corpus-based study of Polish and English emotion concepts and the linguistic patterns they enter. Our theoretical approach combines lexical semantics and cognitive linguistics and proposes a cognitive corpus linguistics methodology. It is a cognitive linguistic endeavor in which we analyze grammatical category mismatches and provide detailed semantic analyses of different complement choices of emotion predicates. We also discuss insights into Polish and English cultural values gleaned from the different underlying categorizations of emotions. Combining theoretical analyses with pedagogical theory and classroom applications, this work breaks new ground and will reach audiences of linguists, teachers and students of Polish, teachers and students of English, translators, and other language researchers and practitioners.

Contents: Barbara Lewandowska-Tomaszczyk: PALC 2007: Where are we now? – Paul Rayson/Dawn Archer/Alistair Baron/Nicholas Smith: Travelling through time with corpus annotation software – Eugene H. Casad: Parsing texts and compiling a dictionary with shoebox – Belinda Maia/Rui Silva/Anabela Barreiro/Cecília Fróis: ‘N-grams in search of theories’ – Piotr Pęzik/Jung-jae Kim/Dietrich Rebholz-Schuhmann: MedEvi - A permuted concordancer for the biomedical domain – Patrick Hanks: Why the «word sense disambiguation problem» can’t be solved, and what should be done instead – Rafał

Contents: Barbara Lewandowska-Tomaszczyk/Katarzyna Dziwirek: Emergence of Cognitive Corpus Linguistics – Piotr Pęzik: Extraction of multiword expressions for corpus-based discourse analysis – Galina I. Kustova/Olga N. Lashevskaja/Elena V. Paducheva/Ekaterina V. Rakhilina: Verb Taxonomy: From theoretical lexical semantics to practice of corpus tagging – Karen Sullivan: Grammatical constructions in metaphoric language – Monika Kopytowska: Corpus linguistics and an eclectic approach to the study of news - the mechanism of framing – Hanna Pułaczewska: Syntactic reduplication as an ironically-driven pragmatic principle in the spoken language –

Contents: Barbara Lewandowska-Tomaszczyk: Translation studies: Cognitive linguistics and corpora – Marcel Thelen: Translation studies: Terminology in theory and practice – Jeanne Dancette: Understanding translators’ understanding – Kinga Klaudy: Specification and generalisation of meaning in translation – Barbara Lewandowska-Tomaszczyk: Re-conceptualization and the emergence of discourse meaning as a theory of translation – Wolfgang Lörscher: Form- and sense-oriented approaches to translation revisited – Peter Newmark: Translation and culture (dedicated now to the dear memory of a fine translation teacher and translation critic Gunilla Anderson) – Christiane Nord: Text function and meaning in Skopos-oriented translation – Anthony Pym: Discursive persons and the limits of translation – Mary Snell-Hornby: Word against text. Lexical semantics and translation theory (Revisited) – Sonja Tirkkonen-Condit: Prototype definition of translation revisited – Gideon Toury: What’s the problem with ‘translation problem’? – Christiane Fellbaum: Translating with a semantic net: Matching words and concepts – Ernst-August Gutt: Relevance: A key to quality assessment in translation – Mildred Larson: Translating secondary functions of grammatical structure – Adrienne Lehrer: Problems in the translation of creative neologisms – Albrecht Neubert: Translation contextualised. How electronic text worlds are revolutionising the context of translation – Eugene Nida: Future trends in the Bible translating – Rita Temmerman: Why special language translators need insight into the mechanisms of metaphorical models and figurative denominations – Marcel Thelen: Translating figurative language revisited: Towards a framework for the interpretation of the image behind figurative language as a first step in the translation process – Anna Bednarczyk: Intersemiotic dominant of translation – Łukasz Bogucki: The demise of voice-over? Audiovisual translation in Poland in the 21st century – Mona Baker: Linguistics and the training of translators and interpreters – Belinda Maia: The role of translation theory in the teaching of general and non-literary translation – revisited.ÿ

The book’s principal argument is that the concepts of Cognitive Linguistics offer considerable explanatory potential which can be systematically used in accounts of translation, and especially of subtitling as its more specifically constrained audiovisual mode. Authentic English-to-Polish subtitling data are explored to uncover patterns of construal reconfiguration which can be categorised with the use of cognitive semantic constructs. The author also examines other hypotheses: spatio-temporal constraints, for example, do not always directly account for the reductionist alterations of the source text in subtitling. Also, target construals need not display lower granularity levels than original construals and granularity can de facto be boosted via subtitling. And last, but not least, the conventionalisation of language structures used in subtitles can be higher than that of the original expressions.

