Browsing by Author "Strugielska, Ariadna"
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Item An integrated approach to conventionality and its implications for the semantics of emotion terms(Adam Mickiewicz University, 2012) Strugielska, AriadnaThe aim of this article is to demonstrate that an integrated methodology can shed a new light on the understanding of notions inherent in contemporary conceptual approaches to linguistic analysis. One of the key ideas around which the cognitive paradigm is built is conventionality. It is assumed, however, that various strands of the cognitive enterprise view conventionality in dissimilar ways. Consequently, by extrapolating diverse interpretations of the notion, we are going to argue that certain conceptual approaches are more cognitive than others. As a result, it will be argued that a conceptual metaphor methodology, an apparently dominant approach to the semantics of emotion terms, is too coarse-grained to account for the richness of cognitive processes observable in real data. Providing a corpus-assisted verification of selected instantiations of the attributive construction, we are going to argue that a conceptual metaphor approach cannot be successfully applied within a usage-based model.Item AUTONOMY, EXPERIENCE AND CONCEPTS: A STUDY IN EDUCATIONAL DISCOURSES(Versita Ltd., de Gruyter, 2008) Siek-Piskozub, Teresa; Strugielska, AriadnaThe aim of this article is to investigate the impact of educational reforms launched in Poland in the last decade upon the notion of learner autonomy as evidenced by the results of a cross- sectional study. Necessarily, standard definitions of the concept of autonomy will be re-defined against the background of socio-political reforms in the country and their reflections in sylla- buses and curricula. Re-evaluating the notion of learner independence in the Polish context will be primarily viewed from the perspective of the learner; however, relevant comparisons with teachers’ perceptions will be also provided. Employing methodological guidelines offered by Conceptual Metaphor Theory, conclusions will be drawn concerning the practicability of foster- ing learner autonomy in the Polish milieu.