http://hdl.handle.net/11089/54153 Sun, 05 Apr 2026 23:38:08 GMT 2026-04-05T23:38:08Z https://dspace.uni.lodz.pl:443/xmlui/bitstream/id/79642834-f2c6-49ac-a441-07d8fdaf8fbd/ http://hdl.handle.net/11089/54153 http://hdl.handle.net/11089/54221 The Polysemy of Beside: The Correlation between TR and LM Syntactic Elaborations and Meaning Brenda, Maria The paper contributes to the discussion of the polysemy of spatial prepositions looking at the conceptual structure of the preposition beside. Introducing the syntactic criterion to the process of trajector/landmark identification, the paper shows that beside gives access to a three-dimensional conceptual category, extending both upward and sideways, and that its polysemy arises when the conceptualizer focuses attention on the basic level of the category, the level of senses. Tue, 31 Dec 2024 00:00:00 GMT http://hdl.handle.net/11089/54221 2024-12-31T00:00:00Z http://hdl.handle.net/11089/54222 Linguistic functions and indirect speech acts in tobacco products health warnings Koszmider, Julia The study incorporates the theory of linguistic functions (Jakobson 1960) and speech act theory (Austin 1962) to analyse the differences and similarities of the language used to produce health warning signs on tobacco-related products in Polish and English. The analysis is based on the premise that labels have a primary force of being a warning, when their social function is in focus. The texts proposed as health warnings are highly formulaic and despite the fact that they address a variety of issues, they seem to be inherently similar in form. This pilot study aims to analyse corpora of selected Polish and English health warnings in order to assess the level of their linguistic similarity. Tue, 31 Dec 2024 00:00:00 GMT http://hdl.handle.net/11089/54222 2024-12-31T00:00:00Z http://hdl.handle.net/11089/54223 Creativity in Meaning Construction and Translation – A Cognitive Perspective on the Humurous Language Used by Big Friendly Giant in Roald Dahl’s the BFG in its English, Polish and Portuguese Versions Klos, Sylwia The paper explains how our mind creates a meaning in a wordplay. The model of mental maps (Author, 2020) based on the theory of conceptual blending (Fauconnier,1997, Fauconnier & Turner, 2002) and the geneplore model based on the theory of creative cognition (Finke, et al, 1992) presented in the paper describe the operations in the mind related to generating, exploring and transforming ideas and/or linguistic and non-linguistic units that result in the emergence of a new meaning embedded in the wordplay. To illustrate the cognitive processes in meaning construction, the paper refers to the humorous language of Big Friendly Giant in Roald Dahl’s The BFG in its original English version as well as its translations into Polish and Portuguese. Tue, 31 Dec 2024 00:00:00 GMT http://hdl.handle.net/11089/54223 2024-12-31T00:00:00Z http://hdl.handle.net/11089/54220 “Can we do it Next Year?” The Impact of the Flipped Classroom Method on EFL Learning Performance Kontrimienė, Simona; Raudienė, Rasa; Čečetienė, Raminta The flipped classroom (FC) method has been extensively adopted in STEM disciplines at the university level and garnered favorable results in synchronous learning, while less focus has been directed to its effectiveness in language teaching and learning at school. This experimental study aimed to explore how the flipped classroom approach affected EFL learning performance in the 6th grade. A 16-week semester-long flipped approach with pre-class materials and in-class interactive activities was implemented in two experimental and control EFL learner groups at a public general education school in Vilnius, Lithuania.The study found that the experimental FC group obtained significantly higher marks on five out of nine topics covered throughout the semester and, importantly, on the final mark for the marking period. In addition, the FC group employed markedly more sophisticated vocabulary and sentence structure and made fewer grammar mistakes. Lastly, the FC group exhibited more engagement, exploration, explanation, elaboration, and evaluation, the five phases that align with the constructivist flipped classroom approach. Tue, 31 Dec 2024 00:00:00 GMT http://hdl.handle.net/11089/54220 2024-12-31T00:00:00Z