Culture and language provide two essential frameworks to deal with the concept of time. They view time as observer-determined and thus shed light on multiple and often conflicting temporalities we live in, think, and talk about. Relying on empirical methods, the book explores linguistic and psychological parameters of time perception and conceptualization. It deals, among others, with temporal aspects of language acquisition, neural mechanisms of memory and attention, as well as event structures. Further chapters focus on the understanding of time in philosophy, literature, the arts, and non-verbal communication.

The volume contains a selection of articles on current theoretical issues in Translation Studies and literary translation. The authors are experts in their fields from renowned universities in the world. The book will be an indispensable aid for trainers and researchers, but may be of interest to anyone interested or active in translation and interpreting. A companion volume in this series contains articles on audiovisual translation, translator training and domain-specific issues.

This book contains a selection of articles on new developments in translation and interpreting studies. It offers a wealth of new and innovative approaches to the didactics of translation and interpreting that may well change the way in which translators and interpreters are trained. They include such issues of current debate as assessment methods and criteria, assessment of competences, graduate employability, placements, skills labs, the perceived skills gap between training and profession, the teaching of terminology, and curriculum design. The authors are experts in their fields from renowned universities in Europe, Africa and North-America. The book will be an indispensable help for trainers and researchers, but may also be of interest to translators and interpreters.

The volume contains a selection of articles on current theoretical issues in audiovisual translation, translator training and domain-specific issues. The authors are experts in their fields from renowned universities in the world. The book will be an indispensable aid for trainers and researchers, but may be of interest to anyone interested or active in translation and interpreting. A companion volume in this series contains articles on Translation Studies and literary translation.

This book discusses the phonological consequences of the backness distinction in high vowels. It focuses on a single-phoneme approach which does not recognize the existence of the vowel y. The author demonstrates that the role of y is crucial for the analysis of Polish palatalization. If y is recognized as a separate phoneme, then the processes receive a straightforward account in Lexical Phonology and Optimality Theory, the two frameworks used in the study. On the other hand, the absence of y leads to unwarranted exceptionality and entails an extensive use of diacritics or lexical constraints. The analyses show, however, that the lack of y is empirically unfeasible and requires segment indexation, a solution unheard of in phonology.

A major premise of this book is that language use is critically conditioned by affective content and cognitive factors rather than being a case of objective computation and manipulation of structures. The 21 chapters of this book deals with how language interacts with emotion, and with mind and cognition, from both intralingual and cross-linguistic perspectives. The second major focus is the theoretical framework, best-suited for research relationships between language, cognition, and emotion as well as the effect that emotion has on the conceptualizer who constructs meanings based on language stimuli. Furthermore, the authors investigate how emotion and rational projections of events interact and what their consequences are in the conceptual world, media discourse, and translation.

The voice assistance notion gained wider recognition in the 2010s amidst the launch of mainstream voice-controlled software and apps, such as Siri, Google Assistant, and Alexa. Despite its potential linguistic and affective benefits, learners’ communication with such technologies has been understudied. Given the gaps in the CALL research, the book reports a mixed-methods investigation of voice assistance occurring in a novel context of task-based mediation practice by Polish secondary school learners of English. It brings together methodological, pedagogical, and technological trends in foreign language education in Europe by setting out such principal buzzwords as action-orientation, mediation, and human-machine communication. It also provides an analysis of the selected European and Polish educational legislation and statistical reports to give further insights into the problem of mediation practice and English as a foreign language learning and teaching.The monograph makes an original contribution to the field of computer-assisted language learning, and specifically to the emerging subfield of intelligent CALL accessed on mobile devices. It addresses the acquisition of an important skill in language use and language learning, namely mediation. The research is presented against a background of evolving ideas on language education in Europe and in relation to the specific circumstances pertaining to education in Poland.Prof. Agnes Kukulska-Hulme‘s Review (The Open University, UK)