Book of Abstracts
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Book of Abstracts
BOOK OF ABSTRACTS EMOTION(S) 24TH CONFERENCE OF THE POLISH ASSOCIATION FOR THE STUDY OF ENGLISH (PASE) Department of English Studies University of Wrocław 17-19 April 2015 Edited by Marcin Tereszewski and Marcin Walczyński ISBN: 978-83-7867-267-8 Wrocław 2015 Polish Association for the Study of English (PASE) Department of English Studies University of Wrocław 24th PASE International Conference “Emotion(s)” BOOK OF ABSTRACTS edited by Marcin Tereszewski and Marcin Walczyński Wrocław 17-19 April 2015 PUBLICATION DETAILS: Title: Editors: Cover design: ISBN: Publishing office: Print: Year: 24th PASE International Conference “Emotion(s)” Book of Abstracts Marcin Tereszewski, Marcin Walczyński volumina.pl Daniel Krzanowski 978-83-7867-267-8 volumina.pl Daniel Krzanowski volumina.pl Daniel Krzanowski 2015 CONFERENCE ACADEMIC PROGRAMME COMMITTEE: • • • • • • • • • • prof. dr hab. Ewa Kębłowska-Ławniczak, chair prof. dr hab. Marek Kuźniak prof. dr hab. Joanna Błaszczak dr hab. Teresa Bruś prof. dr hab. Anna Budziak prof. dr hab. Danuta Gabryś-Barker (University of Silesia) prof. dr hab. Roman Lewicki prof. dr hab. Mariusz Marszalski prof. dr hab. Anna Michońska-Stadnik dr Michał Szawerna CONFERENCE ORGANISING COMMITTEE: • • • • • • • • • • • • • dr Marcin Walczyński, chair dr Anna Czura, secretary dr Wojciech Drąg, secretary dr Marcin Tereszewski, secretary dr Anna Cichoń mgr Ewa Błasiak mgr Ewa Czajka mgr Dawid Czech mgr Katarzyna Filipowska mgr Katarzyna Jopkiewicz mgr Agnieszka Rychlewska mgr Anna Sobota-Dybka mgr Małgorzata Szymańska CONFERENCE CONTACT DETAILS: Department of English Studies Faculty of Letters University of Wrocław ul. Kuźnicza 22 50-138 Wrocław, Poland Conference website: www.pase2015.wordpress.com Facebook profile: https://www.facebook.com/PASE2015Conference Email: [email protected] ~2~ TABLE OF CONTENTS PLENARY LECTURES .................................................................... 7 Leigh Gilmore.................................................................................7 Eva C. Karpinski .............................................................................8 Smiljana Komar..............................................................................9 Ewa Willim, Bożena Rozwadowska .................................................. 10 ROUND TABLE: THE PLACE OF THE HUMANITIES – THE ROLE OF TEACHING ENGLISH LITERATURE ............................................. 12 TRANSLATION PANEL 1: PROFESSIONAL ACCOUNTABILITY OF SWORN TRANSLATORS ............................................................. 16 TRANSLATION PANEL 2: AN EXPERT NETWORK AND ITS NEW CALLING: ENGLISH STUDIES IN POLAND 25 YEARS AFTER THE TRANSFORMATION ................................................................... 18 TRANSLATION PANEL 3: ON PROFESSIONAL COOPERATION BETWEEN INTERPRETERS AND POLICE NEGOTIATORS ............. 21 YOUNG RESEARCHERS’ FORUM OF TRANSLATION STUDIES ..... 23 CONFERENCE PARTICIPANTS’ ABSTRACTS ................................ 25 Patrycja Austin ............................................................................. 25 Liliya Bannikova ........................................................................... 26 Małgorzata Baran-Łucarz ............................................................... 27 Tomasz Basiuk ............................................................................. 27 Halszka Bąk ................................................................................. 28 Anna Biestek ................................................................................ 29 Ewa Błasiak ................................................................................. 30 Kornelia Boczkowska..................................................................... 31 Mateusz Bogdanowicz ................................................................... 32 Haron Bouras ............................................................................... 33 Katarzyna Bromberek-Dyzman, Daria Arndt ..................................... 34 Teresa Bruś ................................................................................. 35 Joanna Bukowska ......................................................................... 36 Lau Chi-Sum Garfield .................................................................... 37 Anna Cholewa-Purgał .................................................................... 38 Anna Cichoń ................................................................................ 39 Rowland Cotterill .......................................................................... 40 Corina Crisu ................................................................................. 41 Izabela Curyłło-Klag ...................................................................... 42 Ewa Czajka .................................................................................. 43 Ewa Czajkowska ........................................................................... 44 Dawid Czech ................................................................................ 45 Piotr Czerwiński............................................................................ 46 Anna Czura .................................................................................. 47 Justyna Deszcz-Tryhubczak ........................................................... 48 Marta Dick-Bursztyn ..................................................................... 49 Tomasz Dobrogoszcz..................................................................... 50 Wojciech Drąg .............................................................................. 51 Aleksandra Dykta ......................................................................... 52 Joanna Falkowska ......................................................................... 53 ~3~ Dominika Ferens .......................................................................... 54 Katarzyna Fetlińska ...................................................................... 55 Katarzyna Filipowska..................................................................... 55 Krzysztof Fordoński....................................................................... 56 Danuta Gabryś-Barker .................................................................. 57 Justyna Galant ............................................................................. 58 Zdzisław Głębocki ......................................................................... 59 Maja Gwóźdź................................................................................ 60 Dagmara Hadyna.......................................................................... 61 Michael Hollington ........................................................................ 62 Arco van Ieperen .......................................................................... 63 Krzysztof Jański ........................................................................... 63 Małgorzata Jedynak ...................................................................... 64 Rafał Jończyk ............................................................................... 65 Anna Juszko-Urbaniak ................................................................... 66 Katarzyna Kaczmarczyk................................................................. 67 Mariusz Kamiński.......................................................................... 68 Wojciech Kamiński ........................................................................ 69 Henryk Kardela ............................................................................ 70 Ewa Kębłowska-Ławniczak ............................................................. 71 Anna Kędra-Kardela ...................................................................... 72 Aleksandra Kędzierska .................................................................. 73 Robert Kielawski ........................................................................... 74 Bożena Kilian ............................................................................... 74 Anna Klimas................................................................................. 75 Elżbieta Klimek-Dominiak .............................................................. 76 Monika Kocot ............................................................................... 77 Dorota Kołodziejczyk, Paulina Bożek ............................................... 78 Marta Komsta .............................................................................. 79 Michał Kopeć ................................................................................ 80 Paweł Korpal ................................................................................ 81 Eliza Kowal .................................................................................. 82 Ewa Kowal ................................................................................... 83 Agata Kowol................................................................................. 84 Wojciech Kozak ............................................................................ 85 Joanna Kozieńska ......................................................................... 86 Elżbieta Krawczyk-Neifar ............................................................... 87 Jakub Krogulec ............................................................................. 88 Dagmara Krzyżaniak ..................................................................... 89 Irena Księżopolska........................................................................ 90 Andrzej Księżopolski ..................................................................... 91 Olga Kubińska .............................................................................. 91 Wojciech Kubiński ......................................................................... 92 Bożena Kucała.............................................................................. 93 Marcin Kuczok .............................................................................. 94 Tomasz Kulka .............................................................................. 95 Robert Kusek ............................................................................... 96 Bibigul Kussanova......................................................................... 97 Jaroslav Kušnír ............................................................................. 98 ~4~ Anna Kuzio .................................................................................. 99 Elżbieta Litwin ............................................................................ 100 Olga Łabendowicz ....................................................................... 101 Agnieszka Łobodziec ................................................................... 102 Agnieszka Łowczanin................................................................... 103 Małgorzata Łuczyńska-Hołdys....................................................... 104 Mateusz Marecki ......................................................................... 105 Jessica Mariani ........................................................................... 106 Eliza Marków .............................................................................. 107 Aleksandra Maryniak ................................................................... 108 Susana Melon-Galvez .................................................................. 109 Marjorie M. Miguel ...................................................................... 110 Rod Mengham ............................................................................ 111 Anna Michońska-Stadnik.............................................................. 112 Katarzyna Molek-Kozakowsk ........................................................ 113 Grzegorz Moroz .......................................................................... 114 Katarzyna Mosionek .................................................................... 114 Jacek Mydla ............................................................................... 115 Stankomir Nicieja ....................................................................... 116 Arkadiusz Nowak ........................................................................ 117 Sabina Nowak ............................................................................ 118 Eva Ogiermann .......................................................................... 118 Jędrzej Olejniczak ....................................................................... 119 Jędrzej Olejniczak ....................................................................... 120 Halyna Onyshchak ...................................................................... 121 Dibakar Pal ................................................................................ 122 Michał Palmowski........................................................................ 123 Maria Paska ............................................................................... 124 Aleksandra Pasławska ................................................................. 125 Mario Rosario Pastor Martinez ...................................................... 125 Mirosław Pawlak ......................................................................... 127 Marek Pawlicki ........................................................................... 127 Anna Pełczyńska......................................................................... 128 Liliana Piasecka .......................................................................... 129 Beata Piątek .............................................................................. 130 Ewa Piechurska-Kuciel ................................................................. 130 Anton Pokrivčák ......................................................................... 131 Murari Prasad ............................................................................. 132 Katarzyna Rokoszewska .............................................................. 133 Cristina Ros i Sole....................................................................... 134 Agata Rozumko .......................................................................... 135 Kinga Rozwadowska.................................................................... 136 Agnieszka Rychlewska................................................................. 137 Małgorzata Serafin ...................................................................... 138 Natalie Shtefanyuk ..................................................................... 139 Gabriel Skitaniak ........................................................................ 140 Artur Skweres ............................................................................ 141 Anna Sobota-Dybka .................................................................... 141 Marcin Sroczyński ....................................................................... 142 ~5~ Katarzyna Stachowiak ................................................................. 143 Maria Antonietta Struzziero .......................................................... 144 William J. Sullivan ...................................................................... 145 Rachael Sumner ......................................................................... 146 Michał Szawerna......................................................................... 147 Piotr Szczypa ............................................................................. 148 Monika Szela.............................................................................. 149 Angelika Szopa........................................................................... 150 Małgorzata Szymańska ................................................................ 151 Piotr Szymczak........................................................................... 152 Yahya Tamezoujt ........................................................................ 153 Marcin Tereszewski ..................................................................... 153 Saba Tifooni............................................................................... 154 Heli Tissari ................................................................................. 155 Anna Maria Tomczak ................................................................... 156 Jadwiga Uchman ........................................................................ 157 Ian Upchurch ............................................................................. 158 Maria Walczak. ........................................................................... 159 Marcin Walczyński ...................................................................... 160 Agnieszka Wawrzyniak ................................................................ 161 Maciej Wieczorek ........................................................................ 162 Ryszard W. Wolny....................................................................... 163 Joanna Woźniczak ...................................................................... 164 Jacek Woźny .............................................................................. 165 Marta Wójcik .............................................................................. 165 Magdalena Zabielska ................................................................... 166 Agata Zarzycka .......................................................................... 167 Magda Żelazowska, Magdalena Zabielska, Joanna Otocka ................ 168 Zofia Ziemann ............................................................................ 169 Sütő Zsuzsa ............................................................................... 170 CONFERENCE SPONSORS ........................................................ 172 ~6~ PLENARY LECTURES Leigh Gilmore, PhD, Professor Harvard Divinity School, USA [email protected] HIDING IN PLAIN SIGHT: EMOTIONS AND ETHICAL WITNESS IN WOMEN’S AUTOBIOGRAPHICAL NARRATIVES This talk traces a feminist history of women using autobiographical narratives of their own childhoods to elicit emotion in audiences and to transform this emotion into a scene of ethical witnessing and political sympathy. A focus on emotion and ethics reveals a previously unremarked dimension of the history of feminist self-representation connecting slave narratives in the US, Latin American testimonio in the 1970s and 80s, contemporary literary memoirs by adult men and women, and comics in a transnational market. In this history, emotions represent volatile matter through which to elicit a scene of ethical witness. I argue that the use of the child by adult women in autobiographical narratives with a political dimension differs from projects that focus on girls in humanitarian and educational discourse, which often obscure the realities of adult women's lives, minimize their political agency, and rewrite girlhood as a universal rather than situated experience. In so doing, I move beyond an impasse in studies centered on the putative absence of girls’ real voices and experiences and argue for the shaping force of feminist life story in the history of testimonial literature. Biographical note: Leigh Gilmore, a visiting scholar at the Harvard Divinity School, is the author of The Limits of Autobiography: Trauma and Testimony, Autobiographics: A Feminist Theory of Women’s SelfRepresentation, and co-editor of Autobiography and Postmodernism. She has published articles on life writing and feminist theory in Feminist Studies, Signs, Women’s Studies Quarterly, Biography, among others, and in numerous collections. She was the first holder of the Dorothy Cruickshank Backstrand Chair of Gender and Women’s Studies at Scripps College and was Professor of English at The Ohio State University. She has held visiting appointments at UC Santa Cruz, UC Berkeley, and Northeastern University. Her new book, Tainted Witness: ~7~ Women’s Life Narrative in Neoliberal Times, is forthcoming from Columbia University Press in the Gender and Culture series. Eva C. Karpinski, PhD, Professor York University, Toronto, Canada [email protected] GENRE AND/AS AFFECT: INHABITING FRACTURED GEOGRAPHIES AND DIFFICULT EMOTIONS IN EVA STACHNIAK’S NECESSARY LIES The objective of this presentation is to experiment with redefining genre through affect theory applied to rhetorical scholarship’s concept of genre as social action (Carolyn Miller). Seeing affects as public and collective, and hence, like genres, connected to the habitus (Pierre Bourdieu), that is, a set of sedimented, cognitive structures of a particular social group, enables us to understand how textually encoded individual emotions and feelings can be potentially realized by audiences that share the same habitus. Specifically, I apply the extended definition of genre as a recurrent affect-producing rhetorical and aesthetic assemblage to approach the Polish-Canadian author Eva Stachniak’s semi-autobiographical novel Necessary Lies (2000). I read her autocryptographic narrative in terms of discourses of habitation (Bill Ashcroft) and problematic dwelling in history, space, and language, while also addressing the status of autobiographical fiction or fictionalized autobiography as a genre in transit. When autobiography and fiction are blended, the autobiographical that is encrypted in the novel constitutes its overt or not so overt underpinning, a “secret” space beyond/beside space. For Stachniak, perceiving the fragility of boundaries and dwelling at the threshold, at the edges of ourselves, may be the key to a subtle dismantling and transformation of our thinking about land, inheritance, ethnic identity, and origins, and especially the lies we tell about them. The novel gestures towards the change of habitus and invites us to feel and think differently. It accommodates the consciousness transformed through place, a consciousness that can free itself from habitual, paranoid modes of seeing, and seeks a reparative reading by bringing new affects into the historical tangle of difficult emotions. ~8~ Biographical note: Dr. Eva C. Karpinski is Associate Professor at the School of Gender, Sexuality, and Women's Studies and Graduate Program in Humanities at York University in Toronto, where she teaches feminist theory and methodology, cultural studies, autobiography, and translation studies. Her research interests include affect studies, theories of subjectivity, embodiment, and biopower, feminist ethics, decolonial Indigenous cultural practices, contemporary Canadian and American fiction and life writing, and women’s writing. She has published over 30 journal articles and book chapters in Canadian and international venues, more recently on such topics as cancer publics, feminist theories of translation, multilingualism, biographical comics, micro-cosmopolitanism, transnational intellectuals, and witnessing atrocities, in such journals as Tulsa Studies in Women’s Literature, European Journal of Life Writing, Literature Compass, Open Letter, and Review of International American Studies, among others. She has edited Pens of Many Colours: A Canadian Reader, a popular college anthology of multicultural writing. She is the author of Borrowed Tongues: Life Writing, Migration, and Translation (2012), which focuses on immigrant women’s experiences of transition into a life in diaspora, looking at forms and strategies of self-translation. She is also co-editor of Trans/Acting Culture, Writing, and Memory: Essays in Honour of Barbara Godard (2013). Smiljana Komar, PhD, professor University of Ljubljana, Slovenia [email protected] INTONATION: THE STRONGEST LINK IN THE WEAKEST LINK QUIZ The paper looks into the discourse structure of The Weakest Link quiz broadcast by BBC Prime. The quiz is an endurance test characterized by the host’s putdowns and caustic chats with the contestants who shame themselves with preposterous answers and vote off their rivals. In the paper I will briefly discuss the discourse structure of the quiz and show how intonation is used to underline the relationship between the participants in the show, their attitude to the topics of conversation and how the pitch height and the pitch movement work hand in hand to express attitudinal and emotional subtleties which are extremely vital for the success of this show. Key words: discourse analysis, intonation Biographical note: Dr. Smiljana Komar is a Professor at the English Department, Faculty of Arts, University of Ljubljana, Slovenia. She ~9~ teaches English phonetics, phonology and intonation, Contrastive English-Slovene phonetics, English discourse analysis and Discourse intonation. Consequently, her main research area is linguistic, especially the fields of phonetics, phonology, prosody, discourse analysis and pragmatics. She has published at home and abroad and is the author of a contrastive English-Slovene monography on intonation, entitled Communicative Functions of Intonation: English-Slovene Contrastive Analysis (2008). Her current research interests are in the multimodality of TV ads and cooking shows. She is also a co-editor of ELOPE, an academic journal of the Slovene Association for the Study of English. Ewa Willim, dr hab. Jagiellonian University, Cracow, Poland [email protected] Bożena Rozwadowska, prof. dr hab. University of Wrocław, Poland [email protected] THE EXPERIENCER PUZZLE: ARE EMOTION VERBS GRAMMATICALLY SPECIAL? Emotion verbs, often referred to as psychological predicates (or Experiencer predicates) entail that their Experiencer argument is in a mental or emotional state. The Experiencer argument can be mapped in the syntax onto constituents with different syntactic roles, as can be illustrated for English with verbs such as to fear (Subject Experiencer), to frighten (Object Experiencer) and to appeal to (Dative Experiencer). Emotion verbs provide a serious challenge in all areas of linguistic analysis, because cross-linguistically they systematically defy numerous predictions formulated on the basis of action predicates. They have thus stimulated extensive research that led to the development of various approaches to the lexicon– syntax interface in theoretical linguistics. The explanation of their behaviour is subject to constant unsettled debates. Building on the rich evidence developed over the years by numerous scholars, Landau (2010) emphasizes that Experiencers are “grammatically” special, but this view has been challenged in a number of studies, arguing that psychological verbs are essentially similar to other well-known verb classes and that what is special about them is that they are usually ambiguous between several regular patterns. Our main goal is to present this controversy, highlight the puzzles, and search for their sources. We will compare emotion verbs to other transitive verbs and explore if indeed they have the same grammatical properties as action verbs. At the same time, we will investigate ~ 10 ~ the properties of verbs whose core meaning is not related to emotions per se to see if their grammatical properties change in the contexts where they acquire psychological interpretation. This will help us to speculate where the source of the Experiencer puzzle lies. It will also help us to evaluate the insights and predictions of competing approaches to the lexiconsyntax interface, in particular lexical vs. constructivist theories. Key words: emotion verbs, psychological predicates, Experiencer, Experiencer puzzle, lexicon–syntax interface Biographical note: Dr hab. Ewa Willim is Associate Professor at the Department of English Studies, Jagiellonian University in Kraków, Poland. Her major research interests include the theory of syntax, the lexicon-to syntax and the syntax-to semantic interfaces and contrastive English-Polish linguistics. She has worked on topics such as binding, word order, case, number, aspect, concord and subject-verb agreement. Currently she is working on Experiencer predicates and on stativity in language. She has been Head of Department of English Studies at the Jagiellonian University since 2012. Since 2013 she has also been Editorin-Chief of the peer reviewed journal Studies in Polish Linguistics published by the Jagiellonian University Press. Biographical note: Bożena Rozwadowska is Associate Professor at the Department of English Studies, University of Wrocław, Poland. She obtained her degrees from the following institutions: MSc in computer science from Wrocław University of Technology (1979); then she continued her education and academic career at the University of Wrocław, where she obtained subsequently: MA in English (1982), PhD in linguistics (1988), and Habilitation (1998). In the meantime she studied at the University of Massachusetts at Amherst (1984-1987), where she received MA in linguistics. She spent some time on numerous scholarly fellowships and grants at leading linguistic centers of the world: Utrecht University, Strathclyde University in Glasgow, Leiden University, Rutgers University (Fulbright senior grant in 2001). She had numerous administrative functions: she was a Vice-Dean of the Faculty of Philology for two terms (1999-2005), currently she is Head of the English Linguistics Section at the Department of English Studies and Director of the part-time MA graduate program there; she is an expert of the Polish Accreditation Committee; for several years she was a board member of GLOW (Generative Linguists of the Old World) and its President in 2010, when she was the main organizer of the 33th GLOW conference in Wrocław. Her research falls within the area of the lexicon– syntax interface in the generative tradition, in particular she is an expert in derived nominals and psychological predicates. Among others, she is an author of two chapters in the Blackwell Companion to Syntax. ~ 11 ~ ROUND TABLE: THE PLACE OF THE HUMANITIES – THE ROLE OF TEACHING ENGLISH LITERATURE The participants of the round table “The Place of the Humanities: the Role of Teaching English Literature” will address a variety of questions concerning the changes which we are currently facing in the universities. In her article “Crisis in the Humanities: Reconfiguring Literary Study for the Twenty-First Century” – originally titled “In Defense of Poetry,” and hailing the third millennium with the turn-of-the century issue of Boston Review – Marjorie Perloff opens the discussion of literary studies by presenting a rather dismal picture. She quotes a disheartening report by Robert Weisbuch, the former president of the Woodrow Wilson National Fellowship Foundation, announcing that the situation is rather dire – “it’s bad, it’s getting worse, and no one is doing much about it.” This report is concluded on a deeply resigned note: “No one’s even angry with us now, just bored.” But is the picture really so bleak? Perloff brings to our attention a possibly surprising fact: while universities are afraid to put great names – Blake, Rossetti, Beckett, or Pound – on the reading lists, these names appear on various Internet websites, arousing interest of audiences much larger and more diversified than those exclusively academic. Thus, arguing that it may be too early for “the epitaph for the humanities,” she proposes to consider the role of teaching literature as that of opening paths into rhetoric, philosophy, art and broader culture. Notably, humanities are also valued in the realm of technology. The scholars in The Massachusetts Institute of Technology recognize the role of humanities as inspiring technological inventiveness. Indeed, MIT undergraduates take at least eight courses in humanities, which amounts to some 25% of total class time. Such a disparity in opinions – concerning the role of humanities and of teaching literature – opens an interesting ground for discussion. Our very distinguished guests, from Poland and from abroad, consented to ponder the questions relevant to Perloff’s fourfold paradigm. However, they also agreed to consider problems of a more practical nature: such as those of universities educating open-minded and responsible citizens, of the critical mind countering corporate mentality, of attractive teaching methods, of literary studies entering public space, or of the cooperation between English literature departments and other faculties. ~ 12 ~ Anna Budziak, prof. dr hab. University of Wrocław, Poland [email protected] Biographical note: Anna Budziak teaches literature and literary theory at the University of Wroclaw. In 2005 she was elected a Corresponding Fellow of the English Association. Her current research interests include British Decadent Aestheticism and Modernism, in particular, the decadent-aestheticist and modernist concepts of the self as shaped by cultural and philosophical discourses. She has published articles exploring the interface between philosophy and literature and authored two books: in Polish, on the concept of history in T. S. Eliot; and, in English, on Pater and Wilde. The latter, Text, Body and Indeterminacy: Doppelgänger Selves in Pater and Wilde, was on the final shortlist of three for the biennial ESSE Book Award 2008-2010. Ewa Borkowska, prof. dr hab. University of Silesia, Sosnowiec, Poland [email protected] Biographical note: Ewa Borkowska is Professor of English Literature at the Department of English at the University of Silesia in Poland; she has published on English, Polish and German poetry, philosophy, European arts and music. She received her Ph.D. in 1989; she submitted her Habilitationschrift (which is a post-doctoral degree in Poland) in 1995 and received the post-doctoral degree in 1996; she became full professor in 2006. She has been lecturing in the USA, and in several European countries where she also participated in numerous conferences (the UK, USA, Ireland and Scotland, Italy, France, Israel, Spain, Germany, Norway, Austria, and others) on literature, arts and world cultures. For the last 17 years she has been lecturing at the Universidad de León in Spain where she has been conducting Ph.D. courses and M.A. courses to Spanish and international students. Apart from poetry and music her interests are also in the history of arts, culture(s), politics, philosophy and histories of European countries. She has been a member of international associations, among others Hopkins International Association, ISSEI (International Society for the Studies of European Ideas) and Catherine Maria Sedgwick Society in the USA. She published such books as Philosophy and Rhetoric: A Phenomenological Study of G.M.Hopkins’ Poetry, From Donne to Celan, 1990; Logo(theo)logical Patterns in Poetry (1995) and At the Threshold of Mystery. Poetic Encounters with Other(ness) (Peter Lang, 2005) and over fifty five articles on Gerard Manley Hopkins, Thomas Carlyle, Walter Pater, Rainer Maria Rilke, Paul Celan, Seamus Heaney, Ted Hughes, Zbigniew Herbert and other Polish poets. She has been a co-editor of a number of books, including ones on the “Late Style” in music, on time and space in literature, language of literature and culture, et al. She coedited the book (with her essay in it) The Surplus of Culture; Sense, ~ 13 ~ Common-Sense and Non-sense published by Cambridge Scholars Publishing (2011) in the UK. The book The Culture of Language which is also a co-edition was published in Poland in 2012. She was also a coeditor of the book European Bridges (in Polish) which was published in Poland in 2014. Jan Jędrzejewski, professor University of Ulster, Northern Ireland [email protected] Biographical note: Jan Jędrzejewski, the Dean of the Faculty of Arts, University of Ulster, was educated at the University of Łódź, Poland, where he obtained, in 1985, his MA in English philology, and at Worcester College, University of Oxford, where he completed, in 1992, his DPhil on Thomas Hardy. He began his academic career at Łódź, where he taught from 1985 to 1989. He joined the University of Ulster, as a Lecturer in English, in 1993; he became Senior Lecturer in 2001, and Professor of English and Comparative Literature in 2007. Before being promoted to his current post in 2014, he had been Head of English (2005-2009), Acting Head of the Humanities Research Institute (20082009), Acting Head of the School of History and International Affairs (2009), and Head of the School of English and History (2009-2014). He is a specialist in nineteenth-century English literature, particularly the Victorian novel, and he also has a major interest in comparative literature, focusing on the literary relations between the British Isles and Poland. He has published monographs on Thomas Hardy and the Church (1996) and George Eliot (2007), and critical editions, in English and in Polish, of Hardy (Outside the Gates of the World: Selected Short Stories (1996), and Tessa d’Urberville (2006)), and Joseph Sheridan Le Fanu (The Cock and Anchor (2000)), and he is also the author of numerous journal articles and book chapters. David Malcolm, prof. dr hab. University of Gdańsk, Poland [email protected] Biographical note: David Malcolm is a professor of English at the University of Gdańsk. He has written books about Ian McEwan, Graham Swift, John McGahern, and British and Irish short fiction. He is one of the organizers of the annual between.pomiędzy festival in Sopot. Wojciech Małecki, dr University of Wrocław, Poland [email protected] Biographical note: Wojciech Małecki is assistant professor of literary theory at the Institute of Polish Philology, University of Wrocław, Poland. ~ 14 ~ His research interests include American pragmatism, posthumanism, animal studies, ecocriticism, continental philosophy, aesthetics, philosophy of the body, popular culture, and the empirical study of literature. Wojciech is the author of Embodying Pragmatism (New York: Lang, 2010 – Chinese edition forthcoming), the editor or co-editor of four collections of essays, and sits on the editorial boards of the journal Pragmatism Today and the Eger Journal of English Studies. He has published numerous book chapters and contributed to journals such as The Oxford Literary Review, Foucault Studies, Angelaki, Deutsche Zeitschrift für Philosophie, Journal of Comparative Literature and Aesthetics, World Literature Today, and others. He is a founding member and officer of The Richard Rorty Society and the Polish Society for Human and Evolution Studies. He has been a visiting fellow at the Institute for Advanced Studies in the Humanities, the University of Edinburgh; the Center for Body, Mind, and Culture, Florida Atlantic University; and an Alexander von Humboldt Foundation Research Fellow at the John F. Kennedy Institute for North American Studies, Freie Universität Berlin. He is also a recipient a Fellowship for Outstanding Young Scholars, awarded by the Polish Ministry of Science and Higher Education. Wojciech has given invited talks and workshops at various institutions around the world, including University of California, Berkeley; University of California, Irvine; Fordham University; Stony Brook University; Université Paris 1, Panthéon-Sorbonne; Freie Universität Berlin; Peking University; Capital Normal University (Peking); Universidad Nacional de Tres de Febrero, Buenos Aires, and others. ~ 15 ~ TRANSLATION PANEL 1: PROFESSIONAL ACCOUNTABILITY OF SWORN TRANSLATORS [Panel will be conducted in Polish!] This panel, moderated by prof. Marek Kuźniak, will host Bolesław Cieślik, Head of the Department of Sworn Translators in the Ministry of Justice, who will address the problem of the implementation of provisions regulating the supervision of the conduct of sworn translators as professionals. The panel will also host prof. Artur D. Kubacki, a distinguished translation scholar and sworn translator. The Act on the Profession of Sworn Translator from 2004 (Chapter 4) informs about the particulars regarding professional accountability of sworn translators. This primarily means translators’ failure to adhere to provisions of law stipulated in Articles 14 and 15 and the duties specified in Article 17, paragraph 1 and Article 18, paragraph 2 of the said Act. The proposed panel will discuss practical implications for translators as arising from the current legislation. The panel will host a representative of the Ministry of Justice – a member of the Professional Accountability Commission – who will present an ‘inside’ view upon the implementation of provisions regulating the supervision of the conduct of sworn translators as based on cases from English as well as other ‘less popular’ languages. Bolesław Cieślik, mgr Ministry of Justice, Poland [email protected] Biographical note: Bolesław Cieślik graduated from the Institute of German Studies and the Faculty of Law and Administration of the University of Szczecin as well as from the State School of Public Administration in Warsaw. Since 2005 he has been in charge of the Department of Sworn Translators in the Ministry of Justice of the Republic of Poland and from 2012 to 2014 he was in charge of the Department of Sworn Translators, Expert Witnesses and Expert Auditors in this ministry. Since the Act on the Profession of Sworn Translators became effective in 2005 he has been responsible for organising the examinations for sworn translators, maintaining the register of sworn translators and legislation related to sworn translators. He is a vicechairman of the State Examination Commission to conduct examinations for sworn translators. He has co-authored the book “Egzamin na tłumacza przysięgłego”; he was a member of the editorial teams of ~ 16 ~ “Kodeks tłumacza przysięgłego z komentarzem” published in 2005 and 2011. Artur Kubacki, dr hab. Pedagogical University of Cracow, Poland [email protected] Biographical note: Dr hab. Artur Dariusz Kubacki – head of the Department of German Linguistics at the Institute of Modern Languages of the Pedagogical University of Cracow; practising sworn translator of German; author or co-author of 9 books and over 70 papers and reviews relating to the field of LSP translation and teaching LSP translation, particularly to the translation of legal and economic terminology; member of the Commission for Professional Accountability of Sworn Translators, the State Examination Board for administering the examination to become a sworn translator and many other academic and professional organizations. Marek Kuźniak, prof. dr hab. University of Wrocław, Poland [email protected] Biographical note: Marek Kuźniak – a linguist, sworn translator of English. He is currently holding the position of professor extraordinarius at the University of Wrocław. He is also the head of the Department of English Studies and the member of the State Examination Commission to conduct examinations for sworn translators (nomination by the Minister of Science and Higher Education). Marek Kuźniak is a specialist in lexicology and cognitive semantics. The author of books and articles in cognitive linguistics, pragmatics, and philosophy of language. He is a member of the Polish Linguistic Association. ~ 17 ~ TRANSLATION PANEL 2: AN EXPERT NETWORK AND ITS NEW CALLING: ENGLISH STUDIES IN POLAND 25 YEARS AFTER THE TRANSFORMATION [Panel will be conducted in Polish!] This panel, moderated by dr Maciej Litwin, will host representatives of the University of Wrocław as well as the Municipal Government of Wrocław, who will address the vital concerns of English studies in Poland twenty-five years after the political transformation. The transformation in Central and Eastern Europe after 1989 has been significantly informed by Anglo-American terminology, concepts and values in economy, business, and politics. AngloAmerican influence differs from that of other foreign languages and cultures in the sense that it extends to the highest echelons of major institutions and manual labourers alike, while building on self-interest and popular appeal rather than coercion. This novel social, economic and cultural situation poses a challenge to English departments at leading Polish universities: the dramatically altered context comes with opportunities for broader engagement but also with threats to core academic mission. The purpose of this panel is to address the vital concerns of English studies in Poland twenty-five years after the political transformation. These could be prompted by the following questions: To what extent do English departments consider themselves agents of cultural and social agenda of the past 25 years? What are the new networks and themes claimed by English studies actors on account of their privileged status as “transformation language” experts? Are multinational corporate institutions (e.g. business services sector) proxies of Anglo-American influence? Should Polish universities view the mushrooming domestic “bad English” work environment with defiance or indifference? What do we know about the role of English in the transformation in terms of quantitative data? What myths concerning the excesses of Anglophile turn are there in circulation that do not hold when confronted with data? What are the opportunities and threats facing English study institutions at Polish universities in connection with the ~ 18 ~ - rapidly changing context? What new ideas or institutional avenues are there to be seen that might offer insight into the contextualisation of English studies in Poland in the future? What is the future of English in united Europe? Tomasz Gondek Deloitte Polska, Poland Biographical note: Tomasz Gondek is an R&D, Government Incentives and Innovation Consulting Team Member at Deloitte Polska. Before moving to Deloitte he was the Vice-President of the Board at Wroclaw Research Center EIT+, where he managed the company portfolio of 20 projects to the tune of over EURO 200 million total. Prior to this, he was actively involved in key strategic projects of the City of Wrocław (Wrocław and the Wrocław agglomeration). He made important contributions to successful negotiations with Credit Suisse, IBM, Google, HP, Nokia Siemens Networks, LG Display, UPS, Volvo, 3M and others. Tomasz Gondek is a graduate from The University of Economics in Wroclaw and during his academic years, he devoted 2 semesters to studying information technologies in Sydney, Australia. He is an alumnus of US State Department’s International Visitor Leadership Program. Specialties: Strategic management, marketing, negotiation. Marek Kuźniak, prof. dr hab. University of Wrocław, Poland [email protected] Biographical note: Marek Kuźniak – a linguist, sworn translator of English. He is currently holding the position of professor extraordinarius at the University of Wrocław. He is also the head of the Department of English Studies and the member of the State Examination Commission to conduct examinations for sworn translators (nomination by the Minister of Science and Higher Education). Marek Kuźniak is a specialist in lexicology and cognitive semantics. The author of books and articles in cognitive linguistics, pragmatics, and philosophy of language. He is a member of the Polish Linguistic Association. Maciej Litwin, dr University of Wrocław, Poland [email protected] Biographical note: Maciej Litwin received his doctoral degree from the Faculty of Letters, University of Wrocław in 2014. He now works as an Assistant Professor at the Department of English, University of Wrocław (Section of Translation Studies). Prior to this (2008-2015), he was the Head of University relations at the Wrocław City Hall. In this executive ~ 19 ~ capacity he designed and oversaw the implementation of key ingredients of Wrocław innovation portfolio, including Poland’s first municipal university-business mobility programme (‘Mozart’). He was the regional co-ordinator of the OECD Review of Higher Education in Regional and City Development (2011-2013). He contributed as expert to European Commission’s dissemination activities on innovation in regional development (including U-B Forum 2010, Open Days 2014) as well as the OECD’s programme on higher education in regional development (2010, 2011, 2012). He is the founding manager of Wrocław Academic Hub, the first city-run university-business-government platform in Poland (www.wca.wroc.pl). Beginning with the Spring Semester of 2015, he moved to a part-time non-executive position in city government and he has dedicated himself to research and teaching at the University of Wrocław. ~ 20 ~ TRANSLATION PANEL 3: ON PROFESSIONAL COOPERATION BETWEEN INTERPRETERS AND POLICE NEGOTIATORS [Panel will be conducted in Polish!] This panel, moderated by dr Michał Szawerna, will host dr Piotr Czajka, an interpreter involved in police negotiations, and a negotiator from the Wrocław Police Department, who will reflect on their collaboration in an attempt to specify the prerequisites for a mutually satisfactory professional cooperation between police negotiators and interpreters. Police negotiators typically work in emotionally charged situations. The emotions they work with are necessarily managed through dialogue. If this kind of dialogue is to be conducted through an interpreter, police negotiators expect that “the interpreter will only interpret what is being said.” While this expectation undoubtedly stems from a wish to avoid an unwelcome interference with the course of the negotiations, a question arises whether or not it is at all realistic. Given what experts have said about (in)visibility of the translator/interpreter, (un)translatability of communications, and the unfolding of translation/interpretation conducted under pressure, it is likely that the expectation held by police negotiators may never be met in practice and, consequently, a compromise between negotiators and interpreters must be worked out. The proposed panel will host a police negotiator and an interpreter, who will look back on their cooperation with a view to reflecting on the prerequisites for such a compromise. Piotr Czajka, dr University of Wrocław, Poland [email protected] Biographical note: Piotr Czajka is a senior lecturer in the University of Wrocław's Department of English Studies. His areas of interest and research include antiessentialist and constructivist conceptions of language, culture, communication, and knowledge as well as the possibilities of applying these conceptions to the study of practices of translation. ~ 21 ~ Mieczysław Dziemidok Provincial Police Headquarters, Wrocław, Poland Biographical note: Provincial Coordinator of Police Negotiations of the Provincial Police Headquarters in Wrocław. Michał Szawerna, dr University of Wrocław, Poland [email protected] Biographical note: Dr. Michał Szawerna is assistant professor of linguistics in the Institute of English Studies, University of Wrocław. His current research is situated at the intersection of comics studies, cognitive linguistics, and Peircean semiotics. ~ 22 ~ YOUNG RESEARCHERS’ FORUM OF TRANSLATION STUDIES “Translatio” Doctoral Students’ Association, coordinated by Dawid Czech, encourages all doctoral students and young researchers interested in Translation Studies to participate in the Young Researchers’ Forum, a discussion panel and poster session that will take place during PASE 2015 conference. The Forum will provide a venue for presenting thesis or research concepts and discussing them with other specialists in the field. It will aim to promote a constructive discourse that will help young researchers to pursue alternative research solutions and to successfully develop their own ideas. To ensure common grounds for discussion, the Forum will focus primarily on the methods and techniques used in current translation research, in accordance with the following leitmotif: “Mediating Languages and Cultures: New Approaches to Research in Translation Studies”. Discussion will be moderated by dr hab. Michal Garcarz and dr Marcin Walczyński from the Section of Translation Studies at the Department of English Studies (University of Wrocław). We accept abstract proposals on a wide range of translationrelated topics (legal and business translation, translation of poetry, literary translation, audiovisual translation, software localisation etc.). Dawid Czech, mgr University of Wrocław, Poland [email protected] Biographical note: Dawid Czech is a doctoral student in the Institute of English Studies at the University of Wrocław, where he works on his PhD thesis devoted to the topic of embodied simulation in metaphorical language. His research interests include: cognitive linguistics (conceptual metaphor theory, embodied cognition, blending theory), psycho- and neurolinguistics. Apart from the strictly linguistic issues, he is also interested in the practical and theoretical aspects of translation, particularly in the context of legal translation and video game localization. ~ 23 ~ Michał Garcarz, dr University of Wrocław, Poland [email protected] Biographical note: PhD., DLitt, Head of the Section of Translation Studies and Deputy Head of the Department of English at the Wrocław University, Poland, EU where he teaches and researches various areas of specialized translations and sociolinguistics. He is an author of numerous academic publications on translation and slang. He is a freelance translator. Contact: www.garcarz.com Marcin Walczyński University of Wrocław, Poland [email protected] Biographical note: PhD holder, certified translator and interpreter, translation and interpreting trainer, assistant professor in the Section of Translation Studies (Department of English Studies, University of Wrocław) and lecturer in the Section of Business English (Institute of Modern Languages, University of Applied Sciences in Nysa). His scholarly interests include: interpreting, specialised translation, languages for special purposes, sociolinguistics and contact linguistics. ~ 24 ~ CONFERENCE PARTICIPANTS’ ABSTRACTS Patrycja Austin, PhD Rzeszów University, Poland [email protected] EMOTIONS WRITTEN IN THE KEY OF LIFE – MUSIC’S IMPACT OF THE CORE OF HUMAN PERSONALITY IN KAZUO ISHIGURO’S NEVER LET ME GO In Kazuo Ishiguro’s novel, Never Let Me Go, the main heroine, Kathy, listens to the eponymous song and experiences a range of emotions. She attributes to the song her own interpretation, being fully aware of its incompatibility with the actual lyrics. The cassette gets lost and cannot be traced, like music which cannot be properly grasped in words and like emotions which will frequently elude being accurately described in language. Writers have often borrowed across semiotic systems in order to make up for or even underline this insufficiency. One of literature’s sister arts especially apt in this field has been music which can be used, in Werner Wolf’s words, “for the expression of emotions or for the creation of certain emotional states in the receiver.” It can appeal to emotions in a more direct way, without the assistance of concepts. I will take this aspect of music as a starting point in my analysis of the struggle of the main characters for the acknowledgement of their capability to feel, to love, in other words, of their humanity. Key words: music, language, connative meaning Biographical note: Patrycja Austin currently teaches British and American Literature at Rzeszów University. She received her MA and PhD degrees from Warsaw University. Her main area of interest is postcolonial literature and theory with focus on Indian literature in English. She has also written on music in literature. Last year her book on three Indian authors was published in India. She has participated in numerous conferences abroad and has been invited to India as a resource person. ~ 25 ~ Liliya Bannikova, mgr University of Wrocław, Poland [email protected] HUMAN EMOTIONS AS A MAIN VALUE OF G. MOORE’S “ESTHER WATERS” Among various theories that emerged at the turn of the 19th century in English literature, two stand out in particular as being in opposition to each other: realism and decadence. George Augustus Moore, one of the most influential and versatile AngloIrish writers, is known today as a leading promoter of naturalism in English and Irish literature. Nevertheless, he was also a modernist in his rebellion against the Victorian mores and conventions. The lasting relevance of Moore's writing is best expressed in Graham Hough's introduction to "Esther Waters": "Moore never wrote anything else like it. Yet in his later work, far removed from the realistic norm, the same sense of a quietly felt, uninflated sympathy with the central human emotions can be experienced". Moore's style, composition, method, literary Wagnerism have been an area of great research interest. Nineteenth century literature is currently one of the most exciting fields of English literary studies. The aim of my paper is to discuss Victorian conventions and gender relations and to analyse the role and place of emotions in the "Esther Waters" an 'English tail' published in 1894, illustrating them with examples taken from the novel. The analysis presented in this paper, using psychological and structural research methods, will attempt to demonstrate a strict connection between gender relations and the protagonists' emotional sphere. Key words: Victorian mores, Zola’s naturalism, emotions, gender relations, protagonists’ emotional sphere Biographical note: PhD student at the University of Wrocław (Polish Philology), 19th-20th century literature is my scholarly interests. ~ 26 ~ Małgorzata Baran-Łucarz, dr University of Wrocław, Poland [email protected] EMOTIONS OF HIGH AND LOW PRONUNCIATION ANXIETY LEARNERS ON THE EXAMPLE OF POLISH LEARNERS OF ENGLISH: A MIXED METHOD APPROACH Despite the fact that English majors are chosen FL learners and usually have a talent for FL learning, some of them reveal high levels of anxiety related to pronunciation. The presentation aims at discussing the differences between the emotions experienced by high and low pronunciation anxiety individuals, concentrating on such variables as pronunciation self-perception (selfassessment, self-efficacy, self-image), fear of negative evaluation, and beliefs related to FL pronunciation (about the nature of the FL phonetic system, the importance of pronunciation for communication, the difficulty of English pronunciation learning for Polish students). Results of statistical analysis (t-tests) will be supported by qualitative data, such as presentation and analysis of drawings showing feelings, attitudes towards and associations connected with English pronunciation (learning) and fragments of interviews carried out with selected high and low PA learners. Key words: pronunciation anxiety, fear of negative evaluation, self-perceptions, beliefs Biographical note: Małgorzata Baran-Łucarz received her PhD degree in Applied Linguistics in 2004 with a thesis entitled ‘Field independence as a predictor of success in foreign language pronunciation acquisition and learning’. She is an assistant professor at the University of Wrocław and in the years 1998 – 2013 has been a teacher and teacher trainer at the Teacher Training College in Wrocław. Her main areas of interest are: methodology of FL teaching, SLA (particularly the matter of individual learner differences and FL pronunciation acquisition), psycholinguistics, phonetics and pronunciation pedagogy. Tomasz Basiuk, dr hab. University of Warsaw, Poland [email protected] WARHOL AND QUEER SHAME This paper discusses some ways in which Andy Warhol’s work pertains to both queerness and shame. It references Silvan Tomkins’s theory of affects, especially his writings on shame, ~ 27 ~ Eve Kosofsky Sedgwick’s thesis on queer shame and shame performativity, her discussion of Warhol’s relationship to shame and whiteness, and some other critical essays on Warhol, including by Douglas Crimp, Wayne Koestenbaum, and Jonathan Flatley. The argument is that Sedgwick’s approach to queer shame is useful for a discussion both of Warhol’s concept popism and of his relationship to camp. Examples of Warhol’s work include his films Blow Job and My Hustler, and several of his pop paintings and portraits. Key words: shame, queer, performativity, Andy Warhol, affect theory Biographical note: Tomasz Basiuk holds a doctoral degree in English from the University of Warsaw and a post-doc degree from the University of Gdańsk. Author of Exposures. American Gay Men’s Life Writing since Stonewall (2013) and a book on the novelist William Gaddis (in Polish, 2003). Co-editor of several volumes in queer studies and in American Studies. Co-founder of the electronic queer studies journal InterAlia. His research interests include life writing and queer theory and film. Halszka Bąk, MA Adam Mickiewicz University, Poznań, Poland [email protected] Jeanette Altarriba, PhD University at Albany – SUNY, USA [email protected] KEEPING AN EAR OUT FOR NEGATIVITY – L2 EMOTION RECOGNITION BIAS FOR EMOTIONAL PROSODY The bilingual mind is the dimension wherein the practical aspects of the long-standing debate between universalist and culture-specific views of emotion come to a head. In the processing of emotional content of L2, does the non-native mind rely on the universal nature of emotion? Or does it struggle to reconcile different culture-specific emotion concepts? Jończyk and Thierry (submitted) provide evidence that in early processing “the brain turns a blind eye” to negative emotions in L2. Our current results indicate that the late cognitive-affective processing yields higher recognition rates to negative than to positive emotions in L2. In an integrative paradigm we have implemented the two prevailing universalist emotion recognition paradigms (the dimensional view in Russell 1980, the categorical view in Ekman 1992) and a free emotion labelling ~ 28 ~ paradigm to provide an empirically-based comprehensive description of the emotion concept processing dynamics in the non-native mind. Whether asked to categorize (into happy/sad/other), evaluate (positivity-negativity and intensity), or simply name the emotion recognized in samples of filtered audio of emotional speech, participants have consistently performed better on the negative emotions. The potential causes of this result and its implications of these results for future studies of emotion will be presented for discussion. Key words: emotional prosody, non-native mind, affective processing in L2 Biographical note: A participant of the Interdisciplinary PhD Program: Language, Society, Technology & Cognition (LST&C) coordinated by the Faculty of English at the Adam Mickiewicz University in Poznań. Holds MA degrees in English and Russian languages and specializes in linguistic pragmatics, integrative research paradigms, and crosslinguistic emotion research. Currently manages Language and Communication Laboratory at the Faculty of English, AMU. Carried out collaborations with dr Jeanette Altarriba at University at Albany – SUNY. Anna Biestek, mgr University of Wroclaw, Poland [email protected] PREVAILING FACTORS ATTRIBUTED TO STUDENTS’ ACHIEVEMENTS IN A FOREIGN LANGUAGE LEARNING TASK Since foreign language learning is a social and culture phenomenon, it is replete with emotions. Emotions are powerful in as much as they are regularly activated while learning in social contexts. They can have far-reaching effects on an individual’s foreign language acquisition. Arguably, if positive emotions are aroused, it can facilitate the process of learning. However, if negative emotions are provoked, it can impede the learning process. Therefore, the topic of emotions is definitely worth examining in foreign language learning situations. How individuals interpret various events and situations and how this relates to their thinking and behavior is termed attribution theory (Weiner). Three dimensions of this theory are distinguished, namely stability, locus of control and controllability. The aim of this paper is to report the causes which, according to adolescents, affected their achievement in particular foreign language task. The results show whether they ~ 29 ~ attribute their successes to effort, ability, level of task difficulty or luck. The data were carefully analysed in order to draw logical conclusions from the results. Biographical note: affiliation: University of Wrocław; degrees: 20062010 BA in English Philology (with additional German Philology), applied linguistics, Karkonosze College in Jelenia Góra; 2010-2012 MA in English Studies, applied linguistics, University of Wrocław; 2013–ongoing PhD Studies in linguistics, Wrocław University. Scholarly interests: applied linguistics (teaching and learning a foreign language). Ewa Błasiak, mgr University of Wrocław, Poland [email protected] EMOTIONAL PATTERNS OF MORALITY PLAYS The objective of the paper will be to analyse the emotional patterns in morality plays. The plays to be considered will include not only medieval moralities, but also those from the beginning and from the middle of the twentieth century (when a revival and a return of morality play tradition occurred). The discussion will be concluded by a reference to several contemporary British plays which utilise some elements typical of moral plays. In broad terms, I am going to reconsider the morality plays in terms of their emotional qualities by observing the ways in which they affect, might have affected, or meant to affect their implied and actual audiences. I shall also investigate the methods which they employed to evoke the intended emotions in the spectators. Finally, I shall consider the emotional patterns in the plays themselves: the emotional turns to be discerned in the protagonists, the relations between characters' and audience's emotional reactions to the developments of the plot, and the emotional patterns that bring together the morality plays of all times. Key words: drama, morality plays, emotions Biographical note: I completed an undergraduate degree in English Studies at the University of Wrocław in 2012 and then Master‘s at the same university in July 2014. In 2013 I spent half a year studying English Literature at the University of South Wales. In October 2014 I started PhD studies at the University of Wrocław. My area of specialisation is medievalism in contemporary British drama. ~ 30 ~ Kornelia Boczkowska, mgr Adam Mickiewicz University, Poznań, Poland [email protected] A TRANSCENDENTAL RESPONSE TO SPACE TRAVEL AND THE ALIENT CONTACT: EMOTION ELICITATION IN WALT DISNEY’S AND PAVEL KLUSHANTSEV’S EARLY SPACE AGE DOCUMENTARIES In this paper I present and compare emotion elicitation in Walt Disney's and Pavel Klushantsev's early space age documentaries, particularly in their visual and textual representations of space exploration and the alien contact. The study examines Disney television series, Man in Space, Man and the Moon and Mars and Beyond (1955-1957), and compares it with Klushantsev's speculative science documentaries, Doroga k zvezdam (Road to the Stars, 1957), Luna (Moon, 1965) and Mars (1968), often seen as American and Soviet counterparts of each other. Considered one of the first popular attempts at educating the public about abundant prospects of human interplanetary exploration, both series adopt a serious tone, providing a science-factual vision of man in space largely lacking a spiritual quality. Contrary to this assumption, I argue that both auditory and visual stimuli tend to elicit emotions which build a transcendental narrative, teetering between science and religion. For instance, while Disney's episodes intend to present the public with sublime "visions of promise and fear" and thus prepare them for the conquest of space embedded in the frontier myth (McCurdy 2011, 61), the Soviet series expose a visionary, utopian and awe-inspiring scenery, offering more "dramatic demonstrations of scientific principle" (Lewis 2008, 264). Key words: American culture, American-Soviet comparative studies, early space age documentary Biographical note: I’m a PhD student at the Faculty of English, Adam Mickiewicz University. I hold an MA in Russian (2010) and English (2011) and my PhD dissertation (under review) examines the impact of American and Russian Cosmism on 20th century American and Soviet works of space art. My recent projects and publications involve a crosscultural investigation of selected aspects of contemporary American astroculture in the context of visual, popular culture and film studies. ~ 31 ~ Mateusz Bogdanowicz, dr University of Warmia and Mazury, Olsztyn, Poland [email protected] STUDENTS DETEST LEARNING…TEACHERS HATE TEACHING… AND SCHOOL SUCKS. BUT DO THEY? BUT WILL THEY? Over the last years, the Polish classroom has accumulated a multitude of emotions. Unfortunately, in large proportion, they turn out to be negative feelings. And it is all the involved, i.e. the parents, students, teachers, educational institutions and educational system, who seem responsible. Little transparency of the educational system, inflated/anachronistic school procedures, parental confusion, teachers’ frustration and lack of vision, students’ habitual school attendance and survival-at-thelowest-expense approach take their toll. Additionally, teacheroriented classrooms, over-gadgeted, under-softwared class equipment, boring, and/or too politically correct coursebooks only make the classroom atmosphere gloomier. The effect? The majority of Polish students hardly know foreign languages. The presentation aims at analysing the roots of the negative emotions. The author – a practicing teacher, school principal and university lecturer – drafts certain, relatively simple and swift in application methods as to how to improve the emotional mindset dominating numerous classrooms. Just from the teacher’s perspective, a lot can be improved overnight, e.g. acknowledging the 21st century teacher’s roles, admitting teacher’s ignorance, involving in self-development and – last but certainly not least – understanding and manifesting that teaching is the best job ever. Those (and a few more) shall start the positive domino reaction. The presentation sets out to explain why and how the above should be striven for. Key words: Classroom, emotions, frustration, mindset, improvement, teacher roles Biographical note: Mateusz Bogdanowicz, PhD, a disciple of Prof. Krzysztof Michałek, is an Assistant Professor at the Institute of English, University of Warmia and Mazury in Olsztyn, Poland. His research interests focus on the 20th century US-Canada relations, political studies, culture and history of the English-speaking countries, EFL teaching/learning. He authored a monograph The Political Significance of Canada and the Evolution of Her Role within the Politics of the United ~ 32 ~ States during World War II, 1939-1945. He also regularly publishes articles in scientific periodicals including Dzieje Najnowsze, TransCanadiana, Ad Americam and Echa Przeszłości as well as coauthors books within his research fields. Additionally, M. Bogdanowicz works as an in-service EFL teacher, director of studies, teacher trainer, business English coach and translator running “Britannica” School of English in Giżycko. For years, he has also been co-operating with the British Council Poland as an examination presenter/consultant. He performs the duties of an Oral Examiner at the Cambridge UCLES examinations (all levels, general and Business suites). On the behalf of the OKE (District Examination Board) in Łomża, he serves as a Matura examiner, verifier, examination tasks constructor and reviewer. M. Bogdanowicz has researched and been a fellow of a number of research institutions, e.g. Salzburg Seminar, Austria; Lomonosov University, Moscow, Russia; Roosevelt Study Center, Middleburg, the Netherlands; Masaryk University, Brno and Palacky University, Olomouc, the Czech Republic; Library and Archives and Canadian War Museum, Ottawa, Canada and John F. Kennedy Institute for North American Studies, Berlin, Germany. Haron Bouras, MA Souk-Ahras University, Algeria [email protected] TEACHER’S TEACHING STYLE IMPACT ON EFL LEARNERS’ MOTIVATION This study probed secondary school teachers and pupils’ perceptions of teacher characteristics and its impact on learners’ motivation. The investigation explored 10 teaching elements grouped under one major section about teacher teaching style. Participants for the study were selected through random sampling from four secondary schools in -Algeria- at the end of the academic year 2011-2012. A total number of 200 participants was surveyed. The same questionnaire was administered to 21 secondary school teachers. The questionnaire has elicited the opinions of both pupils and teachers to find out which teaching practices both groups believe foster learners’ motivation in the foreign language classroom. From the analysis, it was clear that pupils find some teaching practices related to teacher’s teaching style motivating. Although teachers recognize their teaching style as a crucial factor, they differed from pupils in the ranking of their characteristics. This therefore implies that a teacher needs to strike a good balance between his teaching methodology and his/her learners perceptions of what is more motivating for them. ~ 33 ~ Key words: foreign language classroom, motivation, perception, Teacher teaching style. Biographical note: I am a University teacher researcher. My field of specialism is Applied Linguistics and TEFL. I am interested in psychopedagogy,foreign language teaching and motivational considerations in the EFL context. Katarzyna Bromberek-Dyzman, dr, Daria Arndt, mgr Adam Mickiewicz University, Poznań, Poland [email protected] DO SMILES AND FROWNS AFFECT SPEECH COMPREHENSION IN L2? Emotions have been shown to impact language processing and affect its comprehension in many ways. Previous research showed that audible smiles and frowns affect speech comprehension in the native mind, such that hearing a smile combined with positively valenced word meaning facilitates the comprehension of spoken words, while hearing a smile paired with a negatively valenced word impedes the comprehension. The present study investigates whether comprehenders in their non-native language (Polish users of English) understand spoken words slower when the phonetic form of a word is incongruent with its affective meaning, and exhibit facilitated processing if the phonetics and valence are congruent. We employed phonetic Stroop paradigm to test the phonetic and semantic interference effects, and asked participants to perform emotive decision task while they were listening to valenced words pronounced with audible smiles or frowns. Our results show a phonetic Stroop effect evidencing facilitation for congruent phonetic and semantic valence (e.g. positive word spoken with a congruent smile) and hindrance for incongruent phonetic and semantic valence (e.g. positive word spoken with an incongruent frown). Significant interference effects that were obtained suggest that affective phonetic cues contribute to language comprehension not only in one’s native language, but in a non-native language too. Key words: smiles, frowns, speech comprehension, emotion, affect perception, L2 ~ 34 ~ Biographical note: Dr Bromberek-Dyzman is currently employed at the Faculty of English (Adam Mickiewicz University) where she heads Language and Communication laboratory. Her research is located at the cross-disciplinary interface integrating language and affect domains. She employs experimental approach to investigate how affective content primes language comprehension at sentence and discourse level, and what chronometry underpins these interactions. Teresa Bruś, dr hab. University of Wrocław, Poland [email protected] ON THE EXPRESSION OF EMOTIONS IN PHOTOGRAPHY: ANNIE LEIBOVITZ AND RYSZARD HOROVITZ This paper proposes to examine the relationship between the expression of emotions in photographic portraiture and verbal depictions of emotions accompanying the process of portraituremaking. Centering on life narratives Annie Leibovitz at Work, A Photographer’s Life: 1990-2005, Pilgrimage by Annie Leibovitz, and Photocomposer (2014) by Ryszard Horowitz, I will call to attention the emotional responses these prominent photographers have regarding faces they have photographed and exhibited all over the world over the last few decades. Drawing on the research by the psychologist of the face, Paul Ekman, I hope to elucidate the role of facial expression, especially its “display rules”, in changing conceptions of the scope and meaning of emotions in photographic portraiture. Ekman’s original typology of the six most fundamental emotions (anger, happiness, fear, disgust, sadness, and surprise) includes also less theoretically explored “enjoyable” emotions like excitement, gratitude and bliss. Leibovitz, recuperating personal images in her latest memoirs, and Horovitz, narrating his past through engagement with intimate images, reflect on emotions and facial expressions attached to intimate memories. Given a broad cultural context, their considerations resonate strongly with the “faciality” (Deleuze and Guattari) of Western culture. Key words: Portrait, life narrative, emotions, photography, Leibovitz, Horovitz Biographical note: Teresa Bruś is associate professor at the University of Wrocław, Poland. Her major fields of research include visual culture, photography and literature, and life writing. She teaches M.A. seminars on autobiography, electives on the poetry of the 1930s, English modernism and portraiture. Her doctoral dissertation focused on aspects ~ 35 ~ of “profound frivolity” in W. H. Auden’s poetry. She is also a graduate of the International Forum of Photography in Poland. She has published on various aspects of life writing and photography in journals, including Biography: An Interdisciplinary Quarterly, Prose Studies, Connotations, and Thepes. Her recent publications include: “Essaying in Autobiography: Wystan Hugh Auden’s and Walter Benjamin’s Faces,” “Stride Over Spaces: Stephen Spender and David Hockney’s China Diary,” “Essay, Essaying, Essayistically and the Experience of Reading,” “Photographic Portraits of the Mother in Roland Barthes and Tadeusz Różewicz,” “Exposing Experience and Facing Photography,” “When the Self Portrays the Self: Composite Portraiture,” “Academic Memoirs and What They Expose,” and “Agency in Self-Portraits”. She is the author of Life Writing as Self-Collecting in the 1930s: Cecil Day Lewis and Louis MacNeice (2012). Joanna Bukowska, dr Adam Mickiewicz University, Kalisz, Poland [email protected] THE TOUR OF THE COURT OF LOVE: THE REPRESENTATION OF AMOUR COURTOIS IN CHAUSERIAN APOCRYPHA The concept of emotions has been in use for about two centuries. In the more distant past human mental life was described in terms of passions, affections and sentiments. The medieval tradition of amour courtois involved a model of affection, which was governed by a set of rules and conventions, popularised by courtly manuals of love and romance literature. The paper looks at the lover’s education in The Court of Love, an early sixteenth century poem, belonging to the tradition of Chaucerian apocrypha, a body of texts which were often anthologised together with Chaucer’s poetry and which imitated the art of the fourteenth century poet. The analysis of The Court of Love aims at exposing the impact of Chaucer’s portrayal of love on its representation in his follower’s poem as well as the correlation between courtly customs, literary strategies, and the theological perspective which persisted in medieval and early modern discussions on love. Key words: Middle English literature, early modern literature, Chaucerian tradition, courtly literature, courtly love, courts of love, allegory Biographical note: In 2003 I received my Ph.D. degree at the School of English at Adam Mickiewicz University in Poznań. My thesis was ~ 36 ~ entitled: „Between the concept of man and the concept of a romance hero. Semiotic and cultural analysis of characters in Thomas Malory’s Morte Darthur”. I have been currently employed at the Department of English Philology of The Faculty of Pedagogy and Fine Arts at Adam Mickiewicz University in Kalisz. The major areas of my interest include the Middle English literature and culture, medievalist literature, contemporary British literature and literary linguistics. Lau Chi-Sum Garfield, Ph.D. Candidate, M.Phil. and B.A. Open University of Hong Kong, Hong Kong [email protected] LANGUAGE AND EMOTIONS: A STUDY ON THE INDIGENOUS AND ANGLO-EUROPEAN EXPERIENCE OF ENGLISH IN THE WORKS OF LESSING AND COETZEE In Joseph Conrad’s Heart of Darkness, the manager’s boy pronounces “Mistah Kurtz – he dead”. In mimicking indigenous pidgin, Conrad differentiates the Anglo-Saxon users of English from its African acquirers. Though the indigenous peoples are incapable of speaking the imperialist’s language perfectly, English has undeniably become an experience shared by the two parties. In my presentation, I discuss how the shared experience of the English tongue in Africa triggers overwhelming emotions and hostile feelings among the Anglo-Saxon users of English in the succeeding generation. To achieve this, I analyse how language inflicts the emotion of humiliation as shown from the African Anglophone narratives of Doris Lessing and J.M. Coetzee. When the English tongue is no longer an exclusive privilege of the Anglo-Saxons, the indigenous experience of the English language alters their power relationship with the imperialists. For example, the indigenous parody of the English language is perceived by the Anglo-Europeans as an injurious speech act that threatens their domination. The indigenous role-playing mastery of the English language is allegorized as a challenge to the colonial mastery of the white race in Africa. Key words: Language, emotions, power relationship, Doris Lessing, J.M. Coetzee, colonization. Biographical note: Chi-sum Garfield Lau is a PhD candidate in English Language and Literature at Hong Kong Baptist University. She obtained her Bachelor of Arts with Honours degree and Master of Philosophy degrees from the Department of English in the Chinese University of Hong Kong. She is now working as a Lecturer at The Open University of ~ 37 ~ Hong Kong. Her areas of interest include Marxist criticism and psychoanalytic criticism in literary studies. Anna Cholewa-Purgał, dr Jan Długosz University of Częstochowa, Poland [email protected] SIX FACES OF LOVE IN CHARLES WILLIAMS’S NOVELS DESCENT INTO HELL (1937) AND ALL HALLOWS’ EVE (1945) The paper attempts to examine some of the emotions represented by Charles Williams, an English writer, poet, lay theologian, and a member of the Inklings (Oxford writers centred in the 1930s and 40s around C. S. Lewis and J. R. R. Tolkien) through the experience and feelings of a range of characters in Williams’s last two novels: Descent into Hell (1937) and All Hallows’ Eve (1945), in terms of love. The typology of love proposed in the analysis draws on its Greek roots, as discussed by C. S. Lewis in his study The Four Loves (1960), and includes the four varieties: Affection (storgē), Friendship (philía), Romance (erōs), and Charity (agápē), which are complemented in the paper with the fifth type: self-love (that may degenerate into narcissistic love), and, last but not least, with the sixth face of love, developed by Williams within his ‘romantic theology of love’, and dubbed as ‘Co-inherence’. Although Williams’s own concept of love partakes of the four types analysed by Lewis, and of the two basic modes of Giftlove and Need-love that Lewis discerns, it seems to suggest yet another understanding of love, propounded by Williams in his Outlines of Romantic Theology and The Figure of Beatrice (a study in Dante), and illustrated in his novels. Key words: love, affection, friendship, romance, charity, Coinherence Biographical note: Anna Cholewa-Purgał works at Jan Długosz University in Częstochowa. In 2014 she earned her PhD degree at the University of Łódź defending a dissertation on Psychotherapeutic Properties of Fantasy Literature in the Works of the Inklings and of Ursula K. Le Guin. Her academic interests include modern fantasy fiction, myth and mythopoeia in contemporary literature, Christian fantasy, as well as psychotherapy and art therapy through literature. ~ 38 ~ Anna Cichoń, dr University of Wrocław, Poland [email protected] FAMILY AS A SITE OF EMOTIONAL DISTRESS: DORIS LESSING’S AUTOBIOGRAPHICAL WRITING One of the recurring themes in Doris Lessing’s autobiographical fiction and non-fiction, is her concern with family bonds perceived as a site of irresolvable emotional tension. In her work, family, which absorbs and enacts dominant ideologies of the socio-political environment, fails to stabilize closeness— instead, it animates resentment and estrangement. From her early fiction with the African setting to the acclaimed Golden Notebook to her two volumes of memoirs to her alternative auto/biography, Lessing contests family, which she sees as a source of oppression. But it is not solely the geographicalhistorical context of colonial translocation that impinges upon familial relations. Indeed, Lessing seems to locate the sources of distress in parental gestures of intimacy and love, such as touch, embrace and grip. In the paper, I would like to take into consideration the latter kind of sources of her anxiety and reflect upon the effects that Lessing attributes to those gestures: violation of her psychic integrity and bodily autonomy and an invasion of her privacy. Such gestures provoke in her, contrarily to the positive values usually ascribed to them in the family context, emotional reactions of fear, anger or repulsion. Key words: Doris Lessing, life-writing, emotional distress Biographical note: I am senior lecturer in English literature at the Department of English of the University of Wrocław. I teach survey courses and lecture, monograph classes and MA seminars on the twentieth century novel in English. My research interests focus on autobiographical and post-colonial studies and the use of life-writing conventions in fiction. I have published articles on modern and postmodern novels and life-writing. ~ 39 ~ Rowland Cotterill, M.A. (Cantab), F.R.C.O. University of Warwick (retired), United Kingdom [email protected] CAN WE GIVE HAMLET ANY GOOD ADVICE? – EMOTIONS, EMOTIONALISM AND MOODS IN SHAKESPEARE'S TRAGEDIES L.R. Campbell, long ago, depicted Shakespeare’s tragic protagonists as 'slaves of passion'. Many subsequent interpreters have preferred, in relation to Hamlet and Othello, Lear and Macbeth, to focus on (allegedly) epistemic deficiencies, unsustainable social self-identifications, and/or inadequate “acknowledgment” of, and within, inter-subjective relationships. In this paper I shall argue: (a) that the notion, and the potential maintenance, of 'emotional balance' is salient to the identity, psychology and dramatic contextualisation of these protagonists in these plays: (b) that “emotional *imbalance'”, in the play’s “villains”, is no less salient for interpretation: (c) that “emotionally balanced” characters, in these plays, are systematically denied any ethical or conceptual privilege: (d) that the worlds of these tragedies (which, for my purpose, include also “Troilus and Cressida” and “Antony and Cleopatra'”) are intelligible in terms of – beyond “emotionalism” – moods, and moodiness; that is, tragic worlds take and give colour to and from their protagonists. In this final context I consider recent remarks, on Shakespeare and Emerson, by Stanley Cavell. Biographical note: I read Classics at Cambridge and Oxford. In 1971 I was appointed research Fellow in Comparative Literature at the University of Warwick, where in 1973 I was appointed Lecturer in the History of Music. In 1986 I became a member of the English and Comparative Literary Studies department at Warwick. In 1989-90 I served as programme director for the Warwick Centre for Philosophy and Literature. I took early retirement in 1997. My research interests are in Shakespeare and English and European theatre; in Greek and Latin poetry and drama; in New Testament studies; and in opera and musical theatre. I have published a book on Wagner and a number of academic articles in these areas. I am a professional organist, pianist, accompanist and conductor; for many years I directed the University of Warwick Consort. I have given recitals in many major English churches and cathedrals. I have frequently visited Polish universities, and have lectured in the Institutes and departments of English in Wroclaw, Lodz and Warsaw. ~ 40 ~ Corina Crisu, PhD Independent scholar, freelance writer, United Kingdom [email protected] “A WELTER OF EMOTIONS:” ATYPICAL STORIES BY EASTERN EUROPEAN IMMIGRANT WRITERS Let me recapitulate the attributes of otherly, exilic space: defilement, sin, guilt, despair, joy and frenzy, anger and scorn, anguish and dread, hope, fear and also shame, a welter of emotions that perform the transformation of the home into a state of confusion (Pana 1998). An immigrant myself, I am continually driven towards the work of other Eastern Europeans who live in Anglophone countries and write in English as a second language. First-generation immigrants, these multilingual, transnational writers are a rare species: insiders/outsiders, they write about the Eastern and Western worlds after experiencing both of them, after drinking the bitter-sweet cup of both communism and capitalism. Eva Hoffman, Vesna Goldsworthy, Kapka Kassabova, Irina Pana, Carmen Bugan, and Haya Leah Molnar are female writers whose literary border crossings and transnational appropriations I intertextually explore in my work. Their atypical stories reveal intense emotions, clashing desires that are prompted by an (in)curable “nostalgia” for the native land and an inner struggle to “accept” the new reality of the adoptive country (Boym 2001, Bonnett 2011). Reading them again and again, placing them under different theoretical lenses (cultural studies, trauma theory, philosophy, feminism, or postcolonialism), I am struck by their vulnerability as well as by their strength that results from “inhabiting one place and projecting the reality of another” (Seidel 1986). My work explores the emotional “processes” of traumatic displacement that appear in their autobiographical stories (Robinson 2005) – as they describe the painful loss and recuperation of language (Hoffman 1989), the horror of the communist regime (Kassabova 2008, Bugan 2012), the scarred aftermath of a terminal illness (Goldsworthy 2005), the socially stigmatized Jewish identity (Hoffman 1989, Molnar 2010), or the perpetual feeling of uprootedness (Pana 1998). Key words: Eastern European writers, emotional processes, traumatic displacement Biographical note: Corina Crisu, PhD, a freelance writer in the UK ~ 41 ~ (formerly a lecturer in English and American studies at University of Bucharest) has published three books and contributed to academic journals and anthologies worldwide. Her research is focused on transnational constructions of Eastern European migrant identity in the works of Eastern European and Western authors; contemporary African American authors and the rewriting of both the black and white literary tradition; the reconfiguration of the female character in women’s works on the “Wild West”. A recipient of prestigious grants (among which, a Soros-Chevening Scholarship at Oxford University and a Fulbright Fellowship at Oregon State University), she has participated at numerous international conferences and joint projects in Austria, Bulgaria, Germany, Hungary, The Netherlands, Romania, Serbia, the UK and US. Izabela Curyłło-Klag, dr Jagiellonian University, Cracow, Poland [email protected] VISUAL FIGURATION OF EMOTIONS IN THE WORKS OF WITKACY AND WYNDHAM LEWIS The paper will compare and contrast emotional states as represented in the literary works of S.I. Witkiewicz (Witkacy) and Wyndham Lewis. In their dual capacities as writers and painters, the two modernists perceive humans as creatures hopelessly trapped in “antediluvian vessels” of their bodies. Both writers share the belief that our materiality determines our emotions and cognition, and no simplistic separation of the spirit and the flesh is ever possible. When depicting emotions, Lewis and Witkacy emphasise the visual and kinaesthetic aspects of their character’s inner turmoil: anger can be likened to “a sturgeon in a narrow tank”, sexual desire to a polyp crawling up and tickling the “viscous walls” of the soul, confusion to a conviction that the elements of one’s psyche are “improperly aligned (…) like the belongings of fire victim found strewn in neighbour’s yards”. Apart from pointing out the obvious influence of painterly imagination on Witkacy’s and Lewis’s writing styles, the paper will consider their strategies of figuration in the context of their fascination with the philosophy of Bergson and Schopenhauer, as well as the theatrical theories of Gordon Craig. Key words: Witkacy, Wyndham Lewis, representing emotions, feeling and materiality ~ 42 ~ Biographical note: dr Izabela Curyłło-Klag teaches in the Institute of English Studies at the Jagiellonian University in Cracow. Her research interests include: the modern British novel, dystopian fiction, and the intersections between literature, history and culture. She is currently working on a comparative study of Witkacy and Wyndham Lewis. She has published numerous articles on modernist writers and a book on representations of violence in early modernist fiction. She has also coedited an anthology of immigrant memoirs, The British Migrant Experience, 1700-2000, as well as three volumes of critical essays: on literary representations of the past, on dialogic exchanges between literature and the visual arts, and on incarnations of material textuality. Ewa Czajka, mgr University of Wrocław, Poland [email protected] AFFECT AND EFFECT IN PHONETICS CLASS: THE CASE OF POLISH STUDENTS LEARNING ENGLISH WORD STRESS Practising articulation of foreign language sounds and suprasegmental aspects is, above all, a physical activity. It requires from the students an overt response to input provided in the class. However, it can often be observed that when engaged in particular tasks, some learners chose to withdraw from active and eager participation. It seems that they fail to let go of their inhibitions and fear of embarrassment, are discouraged by perceived unattractiveness of a given task, or fail to perceive its usefulness. In all instances, the effectiveness of instructional procedure is hindered. A study was conducted with first-year students at the University of Wrocław. The participants were asked to fill in a questionnaire and express their opinions with regard to various tasks used during the lesson on English word stress. The criteria for tasks’ assessment included negative feelings (anxiety, embarrassment, boredom), positive considerations (attractiveness; fun and interest) as well as perceived usefulness. The results obtained may serve as a useful source of knowledge for instructors of phonetics. Key words: pronunciation, affective factors, word stress Biographical note: Ewa Czajka is a PhD candidate at the University of Wrocław, Poland. She is an English teacher and teacher trainer. Her research interests include foreign language pedagogy, with special attention to foreign language pronunciation instruction. Currently, she is ~ 43 ~ working on her doctoral dissertation on pronunciation perception and production training at upper secondary school level of education. Ewa Czajkowska, mgr Opole University, Poland [email protected] POLISH MIGRANTS AND BRITISH SOCIETY The aim of this paper is to analyse the position of Polish postaccession migrants in British society. It starts with the presentation of research projects conducted before May 2004 among British citizens in order to examine their opinions on Poland and Poles as a nation. However, it mainly focuses on the period after Poland joined the European Union and the United Kingdom opened its borders for Polish citizens. That decision induced extreme emotions in British society and there appeared voices in favour as well as against it. The scale of Polish migration to the UK exceeded expectations and its effects are still noticeable. Poles met with a mixed reaction from the British – from those who perceived them as a solution for the British economy and hard-working people who would fill half a million vacancies in the labour market to those who saw them as a threat to the British and those who steal their jobs. The paper’s final aim is to research to what extent Poles are really accepted members of British society. It also involves analysis of the perception of Polish migrants in British media as well as their integration with the British and their participation in British society. Key words: migration, society, opinions, integration, emotions Biography note: I am a second year Ph.D. student in Philology at Opole University. My research interests focus on Polish migration to the United Kingdom and a problem of multinational American corporations imposing their corporate culture on countries with different local culture and attitude to work (mainly in Central Europe). I graduated from Opole University in 2004 with M.A. of economics and in 2013 with M.A. of English philology. I also completed postgraduate studies in Translations at the University of Wrocław in 2013. From 2005 to 2011 I was living in Budapest, Hungary where I was an intern and teacher’s assistant at the college BGF Külkereskedelmi Főiskolai Kar (Budapest Business School: Faculty of International Management and Business). I also gained experience working for American multinational companies in Budapest where I developed my interest in corporate culture problems. ~ 44 ~ Dawid Czech, mgr University of Wrocław, Poland [email protected] FIRE AND ICE: PERCEPTUAL SIMULATION OF TEMPERATURE-RELATED METAPHORS FOR EMOTIONS The study of language and emotion has long been an area of great research interest: psychologists, neuroscientists, anthropologists and linguists alike have sought means to expand our understanding of how language and emotion are intertwined. In essence, this seems be a quest for finding an answer to what it means to be human, as developing language along a sophisticated system of emotions is often considered to be the high point in the evolution of hominids that allowed the Homo sapiens species to stand out as the most complex animal in the animal kingdom. With the development of the conceptual metaphor theory and the inception of the embodied simulation hypothesis, the study of the relation between language and emotion has taken a new, promising turn. The past three decades of research on embodied cognition and embodiment semantics have established a substantial body of evidence, showing that brain resources devoted to perceptual and motor processing are also involved, and in fact indispensable, in language comprehension and production. A similar connection has also been stipulated for language and emotion; however, behavioral and imaging studies showing a link between the linguistic realizations of metaphors for emotions, such as PHYSICAL WARMTH IS INTERPERSONAL WARMTH, are still scarce and often circumstantial. Therefore, by combining the cross-modal facilitation effect with an experimental design introduced by the widely cited study on interpersonal warmth by Lawrence Williams and John Bargh (2004), this paper will strive to provide another piece to the embodied cognition puzzle, investigating how manipulating physical temperature can affect the processing speed of temperature-related metaphors for emotions. Key words: embodied simulation, emotions, temperature, conceptual metaphors Biographical note: Dawid Czech is a doctoral student in the Institute of English Studies at the University of Wrocław, where he works on his PhD thesis devoted to the topic of embodied simulation in metaphorical language. His research interests include: cognitive linguistics ~ 45 ~ (conceptual metaphor theory, embodied cognition, blending theory), psycho- and neurolinguistics. Apart from the strictly linguistic issues, he is also interested in the practical and theoretical aspects of translation, particularly in the context of legal translation and video game localization. Piotr Czerwiński, mgr John Paul II Catholic University of Lublin, Poland Rzeszów University of Technology, Poland [email protected] “WE’RE JUST AVATARS, KIT” – EXPLORING THE POSTHUMAN EMOTIONS IN NIKESH SHUKLA’S MEATSPACE Nikesh Shukla’s latest novel depicts an individual totally immersed in the alternative reality of virtual space to the extent that the “meatspace” – the physical world, as opposed to cyberspace – becomes of secondary importance. This paper looks at how the novel reflects on the condition of contemporary individuals, whose proceedings in the physical world are being increasingly reproduced by a simulacrum, which we can call an avatar, in the cyberspace. Consequently, the physical world presented in the book becomes redundant, which reflects the post-human condition of individuals. The post-human view considers the material embodiment to be purely accidental, thus perceiving informational pattern rather than materiality as central to being. The paper argues that the post-human view is manifested both in the narrative and the textual strata of the book. While the narrative of the novel focuses on how the transition from materiality to virtuality influences the emotions, the textuality of the book reflects the different media inhabited by post-human avatars. Key words: posthumanism, emotions, technological unconscious, virtuality, avatar, cyberspace Biographical note: Piotr Czerwiński is a PhD candidate at John Paul II Catholic University of Lublin and a teacher of English at Rzeszów University of Technology. His areas of interest and research are in the contemporary social phenomena related to emerging technologies and their reflection in contemporary English literature. ~ 46 ~ Anna Czura, dr University of Wrocław, Poland [email protected] PLURIMOBIL – SUPPORTING THE COGNITIVE AND EMOTIONAL DIMENSIONS OF LEARNING MOBILITY Intercultural competence involves three primary components: knowledge, skills and attitudes. Whereas the first two elements can be relatively easily developed in a language classroom, the process of changing the learners’ attitudes (which involve emotions, beliefs and values) may require more interactive, experiential learning. Interaction with speakers of different cultures, for instance during learning mobility, forces L2 learners to constantly evaluate their emotional state and react appropriately to a situation. In order to realize maximum potential of learning mobility, it seems essential to prepare learners for this experience (both cognitively and emotionally). With this in mind, members of the PluriMobil team, with support of the European Centre for Modern Languages in Graz, designed a set of teaching resources whose principal goal is help teachers/teacher trainers to support the entire process of mobility of their students. The presentation will attempt to outline major objectives of PluriMobil and illustrate how the selected teaching materials can be used to assist mobility participants in dealing with cognitive and emotional uncertainty in the face of intercultural encounters. Key words: cognition, emotions, learning mobility, intercultural competence, PluriMobil Biographical note: Anna Czura is an assistant professor in the Department of English Studies at the University of Wrocław. In her research she is mainly interested in CLIL, European language policy, language assessment, learner autonomy, intercultural communicative competence, the role of new media literacy in English language teaching, learning mobility and teacher training. In 2012-2014 she was a team member of the “PluriMobil: Mobility for sustainable plurilingual and intercultural learning,” a project coordinated by the European Centre for Modern Languages in Graz. ~ 47 ~ Justyna Deszcz-Tryhubczak, dr University of Wrocław, Poland [email protected] DEVELOPING YOUNG READERS’ EMOTIONAL COMPETENCE THROUGH COMMUNAL READER RESPONSE Young readers of literature are usually seen as novices possessing deficient THEORY OF MIND and limited empathetic skills. The development of ToM and empathy through contact with literature occurs during private readings as young readers assume interpretative agency. Yet the act of reading may not always be effective enough to lead to deeper understandings of texts, oneself, and others. The acquisition of emotional competence is also stimulated through conversations between and after the acts of reading in which young readers engage as they share their interpretations of shared texts. To substantiate my claims, I discuss a subset of the empirical study involving young readers (ages 15-17) which I conducted in 2014. I analyze both their meta-cognitive comments on emotional reactions to the texts and their clarifications of their perceptions through reader-reader interactions. The readers’ comments may be classified as (A) subjective claims referring to feelings evoked by the texts, (B) normative-evaluative claims reflecting their beliefs, or (C) identity claims pointing to the readers’ concrete sociocultural backgrounds. As categories B and C are directly relevant to young people’s lives, I conclude that the awareness of emotions they and others experience while reading may help them face real situations demanding practical applications of emotional competence. Key words: empathy, theory of mind, empirical research, reader-reader interaction, young readers, reader response Biographical note: Justyna Deszcz-Tryhubczak is Assistant Professor of Literature and Director of the Center for Young People’s Literature and Culture at the Department of English Studies, Wroclaw University, Poland. She has published Rushdie in Wonderland: “Fairytaleness” in Salman Rushdie’s Fiction (2004) and co-edited Towards or Back to Human Values? Spiritual and Moral Dimensions of Contemporary Fantasy (2006), Considering Fantasy: Ethical, Didactic and Therapeutic Aspects of Fantasy in Literature and Film (2007), Relevant across Cultures: Visions of Connectedness and Earth Citizenship in Modern Fantasy for Young Readers (2009), and Exploring the Benefits of the Alternate History Genre (2011). Her current research interests include ~ 48 ~ children’s literature and culture, ecocriticism, and intermediality. childhood studies, utopianism, Marta Dick-Bursztyn, dr University of Rzeszów, Poland [email protected] ON THE ROLE OF EMOTIONAL INTELLIGENCE TRAINING IN TEACHER TRAINER COURSES: THE CASE STUDY OF UNIVERSITY EFL STUDENT TEACHERS Successful teaching requires not merely subject knowledge and appropriate teaching methods, but also skills at identifying moods, feelings, and attitudes. According to Goleman (1995), one should put adequate emphasis on improving such aspects of our existence as: self-awareness, managing emotions, motivation, empathy and managing interpersonal relationships the components of 'emotional intelligence'. Being a teacher trainer I have had numerous opportunities to observe these skills during lesson observations of EFL teachers or teacher trainees and to reflect on my own emotional intelligence skills in my profession. As a result, I have decided to study the importance of emotional intelligence in my student teachers' experiences during their teacher training placements and micro teaching in the classroom. Good awareness and skills related to emotional intelligence can make teachers and learners’ cooperation easier and, consequently, will ensure faster progress and didactic success. In this paper a body of literature on the role of emotional intelligence in EFL teaching is reviewed together with the presentation of results of the research conducted among student teachers. The data was collected through written interviews and questionnaires. The language used was their mother tongue in order to ensure more freedom of expression and limit possible emotional disturbance. Key words: English learning teaching/learning; emotions; emotional intelligence; teacher training programmes Biographical note: Marta Dick-Bursztyn holds a PhD in English and is a lecturer at the University of Rzeszów (Department of English Studies). The range of her academic interests includes grammatical description in dictionaries from the perspective of Polish users as well as grammatical interference in English language teaching. Additionally she has published on the role of learner autonomy in teaching. She has had lectures and ~ 49 ~ classes in English lexicography, ELT methodology and practical English and is in charge of teaching training practice. She also runs seminars in ELT methodology and English linguistics. Tomasz Dobrogoszcz, dr University of Łódź, Poland [email protected] “ENTERING AN ARENA OF ADULT EMOTION”: BRIONY’S RECOGNITION OF OTHERNESS IN IAN MCEWAN’S ATONEMENT The presentation proposed attempts to analyse Ian McEwan’s Atonement, his most popular and critically acclaimed novel to date, by means of theoretical tools supplied by the theory developed by Jacques Lacan. It ventures to re-examine certain inconsistencies in Briony’s apparently remorseful narrative from the perspective of Lacan’s position on the way the social mask functions within the symbolic order to we displace our sentiments, notions and attitudes on the Other. Thirteen-yearold Briony commits her unforgivable blunder on the threshold of adolescence, and her subsequent inception of the writer’s ego might be interpreted as the “second Mirror Stage”. Still, the language, which is for her, as for anybody, the bedrock of the implementation in the Other, is also the guarantor of the incomprehension of the Other. Estranged within the maze of the signifiers, unprepared for maturity, Briony becomes interpellated into the subject by a taboo word accidentally spotted in a letter. Key words: McEwan, Lacan, psychoanalysis, Otherness, Mirror Stage Biographical note: Tomasz Dobrogoszcz teaches courses and seminars in British literature and literary translation. His main fields of research include contemporary British and Postcolonial literature, as well as poststructuralist and psychoanalytical literary theory. His doctoral dissertation centred around the issue of narrative communication in selfreflexive British fiction. He has published articles on such writers as Kazuo Ishiguro, Salman Rushdie, Ian McEwan, John Banville or E.M. Forster. He edited a volume Współczesna literatura brytyjska w Polsce (Contemporary British Literature in Poland) to which he contributed an article on the Polish translations of Sarah Kane. He is also the editor of Nobody Expects the Spanish Inquisition: Cultural Contexts In Monty Python, a collection of essays on the British comic group, published in 2014. He translated into Polish a seminal work in Postcolonial theory, The Location of Culture by Homi K. Bhabha, as well as many other ~ 50 ~ critical and literary texts, for instance by Hayden White or Dipesh Chakrabarty. Wojciech Drąg, dr University of Wrocław, Poland [email protected] COMPULSION TO RE-ENACT: RESTORATIVE NOSTALGIA IN TOM MCCARTHY’S REMAINDER In The Future of Nostalgia (2001), Svetlana Boym introduces a distinction between reflective and restorative nostalgia. Whereas the former represents an inclination to muse wistfully over the irretrievable, the latter is motivated by an earnest determination to regain what has been lost. Reflective nostalgia is therefore more concerned with algos (Greek for “pain” or “longing”), while restorative nostalgia emphasises nostos (“return home”) and declares an enduring attachment to a given state or place of origin, which it conceives of as (in Boym’s words) “the absolute truth” and acts towards its “transhistorical reconstruction.” The unnamed protagonist of Tom McCarthy’s celebrated novel Remainder (2006) – a man recovering from a mysterious traumatic event involving “something falling from the sky” – who designs and implements an enormously costly project to “re-enact” a fleeting (and entirely uneventful) moment when he felt “real,” is driven by a wish to reconstruct the past and restore, if only temporarily, the lost object. Boym’s notion of restorative nostalgia provides, I shall argue, a productive instrument to interpret the peculiar conduct of McCarthy’s protagonist, which my paper will seek to examine in the context of trauma theory (Freud’s compulsion to repeat), memory studies and other conceptions of nostalgia. Key words: nostalgia, memory, loss Biographical note: Wojciech Drąg is a lecturer in the Department of English Studies at the University of Wrocław. He received an MA from the University of Glamorgan in 2007 and a PhD from the University of Wrocław in 2013. He is the author of Revisiting Loss: Memory, Trauma and Nostalgia in the Novels of Kazuo Ishiguro (Cambridge Scholars Publishing, 2014). Drąg’s academic interests focus on experimental literature, contemporary British fiction, canonicity and literary prizes. ~ 51 ~ Aleksandra Dykta, mgr Funmedia, Wrocław, Poland [email protected] ALL THAT GAMIFICATION – THE END JUSTIFIES THE MEANS? We are constantly spinning the wheel of everyday life in a rush, living in the world of constant gratification. Our needs are met instantly, mainly via the Internet, since the world has become a product place as it has so much to offer. Being unable to get online, we are left dwelling on our feelings of emptiness or fear of missing out (FOMO). Such a fast rate of living can be highly addictive, just as any drugs, Facebook likes and shares or video games seem to have become. The latter, however, are getting more and more attention among learners 3.0. Why? According to neurodidactics, their brain is different than that of a previous generation. Their attention span, engagement level and motivation cannot be compared to ours. The Internet-savvy youngsters are stimulated by video games and social media more than ever before. Instead of denying or ignoring their immersion in the world of games and social media, why not try to understand the phenomenon and work out practical implications for teaching and learning English, which, after all, is the number one component of the aforementioned world? Key words: gamification, social media, motivation, language acquisition Biographical note: I am interested in second language learning and acquisition. I have graduated from the University of Wroclaw in 2011 and obtained the Master of English Philology diploma. I am a co-author of the first Polish online coursebook for children learning English as a second language, which was approved by the Ministry of Education in 2011 and is now used in schools. In 2012 I won the prestigious European Language Label award. It has been five years since I started working in the field of e-learning. Currently I work as Head Methodologist at Funmedia Ltd., designing e-learning and m-learning English courses and give consultations in the context of the methodology concerning e-education. As a teacher highly interested in newest technologies in education, I also work as Ambassador for Pioneers – a Viennese organization that gathers enthusiasts of new technologies all over the world. I have hosted their two events in Wroclaw. ~ 52 ~ Joanna Falkowska, mgr Adam Mickiewicz University, Poznań, Poland [email protected] EMOTIONS IN COMPUTER-MEDIATED COMMUNICATION (CMC) OF DEAF EFL STUDENTS AND THEIR TEACHERS – A CASE STUDY. Many well-established methods of teaching English cannot be used in those Deaf sign language users who do not use speech, among them, conversation via the auditory channel of communication. One means to provide foreign language input to Deaf students is text-based synchronous computer-mediated communication, known as on-line chat. The aim of this case study was to analyse the student’s and the teacher’s approach to text-based CMC. The author will present the result of a semistructured interview conducted with a Deaf EFL student as well as the hearing teacher’s own remarks on the use of text chat in an English class for the Deaf. The analysis covers student’s approach to the use of chat rooms in an EFL class, the question of how emotions and body language get expressed as well as the issue of remote versus in-class chats. The teacher’s remarks, which were discussed with the student in the second part of the interview, give a hearing person’s perspective on the issue. The study reveals that the student’s and the teacher’s approach to the expression of emotions in on-line chats may differ. Both the students and the teachers using this method of communication should be made aware of it. Key words: Computer-Mediated Communication, Deaf, EFL, blended learning, emotions Biographical note: Joanna Falkowska – Ph.D. student at the Faculty of English, Adam Mickiewicz University. She teaches English to Deaf and hard of hearing students with the use of Polish Sign Language. Her research interests include foreign language acquisition by D/deaf learners with particular interest in the question of transfer between Polish Sign Language and English as well as foreign language learning difficulties. ~ 53 ~ Dominika Ferens, dr hab. University of Wrocław, Poland [email protected] BELATED INTEREST: READING THE FICTION OF SIGRID NUNEZ THROUGH SILVAN TOMKINS’S AFFECT THEORY Emotions, according to psychologist Silvan Tomkins, are the conscious realizations of affects. We experience affects long before we understand what they are and learn their cultural meanings. An alternative motivational system to Sigmund Freud’s drives, affects may be modulated, suppressed, and combined into sequences of affective responses. Narrative fiction is well suited to representing affects because it conventionally unfolds as a series of episodes which can be used for articulating what Tomkins describes as “affective scenes” (memories of affective experiences) filed away in our memories according to “scripts.” Of the nine affects identified by Tomkins, shame and anger have drawn a good deal of scholarly attention, but interest has fallen by the wayside. I will examine the dramatic interplay of interest and shame in the fiction of the American writer Sigrid Nunez. Belated interest and shame not only prompt the telling of the autobiographical stories “Chang” and “Christa” (1995) but also structure their plots. Belated interest is also the impulse behind the novel For Rouenna (2001), a fictionalized biography of a female Vietnam vet. What draws and holds our interest, and what we miss when we fail to pay attention, is the central theme of all three works. Key words: affect, interest, shame, American literature Biographical note: Dominika Ferens teaches American literature at the University of Wrocław. She has worked extensively on American minority groups, drawing on critical race theory, postcolonial studies, gender studies, and queer theory. In Edith and Winnifred Eaton: Chinatown Missions and Japanese Romances (2002), she explored the paradoxes of Orientalism through the work of two writers of Chinese descent working at the turn of the nineteenth and twentieth century. Her book Ways of Knowing Small Places: Intersections of American Literature and Ethnography since the 1960s (2011) looked at literature’s quarrels and affinities with ethnography in the age of multiculturalism. ~ 54 ~ Katarzyna Fetlińska, mgr University of Warsaw, Poland [email protected] HOMO LUDENS: THE ROLE OF PLEASURE IN IAIN BANKS’S THE PLAYER OF GAMES “I feel therefore I am” – this sentence easily sums up a number of the newest discoveries in the field of affective neuroscience. Scientists prove that some parts of the human brain serve as emotional tools which are indispensable for the development of higher brain functions such as conscious workings of the intellect or the construction of the self. Jaak Panksepp (2012) estimates that the most important of all the innate emotional systems is the one responsible for the joy of anticipatory eagerness, because it allows humans to actively engage in the world as efficient agents. Human self-quest is guided by feelings: and one of the crucial affective systems involves the hedonistic urge to play. In my paper I wish to apply the cognitive perspective to Iain Banks’s science fiction novel The Player of Games (1988), since it deals extensively with the workings of human brain. Banks writes about emotions: mainly the irresistible joy that both incites playing games and is by games incited. I therefore intend to analyse the role of pleasure in Banks’s novel, as well its contribution to the development of self-awareness. Key words: Iain Banks, science fiction, affective neuroscience, play, pleasure Biographical note: Katarzyna Fetlińska is a Ph.D. student in the Institute of English Studies at the University of Warsaw. Her current research interests include the links between biology and humanities, in particular the relationship between brain sciences and post-Second World War Scottish novel. Katarzyna Filipowska, mgr University of Wrocław, Poland [email protected] TRANSLATING EMOTIONS – A COGNITIVE SEMANTIC ANALYSIS OF POLISH TRANSLATIONS OF “LOVE SONGS IN AGE” BY PHILIP LARKIN According to Susan Bassnett (2002: 86), “[w]ithin the field of literary translation, more time has been devoted to investigating ~ 55 ~ the problems of translating poetry than any other literary mode.” Poetry translation, considered to be one of the most challenging tasks for even the best-skilled translators, requires taking into account not only the poetic form of the text itself but also the message behind it. The aim of the presentation is to discuss the applications of cognitive linguistics in poetry translation and to investigate whether feelings and emotions can ever be translated. To identify and address a variety of translation problems, a cognitive semantic analysis of Polish translations of Philip Larkin’s “Love Songs in Age” will be provided. The overall aim of the presentation is to verify whether the theories derived from cognitive linguistics prove to be helpful in terms of translating poetry texts and whether cognitive linguistic tools can serve as a methodological background for translation verification. Key words: poetry, translation, cognitive linguistics, emotions Biographical note: A doctoral student at the Faculty of Philology, University of Wrocław. Her academic work and interests cover, in particular, the role of linguistics in translation studies. For the past few years her pursuits have been aimed at investigating the applications of cognitive linguistics in literary translation. Krzysztof Fordoński, dr hab. University of Warsaw, Poland [email protected] E. M. FORSTER AND THE BRITISH WAYS OF EX(SUP)PRESSING EMOTIONS E. M. Forster’s interest in emotions as well as in various ways of expressing and suppressing them was expressed in a variety ways. His essays on the matter such as “Notes on the English Character” in which he presents the idea of “the undeveloped heart” are probably the best known. Forster finds “the undeveloped heart” characteristic of the British, especially men of the upper classes, educated in public schools. The issue, however, plays an equally important role in Forster’s fictional works. The ways and means of ex(sup)pressing emotions are often used in his novels and short stories as a useful element of characterisation and tool in development of the plot. They become especially valuable devises in those texts in which representatives of different cultures come into contact or oppose each other (e.g. the English and the Italians in Where ~ 56 ~ Angels Fear to Tread, or the English and the Indians in A Passage to India), often, though not always, resulting in the conflict of unreasonable emotion vs. emotionless reason. The paper attempts to reconstruct Forster’s understanding of emotions (concentrating in their forms and expression in Great Britain opposed by those of Italy and India) and present the ways the novelist uses ex(sup)pressing emotions in the structure of his works (discussed on selected excerpts). Key words: emotion, Forster, fiction, expressing, suppressing Biographical note: Krzysztof Fordonski, born in 1970, studied at Adam Mickiewicz University Poznan and University College Galway. He gained his MA in English studies in 1994, his PhD in 2002 at the Adam Mickiewicz University, Poznań, and DLitt at the University of Warsaw in 2013. Assistant Professor at the Department of Applied Linguistics, University of Warsaw. Main fields of interest: English literature at the turn of the 19th and 20th century, literary translation, sociology of translation, and history of England and Scotland. The author of monographs of the novelists William Wharton (2004) and E. M. Forster (2005), co-editor of a collection of the English language translations of the poetry of Maciej Kazimierz Sarbiewski (2010) and editor of anthologies of English literature for students, the author of numerous scholarly articles. Active literary and audiovisual translator, author of translations of over thirty books, both fiction and non-fiction, as well as over 60 classic Polish movies. Danuta Gabryś-Barker, prof. dr hab. University of Silesia, Sosnowiec, Poland [email protected] ON THE PSYCHOLOGY OF AFFECT IN EDUCATION: THE CASE OF PRE-SERVICE EFL TEACHERS A large number of studies in education focus on researching teaching and learning processes from applied linguistics´ perspective, whereas psycholinguistic and sociolinguistic studies investigate teacher personality, the complexity of classroom interaction between the teacher and his/her learners and between learners themselves. Much less concern is demonstrated in researching the obviously wide range of teacher emotions and affectively-driven states (Gabryś-Barker 2012, Frenzel et al. 2014). However what teachers emphasize as particularly significant is their own and their learners’ affectivity. This presentation is about teacher emotions, emotion management (Hochschild 1979) and the emotion labour of (EFL) ~ 57 ~ teachers (Benesch 2012). Firstly, the paper introduces the construct of emotion and affective processing in the brain (Schumann 1997, Gabryś-Barker 2009), which is illustrated with an overview of selected studies on teacher affectivity (Nias 1996, Zembylas 2002). Secondly, the paper discusses the narrative text as research tool used in (applied) psycholinguistic research, and more precisely its use in investigating affectivity in the educational context (Zembylas 2005). The third part of the presentation, which is empirical, reports on a small scale narrative study of pre-service EFL teachers´ approach to their own affectivity at the initial stage of their professional development. Key words: affect Biographical note: Danuta Gabryś-Barker is Professor of English at the University of Silesia, Katowice, Poland, where she lectures and supervises M.A. and Ph.D. theses in applied linguistics, psycholinguistics and especially in second language acquisition. Her main areas of interest are multilingualism and applied psycholinguistics. As a teacher trainer she lectures on research methods in second language acquisition and TEFL projects. Prof. Gabryś-Barker has published over a hundred articles nationally as well as internationally and the books Aspects of multilingual storage, processing and retrieval (2005) and Reflectivity in pre-service teacher education (2012). She has edited nine volumes, among others for Multilingual Matters, Springer and the University of Silesia Press. Prof. Gabryś-Barker is the editor-in-chief (together with Eva Vetter) of the International Journal of Multilingualism (Taylor & Francis/Routledge). Justyna Galant, dr Maria Curie- Sklodowska University, Lublin, Poland [email protected] “SWEET DEATHLAND” OF CONTRADICTIONS. FEELING AND EXPERIENCING IN MICHAEL RUSTOFF'S UTOPIA. What Will Mrs. Grundy Say? by an unknown writer creating under the pseudonym of Michael Rustoff is a late Victorian satirical utopian/dystopian vision of a society where falling in love is treated as a disease and individual interests are subordinate to the well-being of the State. The land of Euthanasia drastically limits its inhabitants' lifespan to control the quality of their lives and to prevent overpopulation. As various aspects of the world's construction are revealed to the narrator, a survivor of a fated balloon trip, he fluctuates ~ 58 ~ between delight and horror, indignation and admiration, discovering relationships and rules of existence deviating from those of his own Terra Firma. The paper I propose will examine the patterns of emotions in the land of Euthanasia, their containment, management, and insurgence, also offering a view on how the genre of utopia and the figure of an otherworldly visitor determine the emotional impact of the work. Key words: utopia, dystopia, Victorian Biographical note: Justyna Galant is Assistant Professor in the Department of English Literature at Maria Curie-Skłodowska University, Lublin. She has published articles in the fields of Renaissance tragedy, utopia and dystopia in literature and the new media and is the author of “‘Painted devils’, ‘Siren tongues’. The Semiotic Universe of Jacobean Tragedy” (2015). Zdzisław Głębocki, dr Białystok University, Poland [email protected] “THANK YOU HATER”: HATE ON THE WEB - CULTURAL CONTEXTS Hate is among the most powerful of human emotions and today we are witnessing its exceptional proliferation in cyberspace. Is anonymity one of the causes? When a British comedy actress and writer, Isabel Fay posted one of her clips on YouTube, she was swamped by hate comments. Her response was a subversive song “Thank you Hater” dedicated to the “hard working internet trolls everywhere”, mocking her abusers. This presentation explores expressions of hate culture flooding the Web by tracing examples of hate language posted on various web sites, speculates on the reasons for its growth and the attempts made to limit it. Key words: hate, Internet, hate culture, trolling Biographical note: Zdzisław Głębocki is a lecturer at the English Philology Department, University of Białystok. His interests extend into the areas of implementing Information and Communication Technologies in education as well as issues associated with cultural studies and American culture. His recent research concentrates on anthropological and cultural aspects of virtuality and the presence of Polonia and other diasporas in cyberspace. ~ 59 ~ Maja Gwóźdź, BA student Jagiellonian University, Cracow, Poland [email protected] SENTIMENT ANALYSIS OF PROVERBS IN AMERICAN DISCOURSE: A CORPUS-BASED STUDY The paper attempts to investigate the emotional saturation of contexts (excerpts containing ca 166 words) in which the twelve most familiar proverbs in American discourse (following Higbee and Millard) are identified. The data have been extracted both from the COHA and the COCA in order to note any diachronic changes regarding the speakers’ attitude to each proverb. According to Norrick: “many proverbs exhibit the features usually associated with the language of strong affect” (207), therefore it does not seem unreasonable to examine the overall emotional characteristics of immediate paremic contexts. The sentiment analysis proper has been performed by employing three different (freeware) algorithms for automatic opinion mining and then supplementing it with the author’s personal annotation of each context for comparative purposes and verification of the software’s limited reliability. The definition of emotion, being an elusive concept, is hereby provisionally understood as a transitory reaction which has valency (based on Strickland 218). In my analysis, emotions are divided into three categories, according to the valency property: negative, neutral, and positive. Preliminary results have shown that, notwithstanding statistical differences concerning the positive/negative distinction, all three algorithms are not entirely capable of recognising neutral utterances. Thus, the study may also serve as a contribution to reviewing the latest computational linguistics tools and their application in paremiological research. Key words: American discourse, automatic sentiment analysis, computational linguistics, corpus linguistics, paremiology Biographical note: Maja Gwóźdź is a student of English philology at the Jagiellonian University. Her research has mainly included diachronic paremiology, theoretical aspects of semiotic investigations, and paremiostylistic analysis of Martin Amis’s ‘London Fields’. As regards her current scholarly projects, she has been exploring the contextual features of the most popular proverbs in American discourse by examining corpora of American English. Recently, she has published an article “Phonaesthetic Phonological Iconicity in Literary Analysis ~ 60 ~ Illustrated by Angela Carter’s ‘The ‘Analyses/Rereadings/Theories Journal’. Bloody Chamber’ in Dagmara Hadyna, mgr Jagiellonian University, Cracow, Poland [email protected] THE EMOTIONAL PORTRAIT OF CHARLES DICKENS AND HIS A CHRISTMAS CAROL IN THE 1908 TRANSLATION BY WIERZBIĘTA The second oldest translation of A Christmas Carol into Polish opens with an idealised sketch describing the author of the short story. Charles Dickens is portrayed as literally the best, the most loyal, caring, and honest man in this world. Moreover, the translator who wrote this introduction pledged to make an effort to translate the text as faithfully as possible. It seems, however, that his idea of a faithful translation was biased by his emotional approach to the author and the text itself. The 1908 translation is an example of an overly domesticating translation, described by Eugene Nida as the dynamic equivalence. The result may be a demonstration of Lawrence Venuti's domestic remainder or a product of translator's urge "not to miss anything from the great writer's story." Most probably it could be an outcome of both. In the pursuit of the perfect transcription of Dickensian style, Wierzbięta used colloquialisms, domesticated names, customs and everyday environment, exercised a unique storytelling style of narration, and, most notably, transplanted the events from London to Cracow. In my presentation I intend to explore translator's emotional approach by presenting the most prominent examples from the text provided with a commentary regarding the utilised techniques. Key words: translation studies, literary translation, domestication, Charles Dickens, A Christmas Carol Biographical note: Dagmara Hadyna – a second-year doctoral student of the Faculty of Philology at the Jagiellonian University. Magister diploma (2013) in Translation Studies and licencjat diploma (2011) in English and American literature at the Institute of English Studies, Faculty of Philology, Jagiellonian University in Cracow. Erasmus Programme Scholarship (2012); School of Drama, Literature and Creative Writing, University of East Anglia in Norwich, the UK. Scholarly interest: literary translation, translation theory, Victorian literature. ~ 61 ~ Michael Hollington, B.A. Cantab, M.A. Cantab M.A. Illinois Ph.D. Illinois dr hab. University of Kent at Canterbury, United Kingdom [email protected] MUSIC, POETRY, PARODY: COLLINS’S ODE TO THE PASSIONS In the 18th century, what we know as the emotions were commonly referred to as ‘the passions’. Collins’s Ode to the Passions of c.1746 is one of many poems that treat these through allegorical personification. Such poems were commonly set to music, in works like Handel’s Alexander’s Feast and the numerous Odes to St Cecilia, and Collins’s poem is no exception, being set by William Hayes in 1750. I shall examine both poem and musical setting in the light of contemporary thinking about ‘the passions’, notably that of Descartes ‘ influential 1649 book on these, and try to establish to what extent they conform to or depart from conventional thinking. I shall also trace the 19th century fortunes of Collin’s poem – its decline, so to speak, into a piece valued mostly as a vehicle for recitation and elocutionary exercises. It ends up, for my purposes, as the subject of parody, in Mr Wopsle’s comical rendition of the passion of ‘Revenge’ in Great Expectations. I attribute this loss of favour both to the decline of allegory in the Romantic era – replaced, according to Benjamin, by symbol – and to new thinking about ‘the emotions’ that regarded Descartes’ and other theories of ‘the passions’ as outmoded. Key words: Passions Collins Descartes Hayes Dickens Biographical note: I am a retired Professor of English currently Honorary Research Fellow at the University of Kent. I have taught at a number of universities throughout the globe, including the University of East Anglia, Norwich, Bergen University Norway and Griffith University in Brisbane Australia. I was latterly Professor at the University of New south Wales in Sydney Australia and at the University of Toulouse in France. I am best known as a Dickensian, as author of Dickens and the Grotesque and editor of The Reception of Charles Dickens in Europe ~ 62 ~ Arco van Ieperen, MA State University of Applied Sciences in Elbląg, Poland [email protected] THE WHITE DEVIL’S DEATH LIST: REVENGE MOTIFS IN THE FICTION OF JOHN WEBSTER AND PAUL JOHNSTON The desire to take revenge is a strong emotional need that has been used in world literature since the ancient Romans. The highlight of the revenge tragedy, in the late Elizabethan and early Jacobean eras, included playwrights such as Thomas Kyd and William Shakespeare. My paper analyzes the revenge tragedy The White Devil by John Webster and compares it with the contemporary novel The Death List by Paul Johnston. The latter book includes references to John Webster’s play and consists of a multitude of revenge plots. Johnston’s book refers to Kyd’s play-within-a-play, although he uses the structure of a book-within-a-book. Key words: revenge, tragedy, crime, devil, Webster, Johnston Biographical note: Arco van Ieperen was born in the Netherlands and is presently an EFL teacher-trainer at the State University of Applied Sciences in Elblag, Poland. He is a graduate of the Hague University, with a BBA in Commercial Economics, and has an MA in American Literature from the University of Gdansk. His interests include American Literature, Crime Fiction, and Poetry. He has attended and co-organised several international conferences concerning Crime Fiction and Economics, and written articles in both fields. In 1996 he published a volume of poetry titled “De tango met mijn schaduw/Tango z moim cieniem” (Tango with my shadow)” in both Dutch and Polish. He is currently a member of the Alternative Poetry Society in Elbląg. Krzysztof Jański, mgr University of Wrocław, Poland [email protected] FROM DESTRUCTION TO COEXISTENCE: THE SIGNIFICANCE OF EMPATHY IN ORSON SCOTT CARD’S ENDER’S GAME SERIES Empathy is a central theme in Orson Scott Card’s Ender’s Game series. In the first novel, the eponymous character believes he participates in combat training, while in reality he commands a star fleet against the aliens, so-called “buggers.” His actions lead to a “xenocide,” nearly an annihilation of an entire species. In the following instalments, on Lusitania, a colony humans ~ 63 ~ share with the only other known race of sentient aliens, Ender attempts to undo the damage he unknowingly did; forge a unique coexistence between humans and two alien species, the buggers and the “piggies;” and prevent an impending xenocide. The human-nonhuman relations in the texts are described from an animal studies perspective. Moreover, the paper centres on Ender’s empathy, an ability which allows him to recognize the aliens’ subjectivity and accurately anticipate reactions of other humans in the ever-changing circumstances. The protagonist’s abilities not only make him a capable strategist, but also a successful mediator in the challenging process of establishing a difficult three-way dialogue which serves as a foundation for future cooperation between humans and nonhumans. Consequently, the novels show that empathy is a prerequisite of a sustained interspecies coexistence, both in the fictional and real world. Key words: animal studies, coexistence, empathy, Ender’s Game Biographical note: Krzysztof Jański is a PhD student at the Department of English Studies, University of Wroclaw. He is interested in speculative fiction, especially fantasy literature. In 2014 he defended his master’s thesis on Tolkien’s wizards and the ethics of leadership during conflicts. In his PhD thesis, he aims to analyse fantasy literature, using animal studies perspectives, in order to explore how these texts contribute to the discourses of humanity, animality and otherness. Małgorzata Jedynak, dr University of Wrocław, Poland [email protected] AFFECTIVITY AND A PROFILE OF VISUALLY IMPAIRED FL LEARNER VI people's success in FL learning does not only depend on cognitive factors e.g. intelligence, aptitude, strategies of learning but also on emotional factors e.g. self-esteem, selfefficacy, anxiety, empathy or motivation. A VI learner brings to an L2 classroom a wide and very complex range of emotions. Unlike his fully sighted counterparts, he is more likely to experience negative emotions (e.g. fear, shame, self-doubt, guilt) and negative emotional states (e.g. high anxiety, helplessness or depression) as a consequence of vision deficit or its loss. These negative emotions and emotional states are ~ 64 ~ detrimental to L2 learning. Yet, he may also experience positive emotions (e.g. happiness) and positive emotional states (e.g. high motivation, autonomy and empathy, or positive selfconcept) which stimulate L2 learning.While a substantial body of literature exists on affectivity and FL learning by fully sighted learners, there is a scarcity of studies which address the issue with various types of disabilities including visual impairment. Thus, my presentation will attempt to bridge the gap in the research literature and present a profile of a VI FL learner. The profile may help teachers to work out effective ways of teaching a FL to students with visual impairments. Key words: affective factors, L2 learning, visual impairment, visually impaired learners. Biographical note: Malgorzata Jedynak, PHD works as an academic in English Studies Department, University of Wrocław. In 2004 she obtained her PhD degree in applied linguistics. She expanded her linguistic interests covering a post-graduate course on methodology of teaching the visually impaired and blind learners. Her research papers are related to the acquisition of phonology/phonetics by L2 learners and different aspects related to the acquisition of L1 and L2 by the learners with vision deficit. Her research interests encompass the EU language policy, English as Lingua Franca, and L2 acquisition by blind and partially sighted learners. She is author of Critical Period Hypothesis Revisited. The Impact of Age on Ultimate Attainment in the Pronunciation of a Foreign Language. (2009. Peter Lang). Rafał Jończyk, mgr Adam Mickiewicz University, Poznań, Poland [email protected] DO BILINGUALS FILTER OUT NEGATIVE INFORMATION IN THEIR L2?: ELECTROPHYSIOLOGICAL PERSPECTIVE Bilingualism research has failed to reveal significant language differences in the processing of affective content. However, the evidence to date derives mostly from studies in which affective stimuli are presented out of context, which is unnatural and fails to capture the complexity of everyday sentence-based communication. Here we investigated semantic integration of affectively salient stimuli in sentential context in the first- and second-language (L2) of late fluent Polish-English bilinguals living in the UK. The nineteen participants indicated whether Polish and English sentences ending with a semantically and affectively congruent or incongruent adjective of controlled ~ 65 ~ affective valence made sense whilst undergoing behavioural and electrophysiological recordings. We focused on two eventrelated potentials waves, N2 and N400, known to index lexical and semantic integration, respectively. We expected increased N400 amplitude for English sentences, due to difficulties in L2 processing and we anticipated language-valence interactions to index differences in affective processing between languages. Although language did not modulate N400 amplitudes overall, it significantly interacted with affective valence in the N2 range, such that lexical access was reduced for negative sentences in the participants’ L2. To our knowledge, this is the first demonstration that bilinguals display reduced accessibility to negative words embedded in naturalistic L2 sentences. This result offers a neurophysiological interpretation for findings reported in previous clinical and linguistic research. Key words: Affect, Emotion, L2, N2, N400, EEG Biographical note: I am a PhD student of the Language, Society, Technology and Cognition (LST&C) programme run at the Faculty of English of Adam Mickiewicz University. I am currently investigating the processing of affective language in mono- and bilinguals using behavioural and electrophysiological measures. Anna Juszko-Urbaniak, mgr University of Wrocław, Poland [email protected] MEASURABILITY OF TRANSLATION EFFECTIVENESS The purpose of this presentation is to discuss the accuracy of a hypothesis that it is possible to empirically measure the quality of translations and time needed to perform them. The first part of the presentation will attempt to investigate the features of specialized translation, methods of computational and corpus linguistics used in translation studies and translation effectiveness. During the second part of the presentation the multi-aspectual method of effectiveness assessment developed on the basis of existing solutions will be presented. All four elements of the method (free choice test, limited choice test, environmental test, laboratory test) will be explained, indicating their environmental prerequisites, limitations and advantages. The last part will discuss the possible results of the abovementioned tests and the statistical methods (multifactorial ~ 66 ~ feature analysis) that will be used to measure the impact and significance of different factors. Key words: translation quality, translation effectiveness, specialized translation, CAT tools Biographical note: A doctoral student at University of Wrocław investigating computational linguistics regarding translation. Her research involves the evaluation of computer systems for translators. She currently studies the problem of measurability of specialized translation quality and factors influencing the productivity of translators. Her research interests include also the use corpora in translation, as well as the new tendencies in the use of statistical machine translation and translation memory systems in the translation industry. Katarzyna Kaczmarczyk, mgr University of Warsaw, Poland [email protected] PLEASANT CONFUSION AS A FIGURE OF EXPERIENCE OF THE EIGHTEENTH CENTURY LANDSCAPE GARDENS In one of his ‘Epistles’ Alexander Pope wrote: ‘He gains all points who pleasingly confounds,/ surprises, varies, and conceals the bounds’. He gave a good name to the new kind of aesthetic experience of English landscape gardens: experience of being confronted with wilderness in safety; the threat of losing oneself and one’s way transformed into the thrill of a game or puzzle. The notion of ‘pleasant confusion’ was recalled in various forms in the first half of the 18th century: Batty Langley wrote about ‘pleasant Meanders’, Robert Castell – ‘artful confusion’, Daniel Defoe – ‘Judgment … agreeably puzzled’, Robert Dodsley – ‘graceful confusion’. Each time it represented the experience of negotiating between the reason and emotions. I would like to research three realms affected by the concept: 1. The material: specific design practices and even specific places in gardens devoted to inducing the experience of ‘pleasant confusion’; 2. The discoursive: rhetorical and poetic devices assigned or developed to represent this type of experience in a garden; 3. The aesthetic: the role of the figure of ‘pleasant confusion’ in the aesthetic shift from the experience based on intellect to the one focused on emotions. Key words: landscape gardens, aesthetics, experience ~ 67 ~ Biographical note: Katarzyna Kaczmarczyk is a PhD Candidate at the University of Warsaw within the Department of the Theory of Literature. Her research interests include narrative in gardens, neuroaesthetics and neurosemiotics. In the PhD dissertation she concentrates on 18th century landscape gardens and reconstructs representations and conceptualizations of landscape garden experience and analyses what was the role ascribed to psychological dimension of experience, especially to elementary cognitive processes and affective responses. Mariusz Kamiński, dr University of Applied Sciences, Nysa, Poland [email protected] FOSTERING TRANSLATORS’ SELF-CONFIDENCE THROUGH REFERENCE TOOLS This paper discusses the question of how modern reference tools can enhance translators’ self-confidence. Translation is a decision making process, in which a translator aims to select appropriate equivalents. This process is especially challenging in subject-specific fields, where the translator is not an expert in the field. Such a situation may not only lead to a poor quality of the final text, but may also make the translator frustrated and less confident about the translation quality (Varantola, 2006: 217). In modern times, translators can benefit from a variety of reference tools, especially dictionaries, corpora, and terminological databases. It is the assumption of this paper that the use of such tools contributes to a higher level of translators’ self-confidence. This assumption was verified by a study conducted on English language students who were asked to translate a selection of sentences from legal English using the above tools. The subjects were divided into three groups: the first which did not have any reference tools at their disposal, the second which used dictionaries, and the third which used dictionaries and corpora. Students were asked to evaluate how confident they were about the appropriateness of translated texts. Correlation between test scores and self-confidence scores was calculated using R package for statistical analysis (R Development Core Team, 2013). Key words: corpora, dictionaries, self-confidence, reference tool Biographical note: I work as a lecturer at the University of Applied Sciences in Nysa. In 2009 I defended my PhD thesis, and in 2013 published it as The History of the Chambers Dictionary. My main areas ~ 68 ~ of research are the theory and practice of lexicography, corpus linguistics, translation studies and specialist languages. Wojciech Kamiński, mgr University of Social Sciences and Humanities (SWPS), Wrocław, Poland [email protected] OVERCOMING EMOTIONAL BARRIER IN FACE-TO-FACE FOREIGN LANGUAGE LEARNING/ACQUISITION CONTEXT In many cultures staring is considered impolite. Stigmatization of it causes the feeling of guilt in people who stare and on the receiving end it makes people feel uneasy. It often evokes negative emotions and leads to states of discomfort and anxiety. Recent research has shown, however, that staring may help people understand the world around them. In the foreign language learning or acquisition context staring may then be desired for the purpose of understanding certain aspects of language. But how can we overcome the cultural and emotional barrier? And, when able to stare freely, where would we stare? Finally, what does that exactly have to do with language teaching and learning? An experiment has been designed to address these questions. The aim of the experiment is to measure the gaze point of learners who are watching several people talking in English. Specialized computer equipment and dedicated software record, measure and analyse subjects’ point of gaze (within the area of speakers’ faces). Results will reveal where, statistically, learners gaze. This knowledge may suggest whether it would be viable to teach learners how to consciously control their gaze to assist e.g. comprehension or pronunciation training. The aim of this submission is to present the findings to the abovementioned experiment, which may serve as an outpost to further research in this, rather unexplored, territory. Key words: gaze point, pronunciation, EFL, staring Biographical note: Wojciech Kamiński, MA, University of Wrocław graduate and PhD candidate. English teacher and Head of Foreign Languages Department at the University of Social Sciences and Humanities, Faculty in Wrocław. Scholarly interests lay at the intersection between technology and humanities and focus on computeraided analysis of processes occurring during language acquisition/learning. ~ 69 ~ Henryk Kardela, prof. zw. dr hab. Maria Curie-Skłodowska University, Lublin, Poland [email protected] THE EMOTIONAL UNDERBELLY OF THE LINGUISTIC RESEARCH PROGRAMS Embracing the idea of scientific progress through the steady development of research programs as proposed by Lakatos (1988), the presentation discusses the role of the “emotional component” inherent in such programs. Based on the actual linguistic practice of Noam Chomsky, George Lakoff, Ronald Langacker and others, it is claimed that the linguistic problems formulated on the grounds of the theories proposed by these scholars belong to the so-called moments of individualization in the history of science (cf. Foucault 1984). It is owing to the specific “moments” in the history of linguistics that the abovementioned linguists have drawn inspirations from the “crossfertilizing” thought styles—Denkstil (Fleck (1935/1979) rather than strictly adhered to the alleged, incommensurable paradigm-related methodological claims (cf. Kuhn 1962). A suitable illustration of the thesis that in linguistic science “emotions run high” is Randy Harris’s book The Linguistic Wars (1995). This presentation discusses the emotional aspect of linguistic research based on several sources, including Harris’s book Key words: emotions, paradigm, research program, thought style, founders of discursivity Biographical note: Henryk Kardela: rofessor of Linguistics at Maria Curie-Skłodowska University, Lublin, Poland. Fields of interest: lexicology, syntax, semantics and philosophy of linguistics with special emphasis on cognitive linguistics theory. Author of 3 books: A Grammar of Polish and English Reflexives Lublin: UMCS, 1985, WH-Movement in English and Polish. Theoretical Implications, Lublin: UMCS, 1986 (both written in the spirit of Noam Chomsky’s Government and Binding Theory), Dimensions and Parameters in Grammar. Studies on A/D Asymmetries and Subjectivity Relations in Polish, UMCS, Lublin 2000 (written in the framework of Ronald Langacker’s cognitive grammar); editor and co-editor of 16 linguistic volumes and author of many articles on syntax, semantics, lexicography and philosophy of linguistics. ~ 70 ~ Ewa Kębłowska-Ławniczak, prof. dr hab. University of Wrocław, Poland [email protected] CARYL CHURCHILL’S ARTIFICIAL AND ORIFICIAL BODIES: BETWEEN SUBJECTIVE AND NOBODY'S EMOTION/ECSTATIC POSSESSION Caryl Churchill, 77 in 2015, remains a continually inventive playwright. Her recent Ding Dong the Wicked (2013) is not so much an adaptation of The Wizard of Oz as a “cryptic crossword puzzle”, a game which echoes the carnivalesque song, “Ding Dong the Witch is Gone”, chanted during mock burial ceremonies held after Margaret Thatcher's death as well as of the cross-dressing games practised by the playwright in her earlier discussions on subjectivity, for example in Cloud 9 (1979). Equally brain teasing is her Love and Information (2012) which juxtaposes desire for knowledge (defined as information) with an impinging atrophy of emotional intelligence and/or capacity of love. Churchill's oeuvre may be perceived as a series of visions and revisions in pursuit of recurrent questions. One of them concerns the subject/emotion nexus. The paper sets out to examine the significance, understanding and uses of emotion in Caryl Churchill's selected plays and related theatrical projects in terms of an oscillation between subjective emotion and nobody's emotion. In the process of unmaking representation the playwright dismantles a series of disciplinary matrices, including realism and Michel Foucault's docile bodies, and proposes a hysterically intertextual subject. Finally, it argues that in A Mouthful of Birds (1986) and Skriker (1994) the ultimate dissolution of earlier subjectivities, safely enframed in artificial bodies, invites the orificial body and the floating, non-cognitive emotion or affect. Key words: Caryl Churchill, orificial bodies, emotion, possession Biographical note: Ewa Kębłowska-Ławniczak is Professor of English Literature at the University of Wrocław (Poland) and Head of the English Literature and Comparative Studies Section (Department of English Studies, Faculty of Philology). Her research interests include English literature, contemporary drama in English and non-fiction; literature and visual culture; body and the unmaking of representation; transcultural studies, comparative studies, cultural geography; the city and citiness in literature and culture; literature and politics. ~ 71 ~ Anna Kędra-Kardela, dr hab. Maria Curie-Skłodowska University, Lublin, Poland [email protected] FEAR IN GOTHIC FICTION: A COGNITIVE POETIC ANALYSIS OF ANGELA CARTER’S “THE BLOODY CHAMBER” In his study “Geometries of terror. Numinous Spaces in Gothic, Horror and Science Fiction,” Manuel Aguirre (2008) asks the seminal questions: “How is horror produced on the page [in Gothic fiction]? What textual mechanisms account for emotion? By what sleight of hand do writers get readers to collude with them in the raising of passion?” The most essential factor in creating fear in Gothic fiction, Aguirre argues, is the movement between two spaces: the familiar space of everyday world and the terrifying numinous space “which transcends human reason.” Based on the Deictic Shift Theory as developed by Cognitive Linguistics and adopted by Cognitive Poetics (Stockwell 2002) for the purpose of literary investigation, the paper offers an account of fear generating mechanisms, involving spatial, temporal and relational deictic shift, in Angela Carter’s “The Bloody Chamber,” a modern rewrite of the Bluebeard tale. Focusing on the ways the narrator involves the reader in her terrifying story, the paper uncovers the complex mechanism of “horror production” in fiction. Key words: gothic fiction, terror, horror, cognitive poetics, deictic shift theory Biographical note: Anna Kędra-Kardela – Associate Professor in the Department of English at Maria Curie-Skłodowska University, Lublin. Her current areas of interest include Anglo-Irish short story, Gothic fiction, cognitive poetics, and narratology. She authored two books: The Ascent of the Soul. A Study in the Poetic Persona of Henry Vaughan’s Silex Scintillans (1992) and Reading as Interpretation. Towards a Narrative Theory of Fictional World Construction (2010), and co-edited Perspectives on Literature and Culture (2004) and The Craft of Interpretation: The English Canon (2007) and Expanding the Gothic Canon. Studies in Literature, Film and New Media (2014). She also published articles on various aspects of cognitive poetics, (cognitive) narratology, and the Anglo-Irish short story. ~ 72 ~ Aleksandra Kędzierska, dr hab. Maria Curie-Skłodowska University, Lublin, Poland [email protected] MEMORIES OF LOVE Human Chai n (2010), the last collection of verse by Seamus Heaney (1939 – 2014), contains many poetic “letters” to and about those he loved. Resurrecting them with his tender memories, Heaney, the poet aware of his dwindling potential, and one who, as he puts it, “ages and blanks on names” (“In the Attic”) reconnects himself to the chain of their affection, which helps him to get ready for that ultimate reunion with them on the other side of life. Concerned specifically with Heaney’s portrayal of his parents (“The Conway Stuart”, “Album”, “Uncoupled”, “The Butts”) and grandchildren (“Route 110”, “A Kite for Aibhin”), this paper will explore various aspects and definitions of love, demonstrating that it is indeed proved both “by steady gazing” at each other and, perhaps most importantly, “ in the same direction” (“Album”). Key words: Seamus Heaney, modern Irish poetry, love, memories Biographical note: Aleksandra Kędzierska, Professor of English at the Maria Curie-Sklodowska University in Lublin (Poland). Her main field of research is British poetry of the 19th and 20th centuries, especially works of Gerard Manley Hopkins and the poets of the Great War. It is on these topics that she wrote many articles and published her most important books On the Wings of Faith: A Study of the Man-God Relationship in the Poetry of Gerard Manley (2001) and Isaac Rosenberg and Wilfred Owen: A Study in the Poetry of World War I (1995). Apart from committed poetry she also explores other areas of interests such as for instance Anglo-Irish drama, Anglo-Irish poetry children’s literature, fallenness in Victorian literature, and Charles Dickens’s works. A co-editor of Celebrating Dickens: The Great Inimitable (2013). She is Consultant of The Gerard Manley Hopkins Society and its Awardee of the O’Connor Literary Award for Scholarship. Also Member of the International Association of University Professors of English. ~ 73 ~ Robert Kielawski, mgr University of Wrocław, Poland [email protected] MASCULINITY AND EMOTIONS IN JOE PENHALL’S THE BULLET The Bullet is a 1998 realist play about a struggling family in south London. The plot revolves around a family reunion interrupted by the imminent lay-off of the father. His anxiety of redundancy is enhanced by the new policy of settling disputes with the employer, which include individual counselling. With his patriarchal family role as breadwinner under pressure, he tries to reconcile himself to the new work relationships based on the language of therapy. The process affects the domestic sphere and puts much strain on the relationship with his two sons, but allows him to retain the patriarchal role. Drawing on masculinity studies and the work of Eve Illouz on emotional capitalism, I propose to read the play as an illustration of the effects of new emotional discourse on masculinities in a traditional lowermiddle class family in post-Thatcherite Britain. Key words: British drama, Penhall, Illouz, masculinity Biographical note: Robert Kielawski is a PhD student at the University of Wrocław. He is writing his dissertation on representations of masculinity in British drama from the 1990s. He has published on contemporary British Drama and drama translation. His interests include psychoanalysis, feminism, gender studies, queer theory and translation studies. Bożena Kilian, mgr University of Silesia, Sosnowiec, Poland [email protected] FROM HIGHWAYMAN TO TERRORIST: THE HISTORICAL OVERVIEW OF TRAVELLERS’ APPREHENSIONS AND ANXIETIES Fear is not a feeling to which people like to admit. Nonetheless, in human life it is both necessary and unavoidable, as its main purpose is to warn people against danger. Among many situations evoking fear, travelling has always caused in people numerous apprehensions and anxieties. Some of them have been changing throughout the centuries, whereas others have remained universal for all those who have ever decided to take ~ 74 ~ to the road. Contemporary tourists’ fears, analyzed on the basis of the survey entitled “Travel as a Source of Anxiety” conducted by the author of the article, may be juxtaposed to the anxieties held by those who had undertaken journeys since the beginnings of the European popularization of travel. And as for instance crossing the Alps through a narrow pass might have appeared particularly fear-triggering for Romantic travellers, railway journey could cause similar emotions in travellers at the beginning of 19th century. Modern times, which are believed to be the golden age of tourism, leave tourists anxious about among others the authenticity of the process of travelling as well as about more tangible and apparently very real dangers such as terrorist attacks. The article presents an outline of history of travel anxiety since the European Great Travel till the present days. Key words: fear, anxiety, travel, historical overview Biographical note: Bożena Kilian is a PhD candidate in the Institute of English Literatures and Cultures, University of Silesia. Preparing her PhD dissertation she focuses on the concept of travel anxiety viewed from historical, cultural and literary perspective. Through the analysis of the state of tourism and the fears and apprehensions of modern tourists, she attempts at formulating more general statements about the condition of contemporary man. Additionally, she is interested in the notions of postmodernism, multiculturalism and postcolonial literature. Anna Klimas, dr College of Management “Edukacja”, Wrocław, Poland [email protected] TEACHER PERCEPTIONS OF MOTIVATIONAL STRATEGY USE IN THE POLISH EFL CONTEXT The aim of this presentation is to contribute to the discussion about the role of teacher motivational practice in English as a foreign language (EFL) classrooms by examining the Polish educational context. As insufficient learner motivation or a complete lack of motivation seem to be major problems that many FL teachers face, the issue of motivating language learners has received some attention and a number of studies have been conducted in various cultural contexts (e.g. Bernaus & Gardner 2008; Cheng & Dornyei, 2007; Guilloteaux & Dornyei, 2008; Papi & Abddollahzadeh, 2012). Many researchers indicate that there is a close relationship between the teacher’s ~ 75 ~ use of motivational strategies and learner motivation. However, the question of whether and how Polish teachers motivate their language learners appears to remain unanswered. Consequently, it is worth investigating teachers’ perceptions and experiences concerning motivational teaching strategies. This presentation reports on a questionnaire study conducted among EFL teachers from various language teaching institutions. The findings indicate how teachers differ in the reported frequency with which they implement motivational strategies in language classrooms. In addition, the results are interpreted in terms of the factors which may influence motivational strategy use. Key words: motivational strategies, motivation, Polish EFL teachers Biographical note: Anna Klimas works as an Assistant Professor in the College of Management “Edukacja” in Wrocław. She also cooperates with the Institute of English Studies, University of Wrocław. In 2010 she obtained her PhD in applied linguistics. She specializes in foreign language teaching methodology and is involved in training teachers of English as a foreign language. Her research interests include learner motivation and autonomy, language teacher education and professional development. Elżbieta Klimek-Dominiak, dr University of Wrocław, Poland [email protected]; [email protected] ABUSE, TRAUMA, AND AMBIVALENCE IN AMERICAN SEMIAUTOBIOGRAPHICAL NARRATIVES AND GRAPHIC MEMOIRS As saturation with the decades of “disembodied rationality” (Harding and Pribram 5) has recently given rise to an “emotional turn” in literary and cultural studies, new themes and genres gained attention of both authors and critics within interdisciplinary trauma studies. Trauma narratives are no longer studied only in the context of military conflicts or natural disasters. Especially American women memoirs and semiautobiographical narratives such as Dorothy Allison’s “Bastard out Carolina” or Kathryn Harrison “The Kiss,” and “The Mother Knot: A Memoir” foreground complex impact of abuse on their memory, minds and ability to form relationships. Inspired by Art Spiegelman’s innovative verbal/visual representations of ~ 76 ~ ambivalent relations between the narrator and his father, a Holocaust survivor, American women authors such as Alison Bechdel and Phoebe Gloeckner also portrayed their complicated relations with their primary care takers in autobiographical narratives deconstructing a series of essentialist binary oppositions in “Are You My Mother? A Comic Drama” and “The Diary of a Teenage Girl: An Account in Words and Pictures.” The present paper explores interplay of abuse, trauma, and ambivalence in diverse textual and verbal/visual (re)presentations of embodied life narratives referring to theories of Leigh Gilmore and Hillary Chute. Key words: trauma studies, autobiography, graphic memoir, abuse, ambivalence, body Biographical note: Dr Elżbieta Klimek-Dominiak is an Assistant Professor and the Head of Research Center for Gender Studies at the Department of English Studies, University of Wrocław. She has recently been involved in a transatlantic project with the School of Gender, Sexuality and Women’s Studies at York University comparing constructions of gender in American, Canadian and Polish cultures. Her current research project focuses on the representations of gender-based violence and trauma in contemporary American life writing, graphic memoirs, autobiographical novels, and film. In her research and teaching she explores intersections of gender, race and class in life writing, fiction, and visual culture. Research interests: life writing, graphic memoirs in trauma and memory studies, contemporary American autobiography, graphic memoir and film, autobiographical novels, intersections of gender, race and class in transatlantic culture. Her scholarships include Fulbright Program in Contemporary American Literature (North Illinois University, Chicago, New York City, Denver) and Research Grants from J.F. Kennedy Institute for North American Studies (Free University of Berlin). She is a member of European Association of American Studies. Monika Kocot, dr University of Łódź, Poland [email protected] BREAKING THROUGH TO KENSHŌ IN ALAN SPENCE’S WRITING The aim of this paper is to see the connection between Alan Spence’s haiku and waka poems from Glasgow Zen and his 2013 novel Night Boat. Glasgow Zen is a collection on the theme of Glasgow, but “with Spence’s quirky Zen take on life,” whereas Night Boat is a fictionalised autobiography of one of the world’s ~ 77 ~ most famous teachers of Zen. It could be argued that the power and the beauty of Spence’s writing result from his deep fascination with Japanese aesthetics and philosophy (of writing). That is why I’ve decided to see Spence’s texts through the prism of the theory of beauty in the aesthetics of Japan, with the focus on kokoro (state of mind), omoi (thought, thinking and imagery) or jō (feeling, emotion). Also, I will emphasise the ways in which Spence depicts the process of attaining the emotion of peace in kenshō, “seeing into one’s nature,” which for Hakuin means ultimate reality. In my analysis of selected poems and passages from the novel, I will focus on Spence’s meditation on one of the most famous Japanese koans, Joshu’s Mu. It might be intriguing to see how Spence embraces the philosophy of Zen, and how the formal structure and content of his poems and prose draw from Japanese masters, but it might be equally intriguing to notice the significance of Scottish (?) humour of Spence’s compositions. Key words: Alan Spence, Zen philosophy, emotions, koan, kenshō Biographical note: Dr Monika Kocot obtained her M.A. degrees in Polish Studies and English Studies as well as her PhD degree from the University of Lodz, Poland. Her doctoral thesis explored games of sense in Edwin Morgan’s poetry. Her main academic interests are: British and Polish contemporary poetry (seen through the prism of theory and philosophy of literature), literary translation and literary criticism. She is a member of the Association for Cultural Studies, The Association for Scottish Literary Studies, and Polskie Towarzystwo Językoznawstwa Kognitywnego (Polish Cognitive Linguistics Association). She is the President of The K.K. Baczynski Literary Society. Dorota Kołodziejczyk, dr, Paulina Bożek, mgr University of Wrocław, Poland [email protected] TRANSLATING EMOTIONS – INTERCULTURAL ASPECTS OF (LINGUISTIC) DIFFERENCE In the introduction to literary translation students learn a batch of basic theories of equivalence and incommensurability between languages in transfer. Translating culture likewise makes a major field of interest for literary translation studies. Yet, transferring emotions from one language to another poses an especial difficulty, as it cuts across cultural and linguistic aspects of translation. So, emotions in the process of translation ~ 78 ~ undergo a transformation that can be compared in many interesting ways to the transformation that a literary text, especially a poetic text, undergoes in translation as well. The practical part of the presentation by M.A. student Paulina Bożek will demonstrate the instances of creative transposition that students work out in translating emotions (and analyzing emotions in translation) in a literary text, and how such work requires intercultural sensitivity and awareness. Key words: literary translation, equivalence, cultural translation, transposition Biographical note: Dorota Kołodziejczyk – assistant professor at the Institute of English Studies, Wrocław University. Director of the Postcolonial Studies Center, co-founder and board member of research networks: Research Center for Postcolonial and Post-Totalitarian Studies and Postdependence Studies Center. Author of publications in the field of postcolonial studies, the novel and theory of the novel, comparative literature and theory of translation (Rerouting the Postcolonial, Routledge 2010, Postcolonial Text, Porownania, Teksty Drugie, Literatura na Świecie); co-editor, with Cristina Sandru, of the special issue of the Journal of Postcolonial Writing titled:“Postcolonialism/ Postcommunism: confluences, intersections and discontents”, Routledge, 2012 and, with Hanna Gosk, of Historie, społeczeństwa, przestrzenie dialogu: Studia postzależnościowe w perspektywie porównawczej (Universitas, 2014). Translator and translation editor of postcolonial theory (Homi Bhaba, Edward Said, Gayatri Chakravorty Spivak, Dipesh Chakrabarty, Robert Young, among others). Editor of Postcolonial Europe http://www.postcolonial-europe.eu / (University of Stockholm); Miscellanea Wratislaviensia Posttotalitariana (University of Wrocław); and Kultura, Historia, Globalizacja http://www.khg.uni.wroc.pl/ (University of Wrocław). Marta Komsta, dr Maria Curie-Skłodowska University, Lublin, Poland [email protected] “THEY ALL LOOK AND SPEAK LIKE MACHINES”: A RATIONAL DYSTOPIA IN ANDREW ACWORTH’S A NEW EDEN (1896) A New Eden (1896), Andrew Acworth’s late Victorian novel, depicts an isolated society founded upon radical rationalism that strives to eradicate all emotion-based aspects of human existence. An unwelcome visit of two outsiders to the realm of reason bears unforeseen consequences for some of the citizens who begin to discover the inherent vapidity of a life in which ~ 79 ~ “feelings, like food, are pre-digested and peptonised.” This paper aims to examine the dystopian foundations of a social order grounded in extreme rationalism that effectively deprives the individual of any sense of “what it is to be angry, or frightened, or even jolly.” The seemingly serene façade of a benevolent state reveals a profoundly dehumanized collectivist system which resorts to social engineering and euthanasia in order to maintain control over the inhabitants of Acworth’s insular dystopia. Key words: late Victorian, dystopia, rationalism Biographical note: Marta Komsta is Assistant Professor of English Literature at Maria Curie-Skłodowska University in Lublin. Her main research interests include contemporary Gothic, urban fiction, and utopia/dystopia in film and literature. She has published articles on contemporary British and American fiction as well as filmic and literary (anti-) utopian narratives. She is the author of a book on the urban chronotope in Peter Ackroyd's novels: Welcome to the Chemical Theatre: The Urban Chronotope in Peter Ackroyd’s Fiction (2015). Michał Kopeć, mgr Maria Curie-Skłodowska University, Lublin, Poland [email protected] EMOTIONAL EQUILIBRIUM The purpose of the paper is to present observations concerning motion picture entitled Equilibrium. The film tells the story of a post-apocalyptic utopian city inhabited by people who decided to live without emotions. The reason for doing so is, presumably, to avoid all negative and unexpected aspects of having an 'inner life'. The analysis will focus on these factors and the emerging implications of such a state of affairs. Moreover, its objective is also to present the techniques filmmakers implemented in the picture in order to show both the reality and emotional movement. The study will focus on the plot, acting, motifs, interior design and costumes and their role in the representation of the vision of a society deprived of emotions. Additionally, the paper can also function as a starting point for a debate on the question of what impact may the lack of emotions have on one's identity. Key words: equilibrium, emotion, utopia, representation, identity ~ 80 ~ Biographical note: Born on 16.05.1989 in Radzyń Podlaski (Lublin voivodeship). Graduated from primary school and middle school in Czemierniki (in 2005) and from high school in Radzyń Podlaski (in 2009). This same year left to study in Lublin. At the Marie CurieSkłodowska University began his studies at the English Philology Institute (Faculty of Humanities), specializing in American cinematography. Graduated from the university in 2013, after defending his master degree paper entitled Zombification of America - A Study of Romero's Living Dead Trilogy, written under the guidance of prof. Artur Blaim. In 2014 applied for a place on the I year of doctoral studies in linguistics, literature and culture at MCSU. Having been placed second in the enrollment, he was not only admitted to the university but also granted a merit-promoting scholarship. His scientific interests include broadly defined cinema of horror, with special attention to George A. Romero's work, science-fiction and electronic entertainment. Already in the third year of studies (2011), he started to work for a private language school in Parczew (Lublin voivodeship), where he works up until today. Moreover, in the years 2011-2012 he worked on the same position in another branch of the school in Lublin. However, despite his work he still managed to graduate from full-time courses in both the bachelor and master degrees. In his free time he translates technical documents for nearby companies. Since the youthful years, he has been interested in American and English literature and film, especially the genres of science-fiction and horror. During his studies, he was active in the students' theatre The Brainstorming Donkeys, where he partook in a couple of plays and travelled with the crew to London. He lives, studies and works both in Lublin and Parczew. Paweł Korpal, mgr Adam Mickiewicz University, Poznań, Poland [email protected] PSYCHOLOGICAL ASPECTS OF CONFERENCE INTERPRETING: PSYCHOLOGICAL STRESS EXPERIENCED BY INTERPRETING TRAINEES Simultaneous interpreting (SI) involves processes and skills such as: self-monitoring, memory skills, verbal fluency and concurrent listening and production (Gile 1995, Christoffels and de Groot 2005). Numerous researchers focused on linguistic and cognitive abilities as predictors of an interpreter's success (e.g. Moser-Mercer 1985, 1994; Lambert 1991; Chabasse 2009). However, I strongly believe that what is yet to be researched within the didactics of interpreting is the psychological aptitude to become a successful interpreter. The present research focuses on stress in simultaneous interpreting. Although some studies have been conducted on ~ 81 ~ interpreting as a stress-provoking activity (Moser-Mercer et. al 1998, Moser-Mercer 2003, Kurz 2003, Kao and Craigie 2013), the research transpires to be surprisingly scarce. The main objective of my project is to measure the level of psychological stress (Monat and Lazarus 1977) among interpreting trainees during an interpreting task. Both psychometric instruments (CISS test and STAI) and a physiological measure (pulse rate) have been applied. Preliminary results manifest that students experience considerable stress when interpreting simultaneously. In my presentation I am going to give some suggestions to the teachers and interpreting trainers on how to reduce stress experienced by students and, in turn, boost the quality of their performance. Key words: conference interpreting, simultaneous interpreting, psychological stress, cognitive linguistics, didactics of interpreting Biographical note: Paweł Korpal is a Ph.D. student at the Faculty of English at Adam Mickiewicz University in Poznań and an M.A. student of psychology at the same university. His research interests include: stress management in conference interpreting, psycholinguistics of conference interpreting and the eye-tracking method in translation and interpreting. Paweł Korpal has already published several articles in the field of Interpreting Studies and cognitive linguistics. He has been awarded the EST Summer School scholarship for his Ph.D. proposal. He is currently involved in the projects related to visual materials in simultaneous interpreting and the psychological profile of a conference interpreter. Eliza Kowal, mgr University of Wrocław, Poland [email protected] EMOTIONS IN ANTI-DRUG PUBLIC AWARENESS CAMPAIGNS – A COMPARATIVE STUDY While the main goal of classic, marketing-oriented advertising is to sell a product, authors of public awareness advertising often refer to values in order to change the attitude of their target audience. Study shows that such messages are more likely to convey emotional persuasion. In the submitted paper the author aims to scrutinise the strategies of referring to emotions in public awareness advertising regarding psychoactive substances. The sample consists of various examples of British and American campaigns, including audiovisual clips, posters and ambient. Even though in ~ 82 ~ all cases it is possible to point out the emotional reference, significant differences have been observed within three categories: alcohol, cigarettes and illegal drugs. In the first case the stress is being put on the social dimension of harm, while anti-tobacco campaigns would build their message based upon medical argumentation. The group of illegal drugs tends to be the most heterogenic and diversified. All in all, the persuasive effect is focused on various types of emotions, related to either social bonds, health and body or law and order. The complete results, followed by suitable examples, will be presented in the form of methodological bricolage, deriving from analytical tools such as (critical) discourse analysis, cognitive approach (metaphors) and chosen notions of social psychology. Key words: emotional persuasion, public awareness advertising, psychoactive substances, discourse analysis Biographical note: Eliza Kowal is a PhD candidate at the University of Wroclaw, graduated from Interfaculty Individual Studies in Humanities in 2014, gaining two master degrees in Communication Design and Dutch Philology. Major scholarly interests are discourse analysis, politeness strategies in the language, political correctness and pragmatics. So far 9 of her articles related to the fields mentioned above have been published. Ewa Kowal, dr Jagiellonian University, Cracow, Poland [email protected] EMOTIONAL GEOMETRIES IN GILROY’S NIGHTCRAWLER AND CRASH BY BALLARD AND CRONENBERG There are striking similarities as well as differences between Dan Gilroy’s 2014 film Nightcrawler and J.G. Ballard’s 1973 novel Crash, considered together with its 1996 film adaptation by David Cronenberg. Car crashes, injured and dead bodies, cameras, media and night-time metropolises are points of convergence. Divergently, all three authors follow their own formal and stylistic routes. Also the emotions, as motivation and effects of actions, involved in Nightcrawler and Crash produce a different and more complex geometry – to use one of Ballard’s favourite words. In could be said that in both cases we find depiction of perversity and pornography. However, the more luridly sexual and solipsistic Crash offers higher intensity of emotion that may be an exaggerated mirror image of Western ~ 83 ~ consumerism, hedonism and voyeurism, spectacularly anticipating the mass media of today. In turn, although quieter and subdued, Nightcrawler encompasses a wider ecosystem, implicating the viewer by exposing large-scale mechanisms of TV news as a technology of emotions, which are particularly prone to manipulation in the context of the current economic crisis. The purpose of my paper will be to compare these depictions, with particular focus on money, machines and gender. Key words: Ballard, Crash, Nightcrawler, economic crisis, media, gender Biographical note: Ewa Kowal received her PhD from Jagiellonian University, Krakow, Poland. She is currently a lecturer at the Department of Comparative Studies in Literature and Culture at the Institute of English Studies at Jagiellonian University, as well as the author of The “Image-Event” in the Early Post-9/11 Novel: Literary Representations of Terror After September 11, 2001 (Cracow: Jagiellonian University Press, 2012) along with a series of articles devoted to post-9/11 literature. Her research interests concentrate on contemporary literature, in particular literary responses to the aftermath of (post-)9/11 terror and the current economic crisis. Her additional interests include contemporary literary, cultural and aesthetic theories, feminist criticism and gender studies, as well as the visual arts, recently developed audio-visual media (especially the Internet) and the presence of this technology in literature. She is also a translator and editor. Agata Kowol, mgr Jagiellonian University, Cracow, Poland [email protected] EMOTIONS VERSUS SELF-KNOWLEDGE IN JOSEPH CONRAD’S LORD JIM AND THE SHADOW-LINE The aim of this paper is to examine the impact that emotions exert on the main protagonists’ self-knowledge in the two works by Joseph Conrad: Lord Jim and The Shadow-Line. What is characteristic of both characters is the fact that the continuity of their safe-established lives is disrupted by a sudden impulsive action which determines their fate and shape of consciousness – Jim’s fatal jump, and the seemingly unmotivated resignation from a satisfactory job by the young Captain, respectively. It seems that excessive self-preoccupation, being subject to mood swings, overheated imagination, self-delusion and an unsteady ~ 84 ~ sense of self-worth, which often throws them off balance are characteristic of young age, a period marked by disproportional emotionality, but also by a necessity to take decisions which shape one’s future life and outlook and a sense of obligation to achieve self-knowledge which, in Conrad’s world, assumes the proportions of a moral imperative. The cases of both Jim and the young Captain are considered against the backdrop of Conrad’s epistemological scepticism, but also his heroic ethics. Key words: emotions, self-knowledge, youth, imagination, Conrad Biographical note: Agata Kowol is a PhD candidate at the Institute of English Studies, Jagiellonian University, Cracow. Her research focuses on the issues of epistemology and ethics in the works of Joseph Conrad. Wojciech Kozak, dr Maria Curie-Skłodowska University, Lublin, Poland [email protected] JEALOUSY IN MURIEL SPARK’S THE FINISHING SCHOOL In her last novel, The Finishing School, Muriel Spark embarks on the universal theme of jealousy as one of the most important emotions that underline human actions, concentrating on the psychological, literary and sexual aspects of the problem. Set in an itinerant institution called College Sunrise, the story revolves around the tragicomic relationship between the school's owner, Rowland Mahler, who teaches creative writing classes but at the same time experiences writer's block while working on his own novel, and his 17-year-old student called Chris Wiley, who finds it extremely easy to produce brilliant fiction despite his very young age and disregard for any theory of writing. At the same time, Rowland's envious feelings about Chris as a writer are accompanied by the jealousy that stems from the sexual interest the young student arouses in his teacher. This paper examines the envy/jealousy-based relationship between the novel's two central characters as presented both on the professional and interpersonal level (Rowland and Chris as writers and lovers) in relation to the author's exposure of the mean traits of human nature, criticism of social institutions, employment of irony, and exploration of metafictional problems. Key words: Muriel Spark, envy, jealousy, creative writing ~ 85 ~ Biographical note: I’m an assistant professor in the Centre for Conrad Studies, the English Department, UMCS. I specialise in Joseph Conrad and have written a monograph on his usage of myth as well as articles on various aspects of his writing. I also teach courses in literary and cultural theory and methodology of literary interpretation. Currently, I’m writing a book on the metaphysical discourse in Muriel Spark’s fiction. Joanna Kozieńska, mgr Jagiellonian University, Cracow, Poland [email protected] “IT’S STRANGE THAT WORDS ARE SO INADEQUATE”: THE LANGUAGE OF LOVE IN T.S. ELIOT’S VERSE DRAMA T.S. Eliot’s dramatic works provide an in-depth study of interpersonal relations, among which love relationships hold a significant place. Many of Eliot’s characters either are or used to be involved in (un)promising affairs, troubled marriages or secret liaisons. The aim of this article is to explore the language used by Eliot’s protagonists to convey their feelings. The main focus of the analysis will be on how the characters’ struggle with emotions is reflected in their speech, especially through their choice of words, rhetorical devices and imagery, and to what extent they manage to communicate their sentiments to one another. One of Eliot’s main concerns was the inadequacy of language and its inability to fully translate our inner states into words. Thus, it is especially interesting to see how he builds up love relationships on stage with this imperfect tool which he, as a poet and dramatist, never ceased to distrust. Key words: verse drama, interpersonal relations, language and communication Biographical note: I am a graduate of the Jagiellonian University where I earned my master’s degree in English. My MA thesis was concerned with the theme of loneliness in Virginia Woolf’s fiction. I am currently in the first year of my PhD studies, preparing to write my doctoral dissertation on the presentation of moral and metaphysical dilemmas in T.S. Eliot’s verse drama. ~ 86 ~ Elżbieta Krawczyk-Neifar, dr Higher School of Labour Safety Management in Katowice, Poland [email protected] EMOTIONS INVOLVED IN COPING WITH DEMANDING SUBJECTS IN THE ENGLISH PHILOLOGY COURSE OF STUDIES: A STUDENT PERSPECTIVE The paper is devoted to the description of the research project in which emotions involved in coping with demanding subjects in the English philology course of studies were examined from a student perspective. The research was carried out in the Higher School of Labour Safety Management in Katowice among 3rd year extramural students specializing either in English-Chinese translation or applied translation studies. Three subjects of studies from each specialization, covered in the 5th semester and regarded by students as demanding, were selected for the research. They were: Chinese Grammar, Written Chinese and Spoken Chinese in the case of English-Chinese Translation and Written Translation, Consecutive Translation and Simultaneous Translation in the case of Applied Translation Studies. The questionnaire administered among the students aimed at examining the kind of problems the students have with the above mentioned subjects and what kind of emotions these problems evoke. Another aim of the questionnaire was to find out how the students cope with the problems and whether the emotions involved hindered or facilitated further studying. Key words: emotions, fear, anxiety, anger, demotivation, difficulty Biographical note: Elżbieta Krawczyk-Neifar is a graduate of the English Department, University of Silesia. Her doctoral thesis was connected with the comparison of English and Polish verbal prefixes. She is currently employed in the Higher School of Labour Safety Management in Katowice where she holds the posts of the Head of English Department and the Rector of the School. Her scholarly interests focus on morphology, syntax and applied linguistics. She made extensive trips abroad including the British Council sponsored visits to the University of Essex in Colchester, University of Edinburgh and Durham University in Great Britain as well as the Kościuszko Foundation sponsored 6-month visit the University of Massachusetts in Amherst (USA). Her academic output includes over thirty articles. ~ 87 ~ Jakub Krogulec, mgr University of Wrocław, Poland [email protected] VIRTUAL EMOTIONS – NARRATIVE DRIVEN GENRES OF ERGODIC LITERATURE AND THEIR TECHNIQUES OF EVOKING EMOTIONAL RESPONSES Ergodic narratives, in particular narrative driven video games, are a medium in which both the structure and the actual participant play central part in the process of the literary exchange. In accordance with their design mechanic, games require their users to employ effort in traversing the narrative, since the competence to play and comprehend messages displayed on the screen is not enough to reach the actual conclusion of the presented tale. Narrative driven games convey the story through incorporation of elements such as gameplay, sound, and visual style. The purpose of said elements is to engage the player in the portrayed narrative, create atmosphere, immersion, and eventually, an emotional response. In the following paper, I would like to analyse how in-game mechanics – choice, identification, immersion – and designs are utilized to create emotional narratives. The purpose is to present and explore games as hybrids which incorporate literary attributes and are capable of evoking strong feelings of participation, engagement and immersion. The purpose is not to show the supremacy of one medium over the other, but to present an alternative method of conveying emotionally engaging stories that not necessarily rely on the linear narrative. Key words: game studies, ergodic literature, narrative, immersion Biographical note: PhD candidate at the Department of English Studies, University of Wrocław. His academic interests include British and American science fiction literature, propaganda studies and philosophical anthropology. His PhD thesis focuses on the evolution of human paradigm in British and American science fiction literature of the second half of the 20th century. Recently published articles include: “Robert Anson Heinlein: an overlooked sci-fi Beatnik.” Anglica Wratislaviensia vol. 52 and “Popular Culture's Take on Modern Philosophy: Video Game Bioshock as a Criticism of Ayn Rand's Objectivism.” Literatura i Kultura Popularna vol. 19. ~ 88 ~ Dagmara Krzyżaniak, dr Adam Mickiewicz University, Poznań, Poland [email protected] THE ROLE OF EMPATHY AND EMOTIONS IN THE DRAMATIC EXPERIENCE. AN INTERDISCIPLINARY STUDY OF CONTEMPORARY DRAMA The aim of the paper is to present the role of empathy and emotions in the spectator’s response to a theatrical performance. The major premise of the presentation is the interdisciplinary link between performance studies and cognitive studies, an approach embedded in the recent “cognitive turn” in the humanities. Responses to a theatrical performance are both emotional (including involvement and empathy) and cognitive. What is important to underscore here, the two elements cannot exist one without the other. Cognitive psychologists have affirmed that the old Cartesian separation of mind and body is empirically invalid and emotions are central to the construction of meaning. The popular notion of identification with characters in drama will be examined and empathy theory will be reviewed distinguishing between the reflexive, acquired and deliberate forms of empathy. Empathy is not an emotion, but it leads viewers to emotional entanglements with the fictitious characters in the process of conceptual blending in the minds of the spectators, the kind of double consciousness of the theatrical event that appears in order for the emotional involvement of the audience to take place. The role of mirror neurons cannot be omitted in the description of such processes as emotional contagion, emphatic parallelism and cognitive imitation. Key words: empathy, emotions, performance, interdisciplinarity, cognitive studies Biographical note: Dagmara Krzyżaniak is an Assistant Professor at the Faculty of English, Adam Mickiewicz University in Poznań, Poland. Her scholarly interests include the study of contemporary Irish drama and the psychological aspects of the reception of plays and their potential to produce particular cognitive and emotional effects in their recipients. ~ 89 ~ Irena Księżopolska, dr University of Social Sciences and Humanities (SWPS), Warsaw, Poland [email protected] MASTERING THE READER’S EMOTIONS: NARRATIVE INSTABILITIES IN ATONEMENT The appeal of McEwan’s Atonement for literary critics resides not only in the fact that it addresses the topical questions of the late twentieth and early twenty first century – war, trauma, memory, redemption, artistic power, - but also in the way memory is being edited, reformulated and refashioned before our very eyes in this book. The initial reading offers a rich narrative texture with psychological insights and the bittersweet surprise of the final revelation – at one stroke, the readers learn the narrator’s identity and the gloomy reality behind the tale. Repeated readings, however, uncover fascinating gaps of ambiguity in the story, visible only once the narrator is identified. Thus, the process of rewriting, exposing narrative instabilities and simultaneously extending deception, may be seen as the main operating force of McEwan’s tour de force. The heroine’s insatiable need to stage-manage reality overextends her immediate realm – the sophisticated structure of the narrative allows her to control the reader’s emotions, manipulating them into accepting the various versions of the story, including the final revelation of the “real ending.” The paper will investigate the multiple signals of obsessive “unwriting” in the novel, reading it “against the grain” of the narrative. Key words: McEwan, Atonement, memory, unreliability, narrative Biographical note: Irena Księżopolska is a graduate of the University of Warsaw, currently a lecturer at the University of Social Sciences and Humanities. Her doctoral dissertation, The Web of Sense: Patterns of Involution in Selected Fictions of Virginia Woolf and Vladimir Nabokov, was published in 2012. Has written and published articles on Woolf, Nabokov, Ondaatje, Spark, Calvino and McEwan. Most recent essay on McEwan’s Sweet Tooth is awaiting publication in Critique: Studies in Contemporary Fiction. Interests include: Russian and British modernism, postmodernism, comparative literature and cross-cultural studies. ~ 90 ~ Andrzej Księżopolski, mgr University of Warsaw, Poland [email protected] EMOTIONAL CARNAGE: EXPERIENCE AND RECOLLECTIONS OF WAR IN MCEWAN’S ATONEMENT In the novel Atonement, Ian McEwan lets the readers enter into a complex relationship of two young people caught in a moment of time on the brink of the Second World War, whose fates are warped first by a fantasy of a little girl, and then by history itself. Atonement is McEwan’s best-known novel, not only because it is an engaging and finely written text, but also because it was made into an Academy Award-winning film. This film has been described in one of the reviews as “a barrage of physical and emotional carnage.” This ambivalent praise may be addressed to the novel as well: the anguish of two innocent people is the novel’s main focus, even though it is kept somewhat in the background, while the readers observe the coming of age of the protagonist/perpetrator of their trauma. Thus, the personal drama on the one hand, and the trauma of war on the other create the texture of the novel. This paper will explore McEwan’s somewhat peculiar choice of historical episodes for his plot, attempting to enhance understanding of the novel through analysis of its historical context. Key words: McEwan, Atonement, memory, history, trauma, Dunkirk Biographical note: Andrzej Księżopolski has a degree in history and currently is a doctoral student at the Institute of English Studies University of Warsaw. His dissertation topic is “The journey not the destination: (re)definitions of history in Julian Barnes’ fiction”. His article titled “History’s gaps and memory’s bridges: A History of the World in 10 and ½ Chapters” has been recently published in the English edition of the journal Kronos, a Polish philosophical quarterly. Olga Kubińska, dr hab. University of Gdansk, Poland [email protected] EMOTIONS IN LIMINAL SITUATIONS: NARRATIVES FROM THE SCAFFOLD IN EARLY MODERN ENGLAND One of the most characteristic traits of early modern English culture was the rapid development of so called dying speeches, ~ 91 ~ i.e. narratives of the last moments of persons sentenced to public death at the scaffold. Several hundred published narratives facilitate a reconstruction of patterns – rhetorical, ideological – of description of emotions of those sentenced to die and of the numerous attempts to curb those emotions, undermine them or make use of them in pursuit of the convicts ideological aims. In consequence, we might attempt to establish a “rhetoric of dying”, a canonical set of gestures and forms of bodily language which was more or less binding for early modern English convicts in liminal situations. Key words: dying speeches, early modern England, popular print, execution Biographical note: Associate Prof., (dr hab.) Head of the Centre for Translation Studies at the University of Gdańsk. Research interests embrace Renaissance popular writing, translation studies, Shakespeare, , contemporary literatures in English. Recently she published Przybyłem tu by umrzeć (słowo/obraz terytoria 2013), a monograph on the function of dying speeches in Tudor and Stuart England, (‘I came here to die’; early modern English dying speeches in 2013) which received “World Literature” Magazine Award. She is co-editor of the series Przekładając nieprzekładalne (Translating Untranslatable). She has cotranslated a novel by Anthony Burgess (Death in Deptford), numerous essays by George Steiner, Seamus Heaney, poems by Goeffrey Hill, and Julia Hartwig into English. She has published three volumes of poetry (White Square in 1996; All Souls’ Day in 2011; life, second, revised edition in 2014) She received Gdańsk Literary Award for the volume White Square. She lives in Gdańsk, teaches at the University of Gdańsk. Currently she works on the fourth volume of poetry and a book on Shakespeare’s women. Wojciech Kubiński, dr hab. University of Gdansk, Poland [email protected] EMOTIONS AND EMPATHY IN COGNITIVE DISCOURSE ANALYSIS Cognitive linguistics has been concerned with emotions almost from the outset of this approach to language. The seminal paper by Lakoff and Kövecses on anger in American English was followed by a more in-depth study of other emotions by Kövecses. These were, however, descriptions of how we speak about emotions (and, consequently, how we think about them). The main tool was the metaphor (and also metonymy) as used ~ 92 ~ in different combinations within a model of an emotion (e.g. anger) labelled acronymically as an ICM. This text offers some speculation on another way in which the notion of emotions could be used in cognitive discourse analysis to lend some more flesh to the rather ill-defined but nevertheless crucial notion of empathy. Key words: emotions, empathy, Idealized Cognitive Models (ICM), discourse analysis Biographical note: Wojciech Kubiński, Associate Prof., Head of the Chair for Translation Studies at the Institute of English, University of Gdańsk. Research interests: Translation studies — translation of literary texts, interpreting, methodology of translation research, didactics of translation; functional linguistics (with particular emphasis on cognitive linguistics), linguistic contrastive studies, discourse, syntax, semantics, pragmatics. He published several books, inter alia, Reflexivization in English and Polish. An Arc Pair Grammar Analysis. Tübingen: Max Niemeyer Verlag. (1987); In Search of a Frame of Mind. An Introduction to Artificial Intelligence and Cognitive Linguistics. Coauthors: Roman Kalisz i Andrzej Buller. Gdańsk: Wydawnictwo Uniwersytetu Gdańskiego. (1996); Word order in English and Polish. On the statement of linearization patterns in Cognitive Grammar. Gdańsk: Wydawnictwo Uniwersytetu Gdańskiego. (1999): Obrazowanie a komunikacja Gramatyka kognitywna wobec analizy dyskursu (fundacja terytoria książki 2014). He is the co-editor of the series Przekładając nieprzekładalne (Translating Untranslatable). He has co-translated a novel by Anthony Burgess (Death in Deptford), numerous essays by George Steiner, Seamus Heaney, and Julia Hartwig into English. He has also co-edited the series Językoznawstwo kognitywne (Cognitive Linguistics) and translated articles by Ronald Langacker and numerous other cognitive linguists. He lives in Gdańsk, teaches at the University of Gdańsk. Bożena Kucała, dr hab. Jagiellonian University, Cracow, Poland [email protected] RETICENCE AND RECLUSION IN WILLIAM TREVOR’S THE STORY OF LUCY GAULT This paper will explore Trevor’s masterful depiction of emotional suppression and loneliness in the life of the title character. Suffering from the effects of childhood trauma and a deep sense of guilt, Lucy withdraws from active life, denying herself the opportunity of meaningful relationships with others. Her capacity for communication and her ability to express emotions ~ 93 ~ are severely limited. In a subdued, sparse style, superbly suited to the quietude and uneventfulness of Lucy’s life, the writer manages to convey a poignant sense of loss and isolation, without resorting to overt psychological analysis. The presentation will analyse the strategies Trevor has used to convey the quality of the protagonist’s life. Key words: William Trevor, contemporary novel, Irish literature Biographical note: Lecturer in English Literature (Victorian to contemporary) at the Institute of English Studies, Jagiellonian University in Cracow. Her research interests include contemporary British fiction, connections between history and literature, intertextuality, neo-Victorian fiction, the work of J.M. Coetzee. She is the author of Intertextual Dialogue with the Victorian Past in the Contemporary Novel (Peter Lang, 2012). Marcin Kuczok, dr University of Silesia, Sosnowiec, Poland [email protected] REPULSION, FILTH OR SICKNESS? METAPHORICAL CONCEPTUALIZATIONS OF DISGUST IN ENGLISH AND POLISH Psychologists often describe disgust as one of the basic human emotions. For instance, Ekman (2003) lists disgust among the universal emotions that are naturally expressed on the human face, along with anger, fear, happiness, sadness, surprise and contempt. As observed by cognitive linguists, conceptualization as well as description of emotions and feelings to a high degree depend on the conceptual mechanism of metaphor (Lakoff, Johnson 2003). However, as noticed in research (Kövecses 2005, 2010), the ways of describing the same emotions and feelings may differ between various languages, which is the result of different conceptualizations. Thus, the presentation will aim at comparing and contrasting the metaphorical conceptualizations of disgust in English and Polish on the basis of the Conceptual Metaphor Theory. The analyzed data will come from the Corpus of Contemporary American English and Narodowy Korpus Języka Polskiego, available on the Internet. The presentation will focus on the identified source domains used in each language in metaphors of disgust, with linguistic examples illustrating the conceptual metaphors. Next, on the basis of these findings, the presentation will analyze the ~ 94 ~ common ways of conceptualizing disgust in English and Polish, as well as the unique metaphors, typical of only one of these languages. Key words: disgust, conceptual metaphor, emotions, conceptualization, contrastive analysis Biographical note: Marcin Kuczok is an Assistant Professor in the Institute of English at the University of Silesia, Poland, where he graduated with an MA in English Philology in 2005 and a PhD in English Linguistics in 2012. He also received an MA in Theology from University of Opole in 2003. His academic interests revolve around cognitive semantics, especially the theory of conceptual metaphor and metonymy and the theory of conceptual blending, as well as their applications to studying religious language, describing the axiological parameter of language, and analysing English and Polish word-formation processes. Tomasz Kulka, mgr Adam Mickiewicz University, Kalisz, Poland [email protected] THE SENSE OF THE DIVINE. THE COMPLEXITIES OF WONDER IN MARILYNNE ROBINSON’S GILEAD Wonder is not a childish emotion although it is true that children display it most openly. According to Abraham Heschel, “Awareness of the divine begins with wonder”. John Ames, the protagonist of Robinson’s Gilead, is a Congregationalist pastor nearing his death. He is writing a book-long letter to his sevenyear-old son reflecting on his life. His thoughts revolve around both theological and secular concerns. Faith, atheism, family, loneliness, existence, and death, all these find their way into Ames’s musings. The minister discovers, having written hundreds of pages of sermons for his congregation, that seemingly mundane daily life can offer insights into the very soul of the world. The purpose of the presentation is to examine the awe and wonder of pedestrian existence that pervade Ames’s thoughts and place his experience in a long tradition of Christian, especially Calvinist, theology where the confrontation with the ordinary might lead to the encounter of the divine. Key words: wonder, faith, God, contemplation, transcendentalism, theology Biographical note: I hold MA in American literature from the English Department of Adam Mickiewicz University in Poznań. My research ~ 95 ~ interests revolve around postmodernism in American literature and culture, the intersection of religion and literature in American fiction, southern Gothic, and contemporary literary theory. I teach practical English, cultural studies and American literature at the Department of English Studies in Kalisz. Robert Kusek, dr Jagiellonian University, Cracow, Poland [email protected] UPHEAVALS OF EMOTIONS, MADNESS OF FORM. MARY M. TALBOT’S AND BRYAN TALBOT’S DOTTER OF HER FATHER’S EYES AND A TRANSDIEGETISED (AUTO)BIOGRAPHICAL COMMIX In 2012, Mary M. Talbot and Bryan Talbot joined the likes of Richard Ellmann, Gordon Bowker and Michael Hastings and in her graphic memoir Dotter of Her Father’s Eyes offered a new re-telling of James Joyce’s life, focusing, in particular, on the difficult relationship between the great Irish writer, and his daughter Lucia. However, the story of a complicated emotional bond between Joyce and Lucia was only a framework for an autobiographical coming-of age narrative about Mary M. Talbot herself and her violent relationship with James S. Atherton, a celebrated Joycean scholar and her very own “cold mad feary father.” Following Martha C. Nussbaum’s conception about cognitive and narrative structure of emotions postulated in Upheavals of Thoughts, the paper wishes to argue in favour of an organic connection between the volume’s thematic concerns and its generic affiliation. In other words, it discusses how a specific class of emotions pertaining to Lucia’s gradual mental disintegration can be adequately told only in a specific literary form, i.e. in a transdiegetised “commix,” an (auto)biographical account which occupies a threshold space between a comic and a novel, fiction and non-fiction, biography and autobiography, words and pictures. Key words: life writing, commix, Lucia Joyce, Mary M. Talbot Biographical note: Robert Kusek is an assistant professor in the Department of Comparative Studies in Literature and Culture at the Institute of English Studies of the Jagiellonian University in Krakow, Poland. His research interests include the oeuvre of J.M. Coetzee, contemporary novel in English (Colm Tóibín’s and Hilary Mantel’s fiction in particular) as well as comparative approach to literary studies, life writing genres, poetics of memory and loss, the Holocaust and its ~ 96 ~ representations in culture, intercultural communication and media. He is the author of a monograph and 30 academic papers published in books and academic journals, as well as co-editor of five volumes of articles. Bibigul Kussanova, doctor of science, professor Aktobe Regional State University, Kazakhstan [email protected] INTERFERENCE OF KAZAKH LANGUAGE IN THE ACQUISITION OF ENGLISH This paper focused on the issue of language pronunciation and the interference created by first language (L1) on the learning of second language (L2). Efforts were made to find out the factors that play a major role in this dysfunction of language acquisition. Further, what type of standardized measures or training should be employed, so that an individual’s weak performance would be eliminated and the student could do well academically as well as professionally. The present study investigates the Kazakh accent in English. The primary goal of the study is to find quantitative characteristics of different acoustic correlates of the most frequent accent phenomena; the long-term goal is the development of perception and pronunciation training methods for accent-free acquisition of English. Adult learners of a second language usually face difficulties in acquisition of pronunciation of a target language and the result of it is a foreign accent. What are emotional factors in second language acquisition which brings to foreign accent? Accent exhibits itself in both segmental and supra-segmental levels; also the phonetic and phonological types of accent can be distinguished. Key words: Interference, accent, pronunciation, language acquisition, perception Biographical note: Kussanova Bibigul – Vice-Rector of Science and International Relations of K. Zhubanov Aktobe Regional State University, Doctor of Science (Philology). Scholarly interests: Language contacts. Bilingualism. Interference. Linguistic variation. Foreign-language accent. Phonetics sounding speech. Lexicology and phraseology of the English language. Theory and practice of translation. The practice of teaching English pronunciation. Language for special purposes. Business English. The number of scientific publications: 87. ~ 97 ~ Jaroslav Kušnír, professor University of Prešov, Slovakia [email protected] FEELINGS, EMOTIONS AND POST-POSTMODERN FICTION (DAVID FOSTER WALLACE’S THE SUFFERING CHANNEL AND OBLIVION) Postmodern fiction has been often referred to as fiction creating human subject and its experience as a mere linguistic construct influenced by various kinds of signs surrounding it. In his fiction, David Foster Wallace often points to the inability of language (and even postmodern narrative strategies) to represent true feelings of individual subjects and tries to express both emphatic approach to inter-personal communication and to find a suitable language to express authentic feelings and experience of the self. In Nicoline Timmer’s view, the work of postpostmodern generation of American writers including David Foster Wallace is marked by “the emphatic expression of feelings and sentiments, a drive towards inter-subjective connection and communication” (Timmer 2010:13). My paper will analyze David Foster Wallace’s use of narrative strategies which both point out insufficiency of postmodern narrative strategies to express an authentic and emphatic human feelings, emotions and inter-personal communication as well as the way Foster Wallace points out a dehumanized human subject influenced by media, technology and different kinds of sign systems as manifested in his short stories such as Oblivion and The Suffering Channel from his short story collection Oblivion. Key words: post-postmodern fiction, feelings, emotions, postmodernism, narrative strategies, human subject Biographical note: Jaroslav Kušnír is a professor of English and American literature at the University of Prešov, Slovakia, where he teaches such courses as American literature, British literature, Australian short story, literary theory and criticism. His research includes American postmodern and contemporary fiction, Australian postmodern and comtemporary fiction, and critical reception of American, British and Australian literature in Slovakia. He is the author of Poetika americkej postmodernej prózy (Richard Brautigan and Donald Barthelme)[Poetics of American Postmodern Fiction: Richard Brautigan and Donald Barthelme]. Prešov, Slovakia: Impreso, 2001; American Fiction: Modernism-Postmodernism, Popular Culture, and Metafiction. Stuttgart, Germany: Ibidem, 2005; and Australian Literature in Contexts. Banská Bystrica, Slovakia: Trian, 2003. ~ 98 ~ Anna Kuzio, dr University of Zielona Góra, Poland [email protected]; [email protected] A CROSS-CULTURAL COMPARISON OF COMPUTERMEDIATED DECEPTIVE COMMUNICATION IN POLISH AND ENGLISH Communication technologies such as e-mail, instant messaging, and social media are allowing novel styles of communication and work. Because of an immense investment in communications technology, and with computers becoming inexpensive and being disseminated all over the world, entities from different cultures have the aptitude to communicate and work with one another via computer-mediated means, therefore removing geographical barriers. As the number of Internet consumers continues to increase, current estimates specify that almost one-sixth of the world’s population can go online, making physical location less and less significant (Haag and Cummings 2008). Even though much research connected with deceptive behavior and its detection has been done in the last several years, little of it has concentrated on deception outside of the USA context. Correspondingly, most deceptive investigation has examined face-to-face verbal communication and abandoned computermediated communication. Consequently, this paper is an effort to better comprehend how computer-mediated communication and adopted cultural values distress deceptive communicative behavior and deception detection. The offered research suggests relationships between computer-mediated communication media, cue detection, media understanding, national culture, espoused cultural values, veracity judgment success, as well as deceptive communicative behavior. An experiment was carried out which looked across two national cultures, Poland and England. Applicants attended as judges by watching stimulus tapes via a computer and providing veracity judgments either within or between cultures. Data was obtained from a total of 250 subjects (Poles and British) and examined employing structural equation modeling and t-tests. Results advocate that Polish judges were better able to notice deception within their own culture, whereas British judges were better able to perceive deception across cultures. Moreover, the adopted cultural values of masculinity and universalism amplified deceptive behavior. In conclusion, computer-mediated ~ 99 ~ com communication was noticed to rise raise deceptive communicative behavior relative to face-to-face communication. Key words: cross-cultural deception, deceptive communication, deception detection, computer-mediated communication Biographical note: Anna Kuzio, Ph.D., is an assistant professor (adiunkt) in the Department of English at the University of Zielona Góra. She has published internationally in linguistic journals, including International Journal of Languages and Literatures and Rocznik kognitywistyczny as well as in various books. Her research interests are focused primarily on pragmatic, cognitive and sociolinguistic mechanisms of deception and manipulation in language, as well as on the processes of social influence and the rhetoric of advertising, social media and political discourse. Elżbieta Litwin, M.F.A. (communications/film) Columbia University Alumni Association Politechnika Wrocławska, Poland QUARTIMAX Consulting [email protected] DO WORDS MATTER? SEMIOTIC FUNCTION OF PSYCHOLOGICAL ACTION The presentation will explore bodily representations of emotions in verbal as well as non-verbal communication with particular focus on the psycholinguistic relations and interdependence between words and bodily expressions. Using method acting technique as the base to deconstruct the process of creating meaning, the speaker will carry out a minute pragmatic crossanalysis of the way emotions are communicated. Psychological action will be examined as a major semiotic tool. Scenes from film adaptations of William Shakespeare’s Romeo and Juliet and J.R.R. Tolkien’s The Hobbit and The Lord of the Rings will serve as the pragmatic laboratory to demonstrate components of psychological action such as psycholinguistic interaction, counteraction, opposition, domination and elimination. Key words: psychological action, semiotics, psycholinguistics, emotions, method Biographical note: Elżbieta psycholinguistic communications versatile pragmatic experience media. Method technique mentor Litwin, MFA – expert analyst in specializing in method technique with of method technique application in and educator with 9 years of academic ~ 100 ~ teaching experience at Princeton University, School of Visual Arts and City University of New York Hunter College, and currently at Wrocław University of Technology Foreign Language Department. Has led auteur method workshops in New York City and Los Angeles. Films include Teeth, The Ghost, The Magician. Screenplays include To the End of Time, The Other Side of the River. Consultant/ global communications strategies, Managing Partner at QUARTIMAX Consulting. Received her MFA in Media Communications (Film) from Columbia University and her BA in English Studies from the University of Wrocław. Olga Łabendowicz, mgr University of Łódź, Poland [email protected] LOST BELONGINGNESS? HOW MODE OF AUDIOVISUAL TRANSLATION INFLUENCES OUR PERCEPTION Belongingness is the human emotional need to be an accepted member of a group. An attempt to transfer the sense of belongingness that is usually created in audio-visual materials strongly rooted in the source culture (SC) into the target culture (TC) by the means of audiovisual translation (AVT) is one of the greatest challenges translators must face. Translation of audiovisual materials marked strongly with culture is always problematic. It is not only for the constraints particular for a given mode of AVT but more importantly due to the existence of elements impossible to be rendered into target culture without confusing target audience. Such lacunas are traditionally defined as gaps, missing parts or deficiencies (Merriam Webster Dictionary). The choice of a respective mode of AVT – may it be subtitling, voice-over or dubbing, usually strongly affects the intended effect on target audience. The presented analysis is an attempt to present different ways of shifting the original sense of belongingness into a more appealing for target audience on the basis of audiovisual materials that aim at maintaining a strong sense of cultural belongingness. Key words: belongingness, AVT, cultural lacuna, mode of AVT, subtitles, voice-over Biographical note: Olga Łabendowicz, MA, is currently a PhD student at the Faculty of Philology of the University of Łódź. Her MA dissertation entitled Translating untranslatability: cultural lacunas in audiovisual translation as exemplified by the Polish translation of an American comedy series "How I Met Your Mother" supervised by professor Łukasz Bogucki determined her later academic interests: untranslatability and ~ 101 ~ cultural aspects of audiovisual translation. Currently she is working on her PhD on translating audiovisual materials deeply rooted in culture by different modes of AVT, based on research with application of eyetracking devices. Agnieszka Łobodziec, dr University of Zielona Góra, Poland [email protected] RICHARD WRIGHT’S EMOTIONALIZATION OF RACIAL EXPERIENCE IN AMERICAN HUNGER In American Hunger, Richard Wright re-evaluates his racial experience through the prism of emotions. Reflecting upon the history of racial bifurcation in America as a catalyst for certain emotional personalities, he concludes that color-hate engenders black loneliness, fear, uncertainty, and self-hatred. Secondly, the novel’s narrator comments on the geopolitics of black male emotions, referencing two geographical locations – the overtly racially segregated South and the allegedly integrated North. Disappointingly, in Chicago he develops a never before experienced sense of self-uncertainty and a fear of selfexpression that, he believes, emanate from an inability to overcome Southern emotions while negotiating the new urban space. Conscious of his emotions, he begins to take note of their epistemological nature and their facilitation of self-awareness. Differentiating between unconscious and conscious suffering, he discovers his individual self over against a number of entities – a Black literary organization on Chicago’s South Side, Garveyites, and the Communist Party – that dismiss emotionalism and individualism. Eventually, he considers writing to be the only means whereby he can freely express his black American experience. His emotions, therefore, engender a unique cultural practice, analogous to the blues, as he seeks an appropriate emotional idiom to employ in his creative work. Key words: racial experience, emotions, self-awareness, individualism, the blues Biographical note: Agnieszka Łobodziec, PhD, is Assistant Professor and the head of the Section of Literature of the English Speaking World, English Department, University of Zielona Gora and a member of the Toni Morrison Society’s International Programs Committee. She is the author of “Black Theological Intra-racial Conflicts in the Novels of Toni Morrison”. Currently, she researches the literary portrayals of African American men’s negotiations of violence. ~ 102 ~ Agnieszka Łowczanin, dr University of Łódź, Poland [email protected] FLIRTING WITH EMOTIONS IN ANN RADCLIFFE’S THE MYSTERIES OF UDOLPHO Gothic fiction is associated with the evocation of terror or horror mainly in its female heroines. The source of these unwelcome emotions always lies on the side of the villains, who rupture the norms of morality and go against the accepted 18th century notions of benevolent sensibility. In the novels of Ann Radcliffe emotions, however, are never completely detached from reason. An ardent advocate of Burke’s aesthetic ideas, Radcliffe understood that fear and imminent pain when they do not press too nearly can be a “delightful” source of the sublime, “the strongest emotion a mind is capable of feeling” (Burke 33). In her novels she juxtaposes the materiality of domestic horror, producing negative emotions which can only be overcome with the aid of reason, with pleasing terror, “the ruling principle of the sublime” (Burke 34) afforded, for example, thanks to contact with nature and producing emotions “of indescribable awe” (Radcliffe 226) to which both the mind and the soul willingly yield. Key words: Radcliffe, Burke, terror, domestic horror, nature Biographical note: Agnieszka Agnieszka Łowczanin specializes in British literature of the 18th and 19th centuries. She has published articles on numerous authors of this period, recently focusing on the aesthetics of the Gothic genre. She has organised two international conferences devoted to cultural and literary manifestations of Gothicism All that Gothic, and edited a volume of post-conference papers with Peter Lang. Now she is working on a book which charts the movement of Gothic themes and motifs across national and linguistic boundaries and traces European exchanges in the Gothic as part of a broader cultural triangular trade between England, France and Poland. ~ 103 ~ Małgorzata Łuczyńska-Hołdys, dr hab. University of Warsaw, Poland [email protected] “THE ROAD OF EXCESS LEADS TO THE PALACE OF WISDOM”: EMOTIONS, SUPERFLUITY AND THE BODY IN SELECTED ROMANTIC TEXTS The importance of emotional intelligence has been widely recognized. It is said to condition the way we function in the society, enter into and leave relationships; it enhances our leadership abilities and makes us more capable intellectually, as we can discriminate between emotions and use emotional information in the decision-making process. Moreover, as noted by Joel Falfack and Richard C. Sha, being “severally global”, emotion is “the matrix through which the world is brought to our sensoria; it registers our response to this world; it worlds our world and thus makes sense of sense (…).” This paper seeks to investigate the metaphors and images of emotional excess in selected poems of English Romanticism. Unlike these days, when emotional stability and temperance are thought to be crucial in living a successful life, English Romantic poets glorified emotional excess, seeing it as a prerequisite for poetic creation, self-development and any revolutionary transformation. Such a stance can at least partially be explained by a reference to the aesthetics of the sublime, where beauty is measured by the intensity of emotional response. However, emotions in the Romantic period form not only a ground for an aesthetic experience; in fact, their status is much more complex: they simultaneously become a path to wisdom and knowledge and condition artistic creativity. Key words: Romantic poetry, emotions, excess, body, creativity, sensibility Biographical note: Małgorzata Łuczyńska-Hołdys works as an Associate Professor at Warsaw University, Poland. She has been teaching courses on Romantic and Victorian literature, on the relationships between literature and the visual arts and on the images of femininity in poetry and painting of the 19th century. She has published widely on William Blake, John Keats, Dante Gabriel Rossetti and the PreRaphaelites. Her main publications include Soft-Shed Kisses: Revisioning the Femme Fatale in English Poetry of the 19th Century (Cambridge Scholars Publishing 2013), “Life Exhaled in Milky Fondness: Becoming a Mother in William Blake's The Book of Thel”, in Blake/An Illustrated Quarterly, Vol. 46, no. 4 (spring 2013), “(In)significant ~ 104 ~ Details – Vision and Perception in Dante Gabriel Rossetti’s ‘My Sister’s Sleep’ and ‘The Blessed Damozel,’” in Zeitchrift Für Anglistik und Amerikanistik, ZAA 61.2 (2013), “For Where Thou Fliest I Shall Not Follow”: Memory and Poetic Song in Algernon Charles Swinburne’s “Itylus. ” The Journal of Pre-Raphaelite Studies. Vol.23 Fall 2014. Mateusz Marecki, mgr University of Wrocław, Poland [email protected] “YOU CAN’T BUY ME IN... AND YOU CAN’T BUY YOURSELF OUT”: HOPE AND CONFLICTING MENTAL SPACES IN JOSEPH CONRAD’S “TO-MORROW” Conrad’s underrated short story “To-morrow” (1903), which chronicles how Captain Hagberd’s and Bessie’s convergent expectations turn to dust in confrontation with bitter reality, offers an illuminating insight into the multifaceted nature of hope. Readers witness how Hagberd’s obsessive belief in the return of his prodigal son Harry passes on to Bessie, who, bullied by her tyrannical father and infatuated with the idea of being married to Harry, willingly starts to “participate” in Hagberd’s longing for a better “to-morrow.” The sudden appearance of the long-lost son ruins everything. Whereas Hagberd “rejects his son in the name of his son,” Bessie breaks down, having realized she cannot escape her little inferno. Employing a combination of approaches within a cognitive paradigm, this paper seeks to demonstrate how readers of “Tomorrow” understand and make sense of the emotion of hope, understood as a destructive power and internal obsession, by resorting to the underlying conceptual metaphor HOPE IS A DISEASE, by unravelling the strands of deictic braids and by tracking Hagberd’s and Bessie’s mental spaces and compressing them into a joint wish text-world. As readers are required to invoke their existing schemas and juggle with a number of mental scenarios, they come to realize that Hagberd and Bessie’s hope rests on shaky foundations: the existence of their joint text-world is being constantly undermined through the intermingling of conflicting mental spaces. Key words: hope, cognitive approach, conceptual metaphor, deixis, theory of mind, Joseph Conrad Biographical note: Mateusz Marecki is a PhD student at the University of Wrocław and a lecturer at the Philological School of Higher Education ~ 105 ~ in Wrocław. His research interests include cognitive and empirical approaches to studying literature and music. At present he is working on his doctoral dissertation, tentatively entitled The Literary Mind and the Musical Mind: A Cognitive Approach to Emotion and Meaning Construction in Literature and Music. Jessica Mariani, PhD candidate University of Verona, Italy [email protected] TRANSLATING “LOADED” LANGUAGE IN THE EU: POLITICAL DISCOURSE ANALYSIS MEETS NEWS TRANSLATION So far, the main focus of Translation Studies has been on the textual transformation of a source text into a translated text, with scant attention paid to translation policies and practices in EU institutions. This paper explores a possible interdisciplinary approach between Political Discourse Analysis and News Translation by investigating the European Parliament Press Service Translation Policy and its influence on translated news in European media. The paper will start by illustrating the “unknown agents” of the European Parliament Press Unit translation processes involved in press releases, where ethnographic methods, such as interviewing and observation practices are employed. Then, combining Political Discourse Analysis with News Translation, a corpus of MEPs (members of Parliament) statements, quoted or translated in press releases, will be analyzed to verify how they were selected, adapted and re-contextualized in news articles by trans-editors. Starting from its translating process and ending up with its product, this research study will attempt to illustrate how the European Parliament Press Team shares a common Translation Policy based on linguistic equivalence and bridges a gap between Political Discourse Analysis and News Translation, identifying the processes by which information in transferred to another culture through translation. Key words: Translation Studies, Translatio FMB, Translation processes, News Translation, Translational Behaviour, European Institutions. Biographical note: My name is Jessica Mariani and I am currently a PhD Candidate in English Language and Translation at the University of Verona. I come from the world of journalism and political ~ 106 ~ communication; I hold a Bachelor’s Degree in Communication Sciences and a Master’s Degree in Journalism and Public Relations, both obtained at the University of Verona. After several experiences in the media world, as a journalist at “Hotpress” magazine in Dublin and as a press officer in Brussels at the European Parliament Press Service, I decided to dedicate to research in the language of journalism and news translation in European context. My academic interests range from Political Discourse Analysis to politics of Translation, Adaptation theories, Translation and Ideology, Sociology of Translation. Eliza Marków, mgr University of Warsaw, Poland [email protected] EXPRESSION OF EMOTIONS IN MAN AND ANIMALS ON YOUTUBE Emotions seem to be a straightforward topic to discuss. Everyone has them, sees them and experiences them in most situations in life, be it in the form of the written word, music or visual art on a daily basis. However, I would like to approach this subject from a different point of view. In this paper I would like to investigate the concept of human-animal relationships through the prism of emotions as seen on YouTube. The form of short, mostly unedited videos present a rich source of material that is to date rarely researched by the scholars of the rapidly growing field of animal studies. These videos are of interest to me, as they serve two major purposes. On the one hand, they show wild, captive, domestic or exotic animals expressing certain emotions in different situations. On the other hand, however, it is especially intriguing to analyse the emotions that are generated in humans by those particular animal videos. I intend to prove that those reactions are far from superficial an insignificant, as it may be commonly believed. Now that animal studies scholars are rethinking the moral and ethical issues connected with human-animal relations, it is important for animals to be no longer taken for granted, but instead be taken into consideration. Key words: animal studies, human-animal studies, anthropomorphism, animals, Internet, speciesism Biographical note: Eliza Marków is a doctoral student at the Institute of English Studies of the University of Warsaw. She studies humananimal relationship only and her main interest is the growing presence of animals, in popular culture, show business and advertising. ~ 107 ~ Aleksandra Maryniak, mgr Opole University, Poland [email protected] WHAT DO LEARNERS FEEL ABOUT BEING TAUGHT WITH CLIL – AN ATTITUDE QUESTIONNAIRE It is widely known that students’ attitude is one of the key concepts when learning success is to be obtained. Being motivated is the other condition that needs to be fulfilled. These two notions, namely positive attitude and motivation, become even more important in the Content and Language Integrated Learning context (henceforth CLIL). However, CLIL still constitutes a problematic issue for people involved into the system. Likewise, according to school authorities representing a junior-high and a high school in Opole, Poland, there is a general misunderstanding and lack of precise knowledge about the idea of bilingual education. Accordingly, various views may be expected to be heard from the students involved in the CLIL stream. Bearing this in mind, a questionnaire based on the already existing studies was conducted to get a wider knowledge about the students’ perceptions and attitudes towards learning through English. 172 junior-high learners and 53 high school students took part in the questionnaire study. Such aspects as students’ attitude towards English, reasons of learning it, satisfaction of CLIL stream were asked for. Moreover, the participants were expected to compare their satisfaction when lessons conducted in Polish and English are concerned (Maths, Chemistry and Geography) and later on share their views about bilingual education. Key words: CLIL, attitude, learning Biographical note: Aleksandra Maryniak graduated from Foreign Language Teacher Training College in Opole and from Opole University. Currently she is an PhD student at Opole University and works on her thesis concerning the effectiveness of reading, listening and RWL when learning a foreign language. She works as an English lecturer at a Montessori School in Opole and conducts language courses for all age and level groups at a private language school. Her fields of interest also include ELT methodology, CLIL and development of her own teaching materials, activities and games. ~ 108 ~ Susana Melon-Galvez Bulacan State University, Philippines [email protected] TRANSLATION METHOD: NAVIGATING SECOND LANGUAGE ACQUISITION OF THE K TO 12 TERTIARY FILIPINO TECHNICAL STUDENTS Translation has been a controversial issue in English teaching and learning in the Philippines. Most language teachers are completely against the use of such an approach especially those who are teaching in a university setting. With the changing times and the applications of language pedagogical methodologies, going back to the basic strategy is the remedy seen for the K to 12 curriculum implementation. The main purpose of the present study is to investigate English learners’ use of translation as a method to learn English in the technical set-up. This study aims to find out strategies involving translation (from Filipino-Tagalog to English and vice versa) used by the technical students to emphasize the advantages of classroom worksimulated translation in the process of learning a second language. In order to do all this, the study employed quantitative and supplemental qualitative methods. For the quantitative part, 100 second language learners were asked to answer the Inventory for Translation as a Learning Strategy (ITLS) questionnaire. For the qualitative survey, another 100 students in scientific courses were selected to translate written discourses aimed at describing how texts are translated in two languages. The data analysis and statistical calculations hope to reveal the wide variety of learning strategies used by the respondents concerning translation. Key words: foreign language learning, learning English, learning strategies, translation, grammar-translation Biographical note: Susana Melon-Galvez is the Research Coordinator of the College of Arts and Letters of Bulacan State University. She completed her Master of Arts in Teaching with Specialization in English Language Arts at the Philippine Normal University (Manila). She finished her academic requirements and passed the comprehensive exams for the degree of Doctor of Education in Educational Management at BSU. Her research interests include strategies in teaching English Language, writing technical correspondence, applied linguistics, and English for Specific Purposes. She had presented paper in international conferences ~ 109 ~ in Thailand, in Japan, and in Bacolod City where she won Diamond Award as Best Oral Presenter. Marjorie M. Miguel Bulacan State University, Philippines [email protected] PERFORMANCE BEFORE COMPETENCE: LEARNING THE ENGLISH LANGUAGE THROUGH MOBILE GAMIFICATION Can gamification be used effectively in the English language teaching classroom? Because of the current advancements in technology, gamification emerges from the traditional language acquisition approaches. Such an innovation in learning is considered a multidimensional technique to connect people and to strategize teaching through the use of mobile games. Tiresome classroom routines disenergize learners from doing outside-of-theclassroom tasks like homework and Internet surfing. Although the real world is not ‘all fun and games’ like the usual classroom set-up, bringing technologies in the classroom suggests enjoyment while students learn. Pupils are engaged in order to develop creativity, adaptability, collaboration and autonomy preparing them for a post-industrial digital society. The researcher seeing the proponents of gamification finds this innovative technique beneficial to acquiring second language without the fear of failing. Hence, gamification has the ability to transform the classroom to motivate students to advance their own learning through self-guided instruction. Downloadable mobile applications enhancing linguistic skills are the much needed tools the researcher suggests to accelerate language learning. To measure the effectiveness of gamification using mobile application, the researcher uses descriptive qualitative analysis where the respondents’ competence and performance are assessed through the use of score boards. Downloaded games proved to be significant in the study findings. Keywords: gamification, language acquisition, mobile applications, motivational strategies, competence, performance, content analysis Biographical note: She is a college instructor at Bulacan State University, Bulacan, Philippines who graduated Bachelor’s Degree in Secondary Education major in English. She took up Master’s Degree in ~ 110 ~ Language Education. Her experience in teaching in Vietnam gives her the interests on innovative approaches in teaching the second language. Exposure to online teaching of foreign students (Japanese, Korean, Chinese and Vietnamese) motivates her to engage in modern techniques in enhancing skills in learning a language. Her field of interests are ESP, Communication Skills and Linguistics. Rod Mengham, PhD University of Cambridge, United Kindgom [email protected] OBSCENITY AND EMOTION: NELL DUNN AND THE SOCIAL POLITICS OF EXPLICITNESS This paper will concern the critically neglected writer Nell Dunn, most well known for her two books Up the Junction (1963) and Poor Cow (1967). The latter book gives an account, peppered throughout with four letter words, of the erratic fortunes of Joy, a single mother who turns to casual sex in an attempt to fill the emptiness of her life. Dunn makes it clear that Joy’s poverty of language and experience is related directly to her material conditions, to a poverty of opportunity that confines her psychologically. Joy’s obscene illiteracy is illustrated especially by her letters to her boyfriend in prison. Dunn makes sustained use of the letters as a poignantly ironic means of anticipating and challenging the prudish reader’s objection to her insistence on sexual promiscuity and verbal profanity as the chief means of articulating an entitlement to self-expression and fulfilment. The letters with their concentrated outbursts of scripted emotion are trying repeatedly to conjure up the warmth of an absent body, a memory of physical feeling that is also echoed in paraliterary gestures, objects and sensory traces that communicate outside the words on the page. Keywords: obscenity; abuse; censorship; emotion Biographical note: Rod Mengham is Reader in Modern English Literature at the University of Cambridge, where he is also Curator of Works of Art at Jesus College. Publications include books on Henry Green, Charles Dickens. Emily Bronte, Thomas Hardy and The Descent of Language, as well as edited collections of essays on various aspects of C20 and C21 fiction and poetry. He is a poet and publisher of the poetry press Equipage. His Rokowanie i Potyczki was published by Ars Cameralis (Katowice) in 2007. ~ 111 ~ Anna Michońska-Stadnik, prof. dr hab. University of Wrocław [email protected] PROPOSAL TITLE: FOREIGN LANGUAGE LEARNING AS AN EMOTIONAL STABILIZER IN POST-MODERN REALITY In post-modern reality knowledge is changeable, uncertain, fragmented, unstable and risky. Therefore life-long learning becomes a necessity; information gained today may become obsolete tomorrow. Foreign language learning process has always been characterized by the necessity of continuous updating and practice. No wonder then, that experience obtained in the process of learning a new language may possibly help to manage change, to minimize uncertainty and, consequently, to stabilize negative emotions. Learning a foreign language also helps to learn skills necessary for functioning in a fragmented reality, in an ever-changing environment. That happens not only because an individual can communicate in a foreign language, but also because other community skills such as organizing, planning, collaborating, negotiating or problemsolving are better developed as well, due to the teaching procedures widely employed in contemporary language education. In a survey, results of which will be presented in this paper, undergraduate students will be asked to what extent, in their opinion, language knowledge and skill can help to develop social and emotional competences that will make it easier for individuals to function in a modern community and adapt to changes. Key words: life-long learning, foreign-language learning, uncertainty, updating, life-skills, stabilization Biographical note: Professor Anna Michońska-Stadnik, PhD, works at the Institute of English Studies, University of Wrocław in Poland and at the Philology Section of the Karkonosze Higher State School in Jelenia Góra. She is a graduate of the University of Wrocław (1977) and Victoria University of Manchester, UK (MEd TESOL in 1985). Professor Stadnik teaches mostly diploma courses, MA and BA, and ELT methodology. She is a member of IATEFL, of Modern Language Association of Poland (deputy chair), and Wrocław Scientific Society. Her scholarly interests include psycholinguistics, SLA studies, foreign language teacher training, and SLA research methods. She published five books and more than sixty research articles in Poland and abroad. ~ 112 ~ Katarzyna Molek-Kozakowska, dr Opole University, Poland [email protected] FIGURATIVE EMOTIONAL EXPRESSION IN POPULAR SCIENCE HEADLINES In popular journalism there is a tension between the conventional formality and seriousness of reporting on advancements in various scientific disciplines and the marketdriven competition for news audiences often reached through emotional, even sensational, coverage. This study is a corpusbased critical analysis of a sample of over 400 most-read headlines from the international popular science magazine New Scientist. Its aim is to illustrate how the tensions between specialist/popular journalism, public/private domains of experience, rational/emotional expression, etc. are mitigated in science reporting. One way to foreground the emotional investments in science reporting while retaining the semblance of journalistic objectivity is through metaphorical and metonymic renditions of emotions. Such dimensions of emotionality as intensity, evaluation, desire, difficulty and control are shown to be routinely represented figuratively, as, for example, when “substances are born or take center stage,” “diseases are fought and beaten,” “particles reveal deviant behaviour,” or “sugar is put on trial.” Apart from a typology of most common figures of emotional language, this study aims at exploring in detail the metaphors in which SCIENCE and SCIENTISTS are conceptual domains in order to trace the emotional attachments ascribed to them. Keywords: popular journalism, headlines, science reporting, metaphor Biographical note: Katarzyna Molek-Kozakowska, Ph.D., is Assistant Professor at the Institute of English, Opole University, Poland. Trained as a linguist, she specializes in discourse analysis and media studies. She has published articles and chapters on various aspects of massmediated political discourse, rhetorical and stylistic properties of journalistic discourse, methodology of critical discourse analysis and critical media literacy. She co-edited a two-volume book "Exploring Space: Spatial Notions in Cultural, Literary and Language Studies" (2010, CSP), and authored a monograph "Discursive Exponents of the Ideology of Counterculture" (2011, Opole University). She co-edits the international open access journal "Res Rhetorica". ~ 113 ~ Grzegorz Moroz, dr hab. Białystok University, Poland [email protected] NOSTALGIA AND PATRICK LEIGH FERMOR’S TIME OF GIFTS In December 1933 a seventeen year old Patrick Leigh Fermor sailed from London to Hook van Holland on board of a small ship and then, on his own, walked on foot to Constantinople (as he insisted to call Istanbul). Forty four years later he published Time of Gifs: On Foot to Constantinople From the Hook of Holland to the Middle Danube, the first of three travel books in which he was to represent his journey. During the war he became a war hero famous for kidnapping and escorting to Egypt General Heinrich Kreipe, a German commander of Crete. After the war he wrote, among others, three travel books describing his travels in West Indies and Greece. Yet, it is Time of Gifts, which is considered his masterpiece. This paper will explore the ways in which Fermor relied on the emotion of nostalgia, both to sustain his narrative and construct his narrative persona in this travel book. Keywords: travel book, Patrick Leigh Fermor, nostalgia Biographical note: Dr hab. Grzegorz Moroz is the Associate Professor in the Institute of Neophilology at the University of Bialystok. He teaches survey courses of English Literature, Introduction to Literary Studies and other related courses. His research interests concentrate, on the one hand, around the issues connected with the history and theory of travel writing, and, on the other, on the works and life on Aldous Huxley. He has recently published a book Travellers, Novelists and Gentlemen: Constructing Male Narrative Personae in British Travel Books, from the Beginnings to the Second World War (Peter Lang Verlag). Katarzyna Mosionek, mgr Maria Curie-Skłodowska University, Lublin, Poland [email protected] TESS’S LAMENTS Thomas Hardy is considered one of the most important and inspiring writers of the turn of the centuries. The key to his writing is authenticity. Hardy was seized by an impulse, a sudden or recollected emotion which he always tried to preserve in writing. Various emotions ranging from sadness to joy, melancholy to compassion are the canvas for his creative power. ~ 114 ~ Hardy once said that a poet “should express the emotion of all the ages and the thought of his own”. So in his own thought he tells the story of grief in Tess’s Lament – the poem and Tess of the d’Urbervilles – the novel. Therefore, in my paper I will analyse the sense of loss and the accompanying feeling of grief in these two works of Thomas Hardy. Key words: lament, loss, grief Biographical note: Katarzyna Mosionek holds a Master’s degree in English Literature from Warsaw University. She is a PhD student at Maria Curie-Sklodowska University in Lublin. Her research interests include Victorian literature, especially the works of Thomas Hardy and their film adaptations. She is also interested in British heritage cinema. Currently she is working as a middle school English teacher in Radom. Jacek Mydla, dr hab. University of Silesia, Sosnowiec, Poland [email protected] STAGES OF SYMPATHY: JOANNA BAILLIE'S TRAGEDIES OF PASSION IN THE LIGHT OF THE SCOTTISH PHILOSOPHY OF THE MIND Joanna Baillie's project of "Plays on the Passions" (begun with A Series of Plays published in 1798; dates for Baillie are: b. 1762 – d. 1851) grew out of the inspiring intellectual soil of the socalled Scottish Enlightenment, in which the philosophy of the human mind played a significant role. Eminent philosophers of the period, David Hume (A Treatise of Human Nature, 1739-40) and Adam Smith (The Theory of Moral Sentiments, 1759) among them, formulated theories of human emotions, or of “the passions,” in which the idea of sympathy had a prominent position, as it also did in Baillie's project. The paper examines Baillie's theoretical pronouncements and the actual plays – chiefly tragedies – as texts that express her ideas on the nature of the passions (e.g. love and hate) and in particular on the significance of sympathy in interpersonal relations both in real life and in drama. It approaches the tragedies as "studies" of strong passions, written by a playwright who was both “enlightened” and “romantic,” and who now bears the label of "Gothic." It shows to what extent she creatively adapted and developed her philosophic inspirations. ~ 115 ~ Key words: Joanna Baillie, passions, sympathy, drama, the Gothic Biographical note: Jacek Mydla holds an MA in philosophy (the Catholic University of Lublin) and in English philology (the University of Silesia), as well as a PhD in literary studies. He is Assistant Professor at the Institute of English Cultures and Literatures, at the University of Silesia. He conducts research and lectures in the history of British literature, specifically Gothic fiction and drama, and theory of narrative. His book-length publications are: The Dramatic Potential of Time in Shakespeare, Spectres of Shakespeare (a study of appropriations of Shakespeare’s drama by Early English Gothic authors and playwrights), and a study of representations of human time in Shakespeare’s plays (The Shakespearean Tide). Forthcoming is a book on the ghost stories of M. R. James. In his recent articles, in Polish and English, Mydla has been concerned with romantic drama (e.g. Joanna Bailie), British empiricism in the eighteenth century, and the supernatural and the uncanny in British fiction. Stankomir Nicieja, dr Opole University, Poland [email protected] THE FOREIGN CITY AS AN EMOTIONAL CATALYST: REVISITING SOPHIA COPPOLA’S LOST IN TRANSLATION (2003) The motif of a journey and encounter with the Other remains a relatively common narrative device used in literature and cinema to both depict and explain profound emotional and intellectual transformations of characters. Culture-shocked, displaced and alienated, characters in those kinds of stories are forced to review their attitudes and establish new, often unlikely, emotional bonds. In my paper I want to take a closer look at Sofia Coppola’s Lost in Translation (2003), one of the most celebrated contemporary examples of such a narrative. I will pay particular attention to the ways in which the director portrays her protagonists’ emotional responses to the apparently alien environment of the present-day Japan. I would argue that much of the film’s popular appeal and critical recognition derives from an unorthodox treatment or even undermining of the well-established narrative formulas of “Americans abroad” and “the East meets West”. The main focal point of my paper will be the examination of the protagonist’s affective reactions to the ostensibly overwhelming but simultaneously inspiring influence of the Far Eastern metropolis. ~ 116 ~ Key words: The Other, film, Orientalism, narrative Biographical note: Stankomir Nicieja works at the Department of Culture, School of English and American Studies, University of Opole. In 2011, his book, In the Shadow of the Iron Lady: Thatcherism as a Cultural Phenomenon and Its Representation in the Contemporary British Novel, was published by the University of Opole Press. His academic interests include contemporary British fiction, utopia and dystopia in Anglo-American literature as well as representations of politics and national- ity in cinema. He is currently working on a book project about the images of China and the Far East in contemporary English-language films and novels. Arkadiusz Nowak, mgr University of Wrocław, Poland [email protected] ENGLISH EMOTION VERBS IN DIACHRONIC PERSPECTIVE So far the development of English emotion verbs has been investigated along with impersonal verbs, which are an umbrella term for many subclasses of verbs, including weather verbs and quasi-impersonal verbs. Because of their unique properties in Modern English, emotion verbs are analysed separately in my presentation although the explanation of their change throughout the centuries is based on two contrastive accounts of the impersonal-to-personal shift in English: Lightfoot's (1979) syntax-based account and Fisher and van der Leek's (1983) semantic-based account. The former ascribes the main reason why the impersonal verbs disappeared from the language to the fixing of SVO order, which brought about the lexical change in meaning, whereas the latter focuses on the loss of lexical case caused by causative-receptive alternations in the semantics of subjectless constructions. Focusing only on emotion verbs, I juxtapose these accounts with neo-constructionist assumptions (Borer 2005; 2012) that postulate the predominance of functors over content words in shaping the actual meaning of the clause. All this leads to the conclusion that emotion verbs went through the syntactic reanalysis, which was responsible for the change in meaning; however, the loss of lexical case could have supported the redistribution of arguments. Key words: subjectless constructions, emotion verbs, neoconstructionism, lexicon-syntax interface ~ 117 ~ Biographical note: Arkadiusz Nowak is a Ph.D. student at the University of Wrocław, Poland. His main interests are in historical linguistics and creolistics. His MA thesis concerns The Diachronic Analysis of English Psych Verbs at the Lexicon-Syntax Interface. Sabina Nowak, mgr Jagiellonian University, Cracow, Poland [email protected] ORCHESTRATING EMOTIONS IN CLIL – THE ROLE OF AFFECTIVE LEARNING Many students at university learn a foreign language but not actually acquire it wholeheartedly. They are infrequently fully engaged in the tasks presented, feel overwhelmed by studying and their value or belief systems leave much to be desired. The following presentation displays feelings and emotions of Jagiellonian University students which inhibit learning in the academia. The paper shows the change in attitudes among the students studying Applied Psychology and Management in Tourism after the intervention of introducing reflective writing at CLIL classes. It also discusses the role of affective learning in a CLIL context as well as explains the meaning and importance of emotions in learning. It presents how language shapes the way students think and act according to the issues they deal with. Key words: affective learning Biographical note: Sabina A. Nowak works at the Jagiellonian Language Centre (Jagiellonian University). She is a teacher of English and CLIL, as she holds degrees in English Philology and Tourism. She has long been interested in the area of testing and validation studies. In the Central Examination Board in Poland she worked on the washback effect and the impact of high-stakes school-leaving examination at lower high school. She is currently working on her doctorate dissertation and her research interests stem around reflection and self-assessment in CLIL context. Eva Ogiermann, PhD King’s College London, United Kingdom [email protected] APOLOGIES AND EMOTIONS IN FAMILY CONVERSATIONS Apologies are generally regarded as devices used to restore social equilibrium (Goffman 1971). They can serve as ritual acts (Coulmas 1981) fulfilling social expectations (Norrick 1978), but they also play a central role in maintaining relationships. ~ 118 ~ Apologies are produced in response to an offence, which has emotional consequences for the offended party. They attend to hurt feelings, can heal humiliations and grudges, and generate forgiveness (Lazare 2004). The present study analyses apologies found in video-recorded data from British and Polish families – a setting characterised by closeness and affect (Blum-Kulka 1997). While most of the apologies found in the data resemble ritual, conventionalised acts, there are also substantial and highly emotional apology episodes. The paper will focus on one such apology sequence, which involves several affective speech acts (Ochs & Schieffelin 1989). It is initiated by the mother’s complaint, which is characterised by various linguistic and prosodic affective features expressing her disappointment. After initial attempts at avoiding and shifting responsibility, different forms of apologising and a series of compliments are produced, aimed at remedying the mother’s hurt feelings. The apology thus evolves over several conversational turns and the equilibrium is collaboratively restored by all family members – and its analysis illustrates the complex and emotional nature of apologies. Key words: Apologies, affective speech acts, family discourse, emotions Biographical note: Eva Ogiermann is Lecturer in English Language and Applied Linguistics at King’s College London. Her work in the field of cross-cultural pragmatics investigates culture-specific perceptions and conceptualisations of politeness in English, German, Polish and Russian. More recently, she has been analysing video-recordings of conversations in English, Polish and English/Polish families. Her publications include a monograph on apologising (Benjamins, 2009) and articles in Intercultural Pragmatics, Journal of Politeness Research, Multilingua, and Research on Language and Social Interaction. Jędrzej Olejniczak, mgr University of Wrocław, Poland [email protected] INTERFERENCE IN TRANSLATION. A CORPUS-BASED APPROACH During the Young Researcher’s Forum, I would like to discuss the work-in-progress on my PhD thesis. The thesis focuses on ~ 119 ~ the meta-linguistic approach to texts translated from English into Polish. My main assumption is that the texts translated into Polish differ on the lexical-syntactic level from the texts which have been originally written in Polish. The data I obtained from my corpus-based research indicate that there are tangible differences between the two types of texts; most importantly, the type-token ratio in the texts translated into Polish is visibly lower than in the texts written in Polish. Moreover, general syntactic patterns of the translated pieces tend to deviate from the “standard” Polish text (e.g. with regard to their keyness and patterning). I want to investigate those differences and possibly look for their source. One of the hypotheses I hence assumed is that interlingual interference may be occurring between the source text and the translated text and thus the translated text might inherit certain lexical-syntactic properties of the source language. During the Forum I want to present my current findings and discuss the future directions of my research. Key words: corpus linguistics, translation studies, interference, syntax Biographical note: Jędrzej Olejniczak is a PhD student of the University of Wrocław and holds Master of Arts degree. In his PhD thesis he aims to use corpus-based methods so as to investigate the differences between the texts written in Polish and the texts translated into Polish. His main academic interests are: translation studies, pragmatics, semantics and corpus linguistics. Jędrzej Olejniczak, mgr University of Wrocław, Poland [email protected] MATHEMATICS OF EMOTIONS. A CORPUS-BASED STUDY OF POETRY I aim to approach poetry from the perspective of corpus linguistics. This study aims to discover author-specific patterns in works of various poets and to show that poetic language can be measured from the linguistic perspective. The research is motivated by the preliminary tests I conducted. These indicate that there are a number of idiolectal patterns visible on the corpus level that reappear in very distinct works of a given author. ~ 120 ~ For the purposes of this research I will create a number of specialized corpora of similar size (with the minimal word count of 20000 words). Each of those corpora will contain works of only one author thus allowing me to apply various methods of analysis. Additionally, one megacorpus will be created from all of the corpora used in the study. The analysis will be conducted with the use of corpus analysis software (WordSmith 6.0) to facilitate data gathering process. The following features of the corpora will be examined: keyness (on the basis of the megacorpus), word forms, collocations, syntactic patterns, TTR, most commonly used lexical items (and their dispersion) and word clusters. Key words: corpus linguistics, poetry, keyness, syntactic patterns Biographical note: Jędrzej Olejniczak is a PhD student of the University of Wrocław and holds Master of Arts degree. In his PhD thesis he aims to use corpus-based methods so as to investigate the differences between the texts written in Polish and the texts translated into Polish. His main academic interests are: translation studies, pragmatics, semantics and corpus linguistics. Halyna Onyshchak, postgraduate student Uzhhorod National University, Ukraine [email protected] EMOTIONS AS CONSTITUENTS OF THE LEXICO-SEMANTIC GROUP OF NOUNS DENOTING “GOOD” IN MODERN ENGLISH Emotions and feelings connected with person’s emotional sphere and its expression in language and speech have been the objects of many linguistic studies. Being one of the forms of reflecting reality and its cognition, expressing the attitude of a person towards environment, emotions form an inseparable unity with evaluation, the basic categories of which are good and evil. In this respect the lexico-semantic analysis of the nouns denoting good in modern English seems relevant and the one which opens new horizons for further analysis of emotions as constituents of lexico-semantic groups by means of the method of formalized lexical semantics’ study. Emotions constitute 15% of the analyzed language material, expressing the evaluation of self, others and phenomena of objective reality. Based on these distinctions, emotive lexis can ~ 121 ~ be classified into three major groups: 1) self-directed: pride, comfort, etc.; 2) other-directed: pity, charity, etc.; 3) revolving one’s attitude towards what is considered to be good: pleasure, joy, etc. Each of the investigated lexical units is characterized by its individual semantics and forms semantic microsystems with other lexical units of the language system. The conducted analysis shows that the nouns denoting good in English do not fix only rational things – ideas, thoughts, beliefs, but also the sphere of emotional activity of personality. Key words: lexico-semantic group, reality, feelings, constituents, evaluation, emotive lexis. Biographical note: Affiliation: since 2008 – Uzhhorod National University, Faculty of Foreign Philology, Department of English Philology. Scholarly interests: lexical semantics, comparative language studies, translation studies. Dibakar Pal, MPhil Department of Business Management, University of Calcutta, India [email protected] OF APPEAL Appeal is a deeply felt, usually urgent, request. It manifests complete surrender. Here emotion guides a man rather than intellect. Man is basically proud. He likes not to pray. He is so confident and the worshipper of independence. None wants to live on the mercy of others. There are two types of persons. One likes to torture; the other likes to be tortured. They are master and slave. The slave always appeals to the master. A master likes oiling. He satisfies his egoistic attitude through sycophancy. Appeal is both an important and serious matter, so wise people consider it with due seriousness. It must be humble enough to conquer head and heart of the appellate authority. Any successful writing should appeal to the intellect and emotion of the readers. Some books demand intellect of the readers. Here the readers are numbered. Some books are meant for lay readers and naturally appeal to the emotion. Such books become bestsellers. The books those become the cocktail of intellect and emotion in different proportion experience demand accordingly. The readers are not bound to read all writings. It is the responsibility of the author to write judging the interest and intellect of the readers. Most of the authors neglect this vital issue. They write as per their whims. This answers why the ~ 122 ~ libraries are becoming merely the store house of large still books. An editor examines the appeal of the writings very meticulously. Any lacunae if exists compels him to reject the manuscript mercilessly since he knows not to compromise with quality. So he appeals to the author not to submit any substandard submission. Key words: appeal, feeling, emotion, request, politeness, surrender Biographical note: Pal, Dibakar is an Executive Magistrate in India and PhD student. He acquired degrees in M.Sc(Math), M.A(English), M.A(Bengali), M.B.A(HRD), M.C.A, P.G.D.M.M(Marketing), L.L.B, D.C.E(Creative Writing), M. Phil (Business Management),UGCNET(Management). He attends International Conferences and presents papers on English Literature, Linguistic, Philosophy, Philology, Psychology, Sociology, Humanities, and Poems. He serves Session Chair, Presider, and Reviewer. He has more than 140 publications. Two papers in Creative Writing awarded SSRN’s, New York Top Ten three times in November, December 2010 & April 2011. Michał Palmowski, dr Jagiellonian University, Cracow, Poland [email protected] FROM TRAGEDY TO COMEDY: STEINBECK’S GRAPES OF WRATH AND ITS MOVIE ADAPTATION The paper examines differences in mood between Steinbeck’s epic and its 1940 movie adaptation. John Ford significantly brightened Steinbeck’s gloomy tale of the dispossessed Joads, occasionally even slipping into what looks like a slapstick comedy. This may be viewed as an attempt to raise the movie’s commercial viability by accommodating more conservative audience, which might have been alienated by Steinbeck’s radical politics. On the other hand, though, it may be argued that certain important changes were necessitated by the change of medium. Key words: Grapes of Wrath, Steinbeck Biographical note: Michał Palmowski teaches American literature at the Institute of English Studies of the Jagiellonian University in Cracow; in 2006 he defended his doctoral dissertation Shakespeare and Wallace Stevens: a Comparative Study in Poetic Ironies. His current research interests include literature of the Beat Generation and science fiction. ~ 123 ~ Maria Paska, mgr University of Social Sciences and Humanities (SWPS), Warsaw, Poland [email protected] THE CHANGING ROLE OF EMOTIONS IN AMERICAN MUSICAL THEATRE ILLUSTRATED BY THE EXAMPLE OF ROGERS AND HAMMERSTEIN’S WORKS This paper will focus on emotions in the traditional American musical theatre. Superficial as they may seem, simple love songs have also talked about deeper relationships and social problems. This tendency can be traced back to the beginnings of the so-called “Golden Era” in 1940s and works of giants of musical theatre, Richard Rodgers and Oscar Hammerstein II. Thus, this paper will examine the changing approach to emotions in this field of popular culture. The author would like to prove that the mentioned musical theatre writing team used the classical subject of a couple overwhelming obstacles to win their love in order to introduce the need for social changes in the United States. The paper will concentrate on the most acclaimed works of Rodgers & Hammerstein, starting from the light topics presented in pieces like Oklahoma! (bucolic representation of love set in the idyllic American countryside) to more breakthrough Carousel (domestic violence), South Pacific (interracial love), The King and I or The Sound of Music (wider critique of imperial politics). Through these examples, the research highlights the changing role of emotions in the musical theatre and its importance in shaping society in the United States. Key words: musical theatre, American theatre, love songs Biographical note: MA in American Studies at The American Studies Center of University of Warsaw, MA in Theatre Studies at Aleksander Zelwerowicz Theatre Academy in Warsaw. Publications: “W poszukiewaniu rdzennej amerykańskości – miasto w musicalu amerykańskim” in: Miasto w sztuce, sztuka w mieście, Lublin 2014. My scholarly interests comprise musical theatre in Great Britain and United States, African-American Studies and Gender Studies. Right now I am writing a PhD thesis (under the supervision of professor Tadeusz Rachwał) on the influence of American musicals on social changes in US in the 20th century. ~ 124 ~ Aleksandra Pasławska, mgr Maria Curie-Skłodowska University, Lublin, Poland [email protected] EMOTIONS IN THE LANGUAGE OF THE INTERNET: A COGNITIVE GRAMMAR ANALYSIS OF INTERNET FORA EMOTICONS The relationship between language and emotions has been at the forefront of linguistic, anthropological, and psychological research for years. Yet, it seems that it is with the advent of cognitive linguistic models of language that an in-depth, comprehensive analysis of the rapport between language and emotions can be attempted. Based on an analysis of selected Internet fora, the paper offers a cognitive grammar perspective on emotions expressed in the language of the Internet, focusing primarily on emoticons, i.e. “visual signs” of language which express the conceptualizer’s emotional intensions and carry semantic information in an on-line communication process. The analysis is pursued within the framework of the Current Discourse Space theory proposed by Langacker (2008), combined with the Conceptual Blending Theory as developed by Fauconnier and Turner (2002; also Brandt and Brandt 2005). Key words: Current Discourse Space, Conceptual Blending Theory, emoticons Biographical note: Aleksandra Pasławska, MA (title of the MA dissertation: The Semantics of Fractured Proverbs. A Conceptual Blending Analysis). Currently Ph.D. student of Doctoral Studies in Literature and Linguistics at the Maria Curie-Skłodowska University’s Faculty of Humanities. Research interests include: Cognitive Linguistics, Conceptual Blending Theory and its application in the analysis of neologisms, advertisements, mass media and the Internet language; Metaphor Theory Mario Rosario Pastor Martinez University of Castilla-la Mancha, Spain [email protected] THE MASTERY OF COMMUNICATION IN THE BILINGUAL CLASSROOM (Process Model Communication) PCM is a validated methodology created by Taibi Kahler, a clinical psychologist specialized in Transactional analysis in USA. According to Kahler (2006) all of ~ 125 ~ us have these six characters within our personality; the dominant character is the base of our personality. The rest of the profiles constitute the phase. Each personality type is not better or worse than the others, they are just different. PCM is a scientific research-based model that has been applied in different fields such as business, team building, management, education, for more than forty years in the whole world. In relation to the educational area, Kahler (2008) proclaimed that PCM helps teachers to identify their children preferred learning and communication styles, according to their personality, feelings and emotions. Thus, when we understand their behavior, we know how to communicate with them effectively. Since the method enables us to analyze a possible conflict/ miscommunication to know how to find resolution and return to effective communication. In this sense, with the implementation of this method in my classroom I am going to check whether my students are up to: reduce stress, improve their likelihood of succeeding in projects, feel accepted and loved in the classroom, increase their motivation and pleasure in everyday learning and improve communication with their partners. Key words: Process Model Communication, personality, education, communication styles, needs. Biographical note: María Rosario Pastor Martínez is a Primary teacher in a bilingual school in Tobarra (Albacete). She is the coordinator of the department of Bilingual Education and teaches Science and Arts in English (Year 4, 5 and 6). She has coordinated a seminar in “Synthetic Phonics” and the European Project Comenius Regio “Keys to an Inclusive Education”( 2011/2013). She is actually working on her PhD thesis on PCM Process Communication Model in the bilingual classroom. She has a degree in Primary Education by UCAM university (Murcia). An Oficial Master in “Teaching through English in Bilingual schools”. University of Alcalá ( Madrid). And she is entitle to teach English and French. She has published articles on CLIL and Cooperative Learning, Multiples Intelligences and Bilingual Education in different journals. She is interested in CLIL, Foreing Language Acquisition, Cooperative Learning and Multiple Intelligences. ~ 126 ~ Mirosław Pawlak, prof. dr hab. Adam Mickiewicz University, Kalisz, Poznań, Poland State University of Applied Sciences, Konin, Poland [email protected] NEW DIRECTIONS IN THE STUDY OF SECOND LANGUAGE LEARNING MOTIVATION: OVERVIEW OF METHODOLOGICAL ISSUES The focus on the temporal variation in second language learning motivation, which is in line with the tenets of dynamic systems theories (e.g.. Larsen-Freeman and Cameron 2008), has brought with it a number of challenges related, in the first place, to the ways in which such research should be carried out. More specifically, it has become obvious that it is no longer sufficient to rely only on written surveys administered to large numbers of participants and that other data collection tools have to be as well as research designs should be employed for this paper. Therefore, the aim of the paper is to present the latest directions involved in the study of second language learning motivation and to shed light on the innovative ways in which this fundamental individual difference variable can be examined (e.g. the idiodynamic method, retrodictive qualitative modelling, experience sampling methods). Biographical note: Mirosław Pawlak is Professor of English in the Department of English Studies at the Faculty of Pedagogy and Fine Arts of Adam Mickiewicz University in Kalisz, Poland and the Institute of Modern Languages of State School of Higher Professional Education, Konin, Poland. His areas of interest are SLA theory and research, formfocused instruction, corrective feedback, classroom discourse, learner autonomy, communication and learning strategies, individual learner differences and pronunciation teaching. Mirosław Pawlak is the editor-inchief of the journals Studies in Second Language Learning and Teaching, Konin Language Studies and Polish Journal of English Studies, as well as the book series Second Language Learning and Teaching, published by Springer. Marek Pawlicki, dr State School of Higher Education in Oświęcim, Poland [email protected] ANALYSING MODERN CONSCIOUSNESS: A DISCUSSION OF NADINE GORDIMER’S SHORT STORIES It is an established argument in literary criticism that many modern short stories present characters on their way to a ~ 127 ~ moment of revelation. The notion of epiphany, commonly mentioned in this context, refers many readers to the prose of James Joyce, but this term is, of course, by no means confined to it. During her long writing career Nadine Gordimer created protagonists who experience “flashes of fearful insight” – as she put it – into the nature of the surrounding world and their own place in it. In the analysis of the wide range of characters that Gordimer created in her short stories it is especially interesting to concentrate on her younger protagonists, many of whom are sensitive, and so experience their moments of revelation intensely. Such topics as love, death, suffering, the freedom of the individual and the pressure of social convention are among the most recurrent in Gordimer’s stories. The aim of this paper is to analyse the protagonists’ emotional and intellectual development from the vantage point of these topics. References will be made to the writers who influenced Gordimer – among them Guy de Maupassant, Anton Chekhov and Katherine Mansfield – as well as to recent short story theories. Key words: short stories, Gordimer, South Africa Biographical note: Marek Pawlicki graduated from the Institute of English Studies of the Jagiellonian University in Cracow, Poland, in 2008. In 2012, he completed his PhD studies, with a thesis entitled “SelfReflexivity in the Works of J. M. Coetzee,” published in 2013 by Cambridge Scholars Publishing. He works at the Jagiellonian University and at the Neophilological Institute of the State School of Higher Education in Oświęcim. His current research interests include the works of J.M. Coetzee, Nadine Gordimer and self-reflexivity in contemporary Anglo-American fiction. Anna Pełczyńska, dr University of Bielsko-Biała, Poland [email protected] EMOTIONS IN TOCHMARC ÉTAÍNE The presence of emotions through their symbolic representations is conspicuous in Tochmarc Étaíne (The Wooing of Étaín), one of the Irish mythological texts that may be found in the manuscript Lebar na nUidre (The Book of the Dun Cow). The paper discusses the elements of the affective sphere in the text through the interpretation of the symbolic content as well as the analysis of the events, language and characters. The paper will also examine aspects of Celtic culture that contributed ~ 128 ~ to creating Tochmarc Étaíne as well as the definitions of emotions. Key words: Tochmarc Étaíne, symbols, emotions, Celtic culture Biographical note: Anna Pełczyńska (Łaszczok), PhD, University of Bielsko-Biała (Akademia Techniczno-Humanistyczna, Bielsko-Biała), is interested in literature, creativity and creative writing. The title of her PhD thesis may be translated as: The influence of creative writing on the development of dialogue skills in English. Liliana Piasecka, prof. dr hab. Opole University, Poland [email protected] EMOTIONAL FOREIGN LANGUAGE LEARNERS – A GENDER PERSPECTIVE The purpose of this presentation is to discuss emotions associated with foreign language learning and use from the females’ and males’ perspective and to show how both genders identify and express emotions in the foreign language. On the basis of empirical investigations, it may be observed that emotions show gender differences. Female foreign language learners display positive emotions when they achieve goals, be it passing an exam, successful communication or completion of an important stage in their education while males seem to be more concerned about purposeful and accurate language use. Gender differences are also present in the ways females and males identify and express emotions. Females identify more emotions and express them in using more words than males. The possible reasons of such differences are also proposed. Key words: emotions, language learning, language use, gender differences Biographical note: Opole University professor, MA in English philology, Wrocław, 1977, PhD in humanities, Opole, 1996, Habilitation in linguistics, Opole, 2009, research interests: reading in L2, literacy, lexical development, learning strategies, training teachers of English as a foreign language and teacher development, language and emotions, language and identity, literature and language learning; teaching experience: 1977-1988: secondary school teacher of English, 1988 present: academic teacher (practical English grammar, methodology of teaching English as a foreign language, second language acquisition, academic writing, MA seminars, PhD seminars – research methodology); ~ 129 ~ professional organizations: member of the Polish Association for the Study of English PASE Beata Piątek, dr Jagiellonian University, Cracow, Poland [email protected] PATRIOTISM AND OTHER COLLECTIVE EMOTIONS IN GRAHAM SWIFT’S WISH YOU WERE HERE Graham Swift’s protagonists are notoriously emotionally inarticulate, yet on the level of discourse his texts are full of repetition, elipses, unfinished sentences, which signal repressed emotions and trauma. In his last novel, Wish You Were Here (2011), Swift offers his readers another nostalgic portrait of a particular locality which may be projected onto England and far beyond. This paper will examine Swift’s use of the pastoral in the construction of a perverse notion of patriotism rooted in collective traumas. Biographical note: Beata Piątek is a lecturer and researcher at the Institute of English Studies at the Jagiellonian University in Kraków. She specialises in literary and cultural studies, her interests include: memory, narrative and identity in contemporary British fiction, and the dynamics of exchange between film and literature. In 2002, she coedited with Peter Leese and Izabela Curyłło-Klag an anthology The British Migrant Experience 1700-2000 (Palgrave), she has published articles about the work of Ian McEwan, Martin Amis, Kazuo Ishiguro, Colm Tóibín, Sebastian Barry and John Banville. In 2014 she published a book on History, Memory and Trauma in Contemporary British and Irish Fiction. Ewa Piechurska-Kuciel, prof. dr hab. Opole University, Poland [email protected] STUDENT PERCEPTION OF ENGLISH AND DESIRE TO LEARN IT The relationship between the desire to learn and foreign language achievement has been the subject of extensive research (see for example Harackiewicz et al., 2008). Unfortunately, it has not yet been established whether this relationship can be explained by the moderating power of the student’s perception of the foreign language. For the purpose of this paper it is hypothesized that the learner’s perception of the foreign language is strongly related to the desire to learn a ~ 130 ~ foreign language. In order to corroborate this hypothesis, 609 secondary grammar school students responded to a questionnaire including Kissau’s scale of Perception of English (2006) and Gardner, Clement, Smythe and Smythe’s scale of Desire to learn English (1979). The results of the study show that students who have a negative perception of English do not feel a need to learn it and vice versa. This finding supports the general claim that in order to be successful a motivated learner must show positive attitudes toward learning, exert effort, and have a desire to learn (Gardner, 2001). Key words: perception of English, desire to learn English, language achievement, final grades, self-assessment, motivation Biographcial note: Ewa Piechurska-Kuciel, Professor of Applied Linguistics at the Institute of English, Opole University, where she teaches EFL methodology and SLA courses. She specializes in the role of affect in the foreign language learning process (anxiety, motivation, willingness to communicate in L2). Her interests also include special educational needs (developmental dyslexia, autism and AD/HD). She has published two books, and co-edited six. Anton Pokrivčák, professor Constantine the Philosopher University in Nitra, Slovakia Kazimierz Pulaski University of Technology and Humanities in Radom [email protected] EMOTION AND BEING IN WILLIAM WORDSWORTH´S “TINTERN ABBEY” The paper will deal with the role emotions play in Romantic approach to art, especially in the work of William Wordsworth. The first part will discuss his famous definition of poetry as “spontaneous overflow of powerful feelings” taking its “origin from emotion recollected in tranquillity”. In the second part attention will be paid to the interpretation of Wordsworth´s poem “Tintern Abbey” as an example of the ontological aesthetics in which emotion determines the depth of lyrical subject´s involvement with the nature of being. The last part of the paper will be concerned with the reassessment of the place of Romanticism in contemporary critical approaches to literature, stressing its potential to address the essential aspects of human life at the expense of the still prevailing obsession ~ 131 ~ with the superficiality of ideological determinants, mostly based on ethnic or cultural distinctions. Key words: Romanticism, Wordsworth, emotion, ontological, critical approach Biographical note: Anton Pokrivčák is full-time Professor at Constantine the Philosopher University in Nitra, Slovakia, and Kazimierz Pulaski University of Technology and Humanities in Radom. In 1992/1993 he was a Fulbright Fellow in the Department of American Studies at Yale University. His works include essays on postmodern critical theories entitled Literatúra a bytie (Literature and Being, 1997), on some nineteenth and early twentieth century American poets (Emily Dickinson, William Carlos Williams, Wallace Stevens), fiction writers (Nathaniel Hawthorne and Herman Melville) as well as transcendentalists (R. W. Emerson, H. D. Thoreau) published as Americká imaginácia (American Imagination) in 2005. In 2006 he coauthored a book (together with Silvia Pokrivčáková) entitled Understanding Literature. He is also editor of the collection of essays Literature and Culture published in 2010. Recently, he has published several articles in the field of comparative literature. Murari Prasad, PhD D.S. College, Katihar, India [email protected] TECHNIQUES OF EMOTIONAL REPRESENTATION IN ARUNDHATI ROY’S THE GOD OF SMALL THINGS This paper is an attempt to explicate the representation of emotion in Arundhati Roy’s Booker-awarded novel, The God of Small Things (1997), as evidenced by the author’s ingenious use of semiotic systems, particularly her choice of diction and syntactic structures as well as the ludic elements in productive coalition with the narrative burden. To capture the emotional dynamics of her characters, Roy moves the conventionally recognized levels of language structure into fresh areas of their creative manipulation. The novel focuses on the small things of the world through the child narrators whose voices and idiosyncratic linguistic practices unfold their emotional economy. In contrast, the perceptions of the adults in the novel arouse disparate emotional reactions and affective responses. Roy’s engaging evocation of the novel’s physical ambience shapes the emotional arc of her story. The telling markers such as paradigmatic semantic echoes, proleptic hints, mnemonic triggers, repetitions and dispersed recollections emphasize ~ 132 ~ emotionally inflected observations. The narrative’s forward momentum is powered by accretion of memories, the torrent of fragments and playful transfer of signifiers. My paper will demonstrate and illuminate the assortment of emotional nuances embedded in the story events that Roy has chosen to highlight, reveal and invite the reader into. Key words: emotion, representation, semiotic, ludic, affective, signifiers Biographical note: Murari Prasad teaches Anglophone postcolonial literature in the Department of English at D.S. College, Katihar (India). He wrote his doctoral thesis on Melville, Conrad and Hemingway. He has edited critical anthologies on Vikram Seth's A Suitable Boy (2005) and Amitav Ghosh's The Shadow Lines ( 2008) as well as on Arundhati Roy (2006) and Post-Rushdie Indian English novels ( 2012).He has a string of research papers and book reviews to his credit in addition to an entry on Upamanyu Chatterjee in Dictionary of Literary Biography (DLB 323: South Asian Writers in English), Bruccoli Layman, Michigan, 2006. Katarzyna Rokoszewska, dr Jan Dlugosz University in Czestochowa, Poland [email protected] THE INFLUENCE OF STUDENTS’ FOREIGN LANGUAGE ANXIETY ON THEIR CHOICE OF PRONUNCIATION LEARNING STRATEGIES AND THEIR RESULTS IN LEARNING PRONUNCIATION Pronunciation learning strategies constitute an interesting but rather under-researched set of learner strategies. Similarly to other classifications, they are divided into direct strategies, which consist of memory, cognitive and compensatory strategies, and indirect strategies, which consist of metacognitive, affective and social strategies. The research project conducted so far into the influence of pronunciation learning strategies on students’ perception and production of English monothongs and diphthongs indicates that there exists a positive correlation between the strategies in question and students’ controlled and free production of the selected sounds. What is more, the results of the project indicate that there exist substantial differences in the use of pronunciation learning strategies by good and poor pronunciation learners but not by male and female students. The present paper constitutes a continuation of the project in that it investigates the role of one ~ 133 ~ of the strongest affective predictors of success in SLA, namely foreign language anxiety, in learning pronunciation. More specifically, the aim of the following paper is to investigate the influence of students’ foreign language anxiety on their choice of pronunciation learning strategies and their results in learning pronunciation. Key words: pronunciation learning strategies, anxiety Biographical note: Katarzyna Rokoszewska received her PhD degree in applied linguistics from the University of Wrocław (Poland) in 2007. She is an assistant professor at the Institute of Foreign Languages at Jan Dlugosz University in Częstochowa (Poland), where she teaches EFL methodology and SLA courses. She also worked as a teacher at the Teacher Training College in Częstochowa for ten years. Her research interests include various aspects of second language acquisition and methodology of teaching foreign languages, including teaching foreign languages to young learners. She has a particular interest in individual learner differences, the sociocultural approach and the complexity theory. She has published a monograph entitled Comparing Selected Modern Methods of Teaching English to Young Learners (Peter Lang, 2011) and many articles. Cristina Ros i Sole, PhD, MSc, BA King’s College London, United Kingdom [email protected] THE PROMISE OF EMOTIONS IN LANGUAGE LEARNING This paper will attempt to provide a framework for conceptualizing the emotions that the language learner experiences drawing on anthropology, cultural studies and philosophy. Building on second language acquisition theory and its promise that the linguistic and intercultural experience allows learners to express intense moments and experiences that manifest themselves in a variety of feelings and emotions (Lemke 2002, Kramsch 2009, Pavlenko 2006, Dewaele 2011), it points out the need to distinguish a new socio-cultural approach to emotions in SLA. Such an approach argues that feelings are not only a mere reflection of internal states but are at the core of the self and at the centre of the individual’s social and cultural experience (Charalambous 2013, Lutz and Lughod, 1990, Ahmed 2010, 2014). It then seeks to apply such a framework to analyse SLA data by reporting on the results of an ethnographic-style study that discusses the narratives of language learners of Catalan, Croatian/Serbian and Arabic and ~ 134 ~ the application of a phenomenological lens to explore learners’ emotions. Merleau-Ponty’s phenomenological concept of intersubjectivity (1962) is used to conceptualise language learners’ emotions as processes of embodying and perceiving the experiences of the ordinary dealings with everyday reality and imagined encounters with the ‘other’. Key words: SLA, socio-cultural perspectives, intersubjectivity, phenomenology, embodied experience Biographical note: Cristina Ros i Sole is Visiting Lecturer in Applied Linguistics at King's College London and the Open University, UK. She has also held research and lecturing positions at the University of Hull and University College London. She has published widely in the field of second language education and is the author of Mobility and Localisation in Second Language Learning (2011) and editor of Romanticising Language Learning Special Issue (Journal of Language and Intercultural Communication). She is currently working on a book on emotions in language learning. Agata Rozumko, dr Bialystok University, Poland [email protected] REBUTTING A REBUTTAL: EMOTIONS IN ACADEMIC DISCOURSE This paper is an attempt at providing a linguistic analysis of responses to rebuttals published in scholarly journals with the aim of identifying the lexical and grammatical items which reveal the authors’ emotions. It looks at the ways scholars respond to critical remarks formulated by other authors, and the ways they defend their own arguments. The study is based on the author’s corpus comprising 30 responses to rebuttals published in selected linguistic journals (The Journal of Pragmatics, Intercultural Pragmatics, Language Sciences, Lingua) during the last 15 years. It compares the structures and expressions used in responses to rebuttals with those used in research articles published in those journals, and those identified in publications concerning the style of academic discourse. It argues that the convention of responses to rebuttals allows their authors to be more personal and more straightforward in their expression of emotions than is the case with research articles. It also demonstrates that responses to rebuttals published in scholarly journals follow entirely different ~ 135 ~ conventions than responses to critical remarks made by anonymous reviewers in the process of peer review which precedes the publication of articles in scientific journals. Key words: academic discourse, rebuttal, emotions, linguistic journals Biographical note: Agata Rozumko works at the English Department of the University of Bialystok, Poland. She holds a PhD in English historical linguistics. Her current research focuses on English-Polish contrastive studies, in particular those in the area of modality and academic discourse. Most of her recent publications concern the types and uses of epistemic adverbs in English and Polish. Kinga Rozwadowska, mgr Jagiellonian University, Cracow, Poland [email protected] THEO HERMANS CONCEPTION OF THE POLYPHONIC TRANSLATION IN THE CONTEXT OF MIKHAIL BAKHTIN’S POLYPHONY THEORY On the Young Researchers’ Forum I would like to discuss Theo Hermans approach to translation as a quotation, presented in his book The Conference of the Tongues (2007). I would like to elaborate the model of eight types of reported speech, merging gradually from paraleptic omission into free direct discourse, and explain how Hermans refers reported speech to translation. Another important aspect which I should like to bring up is Hermans approach to the translation as a “picture” of the original work, which consists of embedded and framing utterance. Framing means all kinds of paratexts, all forms of translator’s or publishers’ comments attached to the particular translation and the embedded utterance is a translated text itself. This structure shows that translation is an impure, polyphonic text, where the translator’s voice is constantly confronting the values expressed in the original work and, therefore, forced to negotiate them. As Hermans conception is based on the relation between the voice of the reporter and the voice of the Other, I would like to refer it to Mikhail Bakhtin’s theory of “dialogical word”. I will argue that Bakhtin’s polyphonic conception of novel and Hermans project of the polyphonic translation are compatible and functional in research in Translation Studies. ~ 136 ~ Key words: translation, polyphony, quotation Biographical note: I am doctoral student at the Jagiellonian University – Polish Philology. I am writing my dissertation about the Polish translations of Dostoyevsky’s Karamazow Brothers. The main areas of my scholarly interests are: relations between comparative literature and Translation Studies and the idea of power and domination in the contemporary translatology. Agnieszka Rychlewska, mgr University of Wrocław, Poland [email protected] THE LEARNERS’ EMOTIONAL RESPONSES TO THE ORAL EXPLICIT/IMPLICIT CORRECTIVE FEEDBACK PRACTICES IN L2 CLASSROOM The great body of research on corrective feedback reveals the importance that teachers and researchers attach to negative evidence. Several analyses have concluded that corrective feedback plays facilitative role in SLA (Lyster and Ranta 1997, Russell and Spada 2006, Sheen 2004). However, there are many factors that may contribute to its effectiveness (Ellis 2006, Lee 2013). It is suggested that EFL learners emotionally respond to teacher corrective feedback in many ways (Hyland 2003). Therefore, learners’ emotions and error correction method can be taken into consideration to explain learners’ responses to the teachers’ corrections. The research aims to investigate to what extend the oral corrective feedback either explicit or implicit provided by teachers can influence learners’ emotional responses and to what extent it can determine learners’ attitude towards L2. Particularly, corrective feedback delivered improperly can seriously damage learners’ feelings and attitudes (Martinez 2008). Hence, it is hypothesized that implicit form of correction might be more desirable as learners are not exposed to any direct criticism and their emotions are not so seriously affected. Key words: corrective feedback, error correction, implicit feedback, explicit feedback Biographical note: Agnieszka Rychlewska is currently a PhD student in the Faculty of Letters at the University of Wrocław, Poland. She holds an MA degree in applied linguistics from the same faculty. She is also a graduate of Postgraduate Studies in EU Educational Programmes from the Faculty of Social Sciences and she completed the Postgraduate ~ 137 ~ Studies in Translation at the Department of English Studies. Ms. Rychlewska has been professionally involved in teaching English for 10 years, currently at the secondary school and the Wroclaw Academy for the Dramatic Arts. Her research interests pertain to ELT methodology, specifically oral and written corrective feedback. Małgorzata Serafin, mgr University of Wroclaw, Poland [email protected] LEARNER’S SELF-CONFIDENCE IN THE CLASSROOM It is commonly known that second language acquisition is strongly influenced by affective domain, which includes numerous factors such as anxiety, attitude, inhibition, selfesteem, self-confidence, empathy and extroversion. This article concentrates on a burning issue for foreign language teachers; namely, how to develop and boost learner’s self-confidence. The purpose of this paper is to find out in which classroom situations learners gain their self-confidence. The study will focus on different lesson’s segments such as testing, working with a course book, classroom organisation and contacts between a teacher and a learner. What is more, I will specify and focus on the task self-confidence, as it is more adequate for classroom environment than global self-confidence. The methodology which will be used in my study is a questionnaire with students in three age groups, teenagers, adolescents and adults. The questionnaire will investigate in which classroom situations, activities and group arrangements students feel the most self-confident. Additionally, the age factor will be taken into consideration to study the differences in developing self-confidence among age varied participants. The outcomes of my study will contain the description of classroom situations which enhance and increase students’ selfconfidence; consequently they accelerate their language learning process. Key words: self-confidence, self-esteem, emotions, learner, classroom, language acquisition Biographical note: My name is Małgorzata Serafin. I received a master’s degree after graduating from the University of Wroclaw. Now I am a PhD student at the University of Wroclaw. I am interested in applied linguistics; I focus my interests on language acquisition. I am an English language teacher, so I specialise in language teaching. My major publication is an article in Anglica Wratislaviensia- “The influence of ~ 138 ~ direct and indirect feedback on accuracy in the production of selected grammar structures in written compositions.” Natalie Shtefanyuk, PhD Uzhhorod National University, Ukraine [email protected] THE PRINCIPLES OF LEXEMES’ MOTIVATION TO DENOTE THE MAN’S STATE OF ANXIETY In many linguistic investigations which study the language of emotions, the focus is, as a rule, on the language mechanism denoting emotional experiences of man. Beyond the attention of scholars remain numerous and very important extralinguistic factors influencing emotional sphere of human activity. The authors limit their studies to the description of language mechanisms of emotions’ verbalization, which is far from enough for deep comprehension of the ontology of psychological experiences. Emotions make the organizing and motivating influence on human behaviour, they have dual psychophysiological character, and they are represented in mind in the form of direct experiences connected with the satisfaction of human needs, they are the result of evolutionary and biological processes, and due to the influence of extra linguistic factors undergo various changes. Disclosure of emotional-carnal semantics of lexemes denoting the state of man’s anxiety in different ethnic cultures is possible by treating it as interdisciplinary phenomenon, in particular from the perspective of psychology, philosophy, and especially the language studies. Comparing the English and Ukrainian languages (cultures), it should be noted that there is a significant amount of ideas and visions that are universal, despite certain distant position and lack of direct close contacts between the two nations, especially in the past. Key words: language, behaviour, needs, activity Biographical note: My name is Natalia Shtefanyuk. I am a senior teacher of English Language Department of Uzhhorod National University, Ukraine. My research activities related to research in the field of general linguistics. The main idea of my article is to denote the human state of anxiety as the type of emotions in comparing the English and Ukrainian languages (cultures). ~ 139 ~ Gabriel Skitaniak, mgr University of Wrocław, Poland [email protected] GLIMPSE OF DECEIT: VERBAL MANIFESTATIONS OF LYING Deception appears as a highly unique phenomenon in the theory of communication. There are neither lexical items nor syntactic forms assigned exclusively for lying. Deceit does not constitute a separate function of speech or a speech act, as it aspires to imitate truth. There are, however, several concomitants indicating possible occurrence of deception, the key to which is the emotional embedment of lying. Those variabilities have been investigated on numerous occasions by psychologists, linguists and criminologists, and resulted in forming a number of techniques used for verifying truthfulness. The research aimed to provide a set of textual features characteristic for deceptive language. The goal was approached by comparing and subsequently combining data published by different researchers, with already existing methods of deception detection based on verifying emotional traces. The outcome set constitutes a transparent method of distinguishing whether a given text carries features propend to the occurrence of lie, or lacks them. Although the presented method does not determine the presence of deceit, it allows to implement a tool for brief expertise of utterances, as well as it provides a neat lexical characteristics that might be found practical by writers. Key words: deception detection, lying, emotional traces Biographical note: A PhD student at the University of Wrocław, where he previously obtained MA from Department of English Studies. His former work regarded linguistic deception mechanisms. Lately researching English modal verbs. ~ 140 ~ Artur Skweres, dr Adam Mickiewicz University, Kalisz, Poland [email protected] HOW TO POLITICALLY TAME A SHREW? A READING OF WILLIAM SHAKESPEARE’S PLAY In William Shakespeare’s The Taming of the Shrew, Petruchio is called on to tame the shrew. Rather than a romantic lover, he is considered by other men to be a foolhardy conqueror of the beast and is lured with the view of a prize he would get for domesticating the maiden's monstrous character. Her transformation, achieved by controversial and morally dubious means is greeted with extreme surprise by anyone who knew her. Wherefrom came this unexpected remedy for shrewishness, which allowed Petruchio, a poor gentleman guided by greed, to make Katherina a "bonny Kate" who follows his every word? His marital techniques are as controversial to other characters of the play as they are to the audiences, in no small part due to their unemotional and calculated nature. The presentation will propose a reading of The Taming of the Shrew in light of another notorious text, Niccolo Machiavelli's The Prince, in an attempt to look for similarities of methods and purpose between the political text and Petruchio’s dispassionate approach to courting. Key words: William Shakespeare, The Taming of the Shrew, Machiavelli, The Prince, politics. Biographical note: Artur Skweres obtained his PhD in literary studies from the School of English of Adam Mickiewicz University, Poznań, Poland. He is assistant professor at the English Department of the Faculty of Pedagogy and Fine Arts (Kalisz, Poland) of the same university. His academic interests comprise English and American literature, media ecology, film adaptations, and film in foreign language teaching. Anna Sobota-Dybka, mgr University of Wrocław, Poland [email protected] PLAIN LANGUAGE PRINCIPLES IN TRANSLATING CONSUMER CONTRACT The vociferous campaign to eliminate complex, archaic and verbose forms of modern language succeeded in official ~ 141 ~ language revolution, changes in legal language and simplification of EU language. In light of constant struggles for clear language also Polish linguists and politicians have decided to rise to the challenge of clarifying official language, laden with redundant forms, nominalizations or passive constructions. This paper aims to unveil the level of plain language awareness built among Polish translators and discuss the employment of plain writing style in the process of translating consumer contracts from Polish into English. After surveying 70 translators and analysing 50 documents (drafted between 2009 and 2013 and collected from 4 translation agencies in Wroclaw, Katowice, Warsaw and Opole) the conclusion is that over three fourths of the respondents do not possess any knowledge of plain legal language, which is reflected in an excessive use of the modal auxiliary shall, sparsely applied modal verb must and indicative present forms. The results shed new light on the concept of translating legal documents and may be encouragement to even greater popularization of plain language principles not only among translators but also lawyers or legal drafters in Poland. Key words: plain legal language, contract language, the plain language movement Biographical note: Anna Sobota-Dybka, Ph.D candidate, University of Wrocław, member of the Clarity Association, translator and legal English teacher; scholarly interests: sociolinguistics (legal discourse, legal communication) legalinguistics (contract language, legal translation) the plain language movement (plain legal English); publications: “The plain legal movement and modern legal drafting” Comparative Legilinguistics Volume 20/2014. Marcin Sroczyński, mgr University of Warsaw, Poland [email protected] DESIRE, OBSESSION AND MELANCHOLIA IN ALAN HOLLINGHURST'S THE FOLDING STAR Alan Hollinghurst's 1994 novel The Folding Star tells the story of an English gay man, Edward Manners, who during a stay in Flanders develops an obsessive fascination with his seventeen years old student, Luc Altidore. The first-person narrated novel, inspired by the archetypal Symbolist novel Bruges-la-Morte and described as "a miniature Remembrance of Things Past" or "an expanded Death in Venice," focuses on Edward's emotional ~ 142 ~ suffering and his tormented inner life, while contrasting it with his relative lack of action and satisfaction in his actual life. As an opposition to Edward, Hollinghurst introduces the character of Matt, an unemotional sexual predator who easily succeeds in seducing those who Edward only dreams about. The aim of this article is to read Hollinghurst's novel in reference to psychoanalytical criticism – as a study of an emotional disorder which compromises the character's chances of developing meaningful relationships with people around him. Edward succumbs to masochistic and sadistic impulses and nurtures a melancholic condition which eventually leads to his failure and the permanent loss of his object of desire. Key words: Alan Hollinghurst, The Folding Star, desire, obsession, melancholia. Biographical note: Marcin Sroczyński graduated from the Institute of Applied Linguistics (UW) in 2005, and in 2012 completed his second MA at the Institute of English Studies (UW). Currently a third year PhD student in British Literature and Culture, his research project focuses on the processes of formation and fragmentation of identity in Alan Hollinghurst's prose. His academic interests include 20th century English literature, gender and queer studies, and psychoanalytical criticism. He has authored articles on the works of A. Hollinghurst, A. Holleran, J. Winterson and T. Pynchon. Katarzyna Stachowiak, mgr, mgr inż. Adam Mickiewicz University, Poznań, Poland [email protected] EMOTIONS REFLECTED IN INTERPRETING Simultaneous interpreters are trained to control their voice, facial expressions and gestures while interpreting, irrespective of a spear's behaviour. However, any human vocal and facial behaviour is a marker of affect, and is easily mirrored by other people. The aim of the study was to verify whether a speaker's emotions are reflected in the vocal and facial behaviour of the interpreters and whether these emotions influence the quality of interpretation. A group of interpreters rendered one text rich in emotional expressions, and a neutral one (from English into Polish). While listening to a speaker, the interpreters had access to the video showing the speaker's face. Interpreters eye movements were recorded by means of the Eye Link 1000 Plus ~ 143 ~ eye tracker and their faces were recorded with a camera. Facial expressions were classified by means of the FeelTrace tool, while the vocal expression was analysed using Praat. Interpreters vocal and facial behaviour, as well as the amount of time devoted to looking at the speaker's face, was measured. The quality of interpreting was analysed. The results revealed clear correlations between the emotionality of a text and the interpreters' behaviour, and a positive correlation with the quality of interpretation. Key words: facial expressions, emotions, simultaneous interpreting, language use Biographical note: Katarzyna Stachowiak is a Ph.D. student at the Faculty of English, Adam Mickiewicz University in Poznań, Poland. Her research interests revolve around psycholinguistics, specifically: attention and working memory in linguistic and multimodal processing. She focuses on process research in translation and interpreting, conducting studies by means of behavioural methods, including observation, reaction times measurement and eye tracking. While she teaches translation and coleads the Faculty’s Translation Reading Group, she is particularly interested in extralinguistic skills in translators and interpreters, and the way they can be developed in trainees. Maria Antonietta Struzziero, PhD Independent Scholar [email protected] DISCOURSES OF LOVE AND DESIRE IN JEANETTE WINTERSON’S LIGHTHOUSEKEEPING This paper analyses Jeanette Winterson’s Lighthousekeeping (2004) to examine the codes and conventions she adopts to articulate her discourses of love and explore the kind of dialogic relationship she establishes with romantic discourse, to revise it from her postmodern framework. It is argued that Lighthousekeeping appears to articulate discourses of love along the traditional narrative of the romance genre and its inflated language. However, deploying these discourses strategically, she transforms a marginalised genre into a postmodernist feminist text that celebrates different forms of love and desire. The ‘Introduction’ establishes the argument and the methodologies: feminist ideas and practice; a psychoanalytic framework, with reference to Sigmund Freud, Jacques Lacan’s dialectic of desire, as well as Julia Kristeva’s analysis of the ~ 144 ~ discourse of love in Tales of Love (1987); poststructuralism with Roland Barthes’s A Lover’s Discourse: Fragments (1986). Actually, both Kristeva’s and Barthes’s works are treated as intertexts providing insight into the ‘typicality’ of this emotion. The conclusion argues that Winterson problematises and transforms the clichéd language of love, turning it into an instrument for innovative expression. She appropriates the traditional romance plot to textualise different types of desire, efface gender distinctions and question the traditional closure of romance for her stories. Key words: Love, desire, loss, abject, binary oppositions. Biographical note: She completed a PhD at the University of Salerno, Italy. Her fields of interests include: modernism; post-modernism; gender studies; auto/biographical writing; feminist theories; trauma studies. William J. Sullivan, PhD Maria Curie-Skłodowska University, Lublin, Poland [email protected] CONTROVERSY, EMOTION, AND OBJECTIVITY: THE OK CORRAL Wyatt Earp was a frontier lawman, a 19th-century liberal and laissez-faire businessman. He was also a controversial figure during his lifetime and after his death. People who knew him were never neutral in their opinions, and people who have written about him and his life are no exception. This includes people whose research and publications are should be fully objective, like academic historians and journalists. I take a book by Andrew Isenberg, a Temple University historian, and one by Jeff Guinn, journalist turned author of popular history, and show that by vocabulary choice, figure characterization, scene framing, and even the use of sources, each author tips the scales in the direction of the conclusion desired. Isenberg’s subtitle, A vigilante life tells us that the opinion of the author is negative. Vigilante, in spite of its honorable origin, is now a term of scorn and disapproval. Guinn’s title, The last gunfight, suggests that what happened at the OK Corral has become, quite unfairly, our image of the American frontier. I put “vigilantism” and the OK Corral in a different perspective and cite neglected sources to argue that an emotional view of a controversial topic leads to a loss of objectivity. ~ 145 ~ Key words: Frontier, Vigilante, OK Corral, Wyatt Earp Biographical note: PhD in Slavic Linguistics, Yale University, author of Space and Time in Russian and The Tense/Aspect System of Polish Narrative plus several dozen articles on Slavic and other languages and linguistic theory. Currently working on a co-authored book on relational network theory and a partly completed book on speech errors. All my work, whether formalized or not, is in the stratificational model of neuro-cognitive relational network theory. Rachael Sumner, dr State Higher Vocational School in Racibórz, Poland [email protected] THE ANATOMY OF GRIEF IN ALI SMITH'S NOVEL HOW TO BE BOTH Shortlisted for the Booker prize, Ali Smith's novel How to be Both was published to considerable critical acclaim in 2014. Smith's book explores the lives of two young women who are distanced by history and geography, yet spiritually aligned through the emotion of grief and the act of grieving. Reimagined as a woman, fifteenth-century Italian painter Francesco del Cossa emerges in the 'purgatorio' of twenty-first century England, unaware of her own death. Her modern day counterpart, George (Georgia) struggles to make sense of the sudden loss of her mother. Smith delicately picks apart the historical contexts within which culturally-approved attitudes towards death are framed. In How to be Both, empathy is sustained across time and space, the clutter of twenty-first century life a mere distraction, since both George and Francesco undergo the same process of bereavement. In effect, the novel anatomises grief, revealing it to be more than an acute sense of loss. As an emotion that unites, connects and consoles, grief emerges as the residue of love. Key words: Ali Smith, How to be Both, grief, emotions Biographical note: Rachael Sumner comes from north-west England. She studied English and European literatures at the University of Essex before completing an MA in twentieth century British and American literature at the University of York. She has lived in Poland since 2003 and lectures on British and American culture at the State Higher Vocational School in Racibórz. Following the completion of her doctorate at the University of Opole in 2013, she published her doctoral thesis in ~ 146 ~ 2014 under the title: Writing from the Margins of Europe: The Application of Postcolonial Theory to Selected Works by William Butler Yeats, Seamus Heaney and James Joyce. Rachael's fields of interest include postcolonial theory, Irish literature and contemporary British literature. Michał Szawerna, dr University of Wrocław, Poland [email protected] METAPHORIZATION OF EMOTION IN COMICS In the field of comics studies, which evolved from a mere topic area into a burgeoning field of inquiry at the turn of 1980s and 1990s, the dialogue about meaning in comics was initiated by practicing cartoonists, who proposed new lines of research and introduced serviceable terminology which remains in use even today. These early contributions may have provided a solid basis for the investigation of meaning in comics, but they were repeatedly criticized for their lack of an academic orientation prerequisite for serious-minded comics scholarship. With the onset of the new millennium, it was linguistic theory that came to be called upon with increasing frequency to provide the missing orientation. Recent observers point out that for over a decade linguistics in general, and cognitive linguistics in particular, has informed much of the most insightful comics research. This paper is an attempt to contribute to the intersection of cognitive linguistics and comics scholarship by demonstrating that conceptual metaphors of emotion, whose linguistic manifestations have been extensively studied by cognitivists for three decades or so, facilitate the interpretation of conventionalized visual representations of emotional states found in publications collectively referred to as comics: comic strips, comic books, comic albums, mangas, etc. Key words: comics, emotions, metaphor, metonymy, embodiment Biographical note: Dr. Michał Szawerna is assistant professor of linguistics in the Institute of English Studies, University of Wrocław. His current research is situated at the intersection of comics studies, cognitive linguistics, and Peircean semiotics. ~ 147 ~ Piotr Szczypa, mgr Maria Curie-Skłodowska University, Lublin, Poland [email protected] THE IMPORTANCE OF THE FATHER FIGURE IN THE REPRESENTATION OF THE IRISH IN CONTEMPORARY AMERICAN CINEMA The present paper analyzes the importance of the father figure in the representation of the Irish in contemporary Hollywood productions. The importance of the father figure seems to be one of the most ubiquitous motifs used in the portrayal of the Irish in American cinema, as it is present in films belonging to various genres. The function of the motif is related directly to the development of the main character’s masculine identity, which in the case of the Irish is usually presented within the context of violence. What is interesting, as mother figures are usually absent from the portrayal of the Irish in contemporary Hollywood, it is the father figure that has the most profound impact on the character’s social and emotional development. This puts the Irish in contrast with, e.g. Italians, whose portrayal is usually connected with the stereotype of the Italian mother. The analysis focuses on the role of the father figure in the construction of the main Irish characters in selected contemporary American films. On the basis of the explicit, implicit and symptomatic meaning produced by the analyzed pictures, it is argued that the studied productions reflect the process of the Irish immigrants’ assimilation into American culture. This, in turn, is especially important if the types of the analyzed characters are taken into account, as they represent stereotypically Irish figures of police officers, firefighters, boxers, gangsters and IRA fighters. Key words: American cinema, Irish, identity, masculinity, representation, cultural assimilation Biographical note: Piotr Szczypa is a research assistant in the Institute of English Studies at Maria Curie Skłodowska University in Lublin. He specializes in visual culture and is currently completing his doctoral dissertation devoted to the role of violence in Irish stereotype in American cinema. His scholarly interests include the study of cinematic representation, the role of film in creating and transferring prosthetic memory and the study on the viewer’s identification with the film ~ 148 ~ character. His doctoral dissertation is a result of his devotion to the study of Irish culture and history. Monika Szela, mgr Philological School of Higher Education, Wrocław, Poland [email protected] ANXIETY AS AN IMPORTANT FACTOR IN PRODUCING HIGH-QUALITY TRANSLATIONS The paper aims at presenting negative emotions as a positive factor in the process of producing correct and natural-sounding texts (both spoken and written). Anxiety, apprehension, and lack of self-confidence may become, if excessive, an unnecessary constraint, inhibiting the translator, but at a moderate intensity they may exert a beneficial influence, stimulating to additional effort and thus contributing to the reduction of unnaturalness in translation. In other words, these negative emotions are indispensable in the decision-making process as they develop sensitivity to language complexity, help concentrate attention to detail, and raise consciousness about the phenomenon of translationese and related issues like translator’s false friends. In this paper I intend to explore the question of negative emotions and provide examples of how they affect the translation product. Key words: unnaturalness, translationese, anxiety, translation process, decision-making Biographical note: A graduate of the Russian Philology at the University of Wrocław and the English Philology at the Philological School of Higher Education in Wrocław. In both Master’s theses I investigated various translation issues: the ‘faux amis’ between Slavonic languages on the basis of the international vocabulary of Greek and Latin origin, and the verification of one of the translation universals (simplification) in the translations of Master and Margarita into Polish and English. The doctoral dissertation is devoted to the features of translationese against the features of original non-translated texts written in the source and target language. My scholarly interests also include legalese, ancient languages and philosophy. ~ 149 ~ Angelika Szopa, mgr University of Wrocław, Poland [email protected] “THERE IS AN EMPTY CHAPEL, ONLY THE WIND’S HOME”: FRAGMENTATION OF IDENTITY IN DORIS LESSING’S THE GRASS IS SINGING This paper seeks to explore how Doris Lessing’s The Grass is Singing immerses in the concept of emotions understood as feelings. Oscillating between two realities (urban life and life in the countryside), Lessing’s character, Mary Turner, experiences significant deterioration of emotions, leading to the fragmentation of her identity. This paper aims to decipher a trifold perspective on the character’s life as governed by three emotional stages: complacency, frustration, and despair gradually proceeding to her mental illness and later death. In an attempt to analyse the character’s loss of mental balance, I will employ both a psychological and a feminist approach – the former reflected through the Theory of Appraisal (M. Arnold & R. Lazarus, 1950), and the latter focusing on post-structural feminism. Key words: emotions, theory of Appraisal, feminism, kyrirarchy, mental illness Biographical note: Angelika Szopa is a PhD candidate at the Department of English Studies, Wroclaw University, Poland. She is member of the Centre for Gender Studies at the Department of English, the Centre for Young People’s Literature and Culture. In 2014 she received an MA degree in English Literature. Her thesis was grounded in women’s studies, with an emphasis on feminism, the issues of sexuality, gender and the social roles of women presented in contemporary literature. In her doctoral project she examines post-structural feminism in the novels of Doris Lessing. Her other interests revolve around literary theory, feminist literary criticism, fantasy literature and contemporary British and American literature. ~ 150 ~ Małgorzata Szymańska, mgr University of Wrocław [email protected] “WHITE AUSTRALIA HAS A BLACK HISTORY” – THE CHANGE IN LANGUAGE POLICY TOWARDS ABORIGINAL LANGUAGES The attitude of Britons towards Australian variety of English has changed over the centuries. What was once perceived as casual and vulgar (McArthur, 1992) is at present enjoyable. Australian variety of English is a source of entertaining misunderstandings, perplexing Australianisms (e.g ‘flat out like a lizard drinking’) and unusual lexicon which originated in Aboriginal languages and relates among others to flora, fauna and place names. The Aboriginal words were adopted for the needs of the white settlers became Anglo-Indigenous (Kostanski, 2005). However, as much as the words of Aboriginal origin found their way into English, the Aborigines themselves were not as welcomed. The white settlers believed in the myth of Australia as terra nullius, despite the fact that it had been inhabited for thousands of years by the Indigenous people. This attitude resulted in the hostile policy towards Aborigines (e.g. the Stolen Generations) and their languages. Therefore, the aim of the presentation is to show the change in Australian Language policy, legislation and attitude of the general public towards Indigenous languages and the attempt to reinstate the Aboriginal place names in Australia. Key words: Aboriginal, Australian, variety, place names, language policy Biographical note: Małgorzata Szymańska graduated with an M.A. degree from the Department of English Studies, University of Wrocław. Now she is a Ph.D. student at her Alma Mater where she is working on her doctoral dissertation. Her research interests include sociolinguistics, World Englishes, audiovisual translation, and translation studies in general. She is also the author of Domestication+Foreignisation=? A Nontraditional Approach to Audiovisual Translation. ~ 151 ~ Piotr Szymczak, dr University of Warsaw, Poland [email protected] ZERO SUM GAMES AND TRAINEE MOTIVATION: SUCCESS AND FAILURE IN TRANSLATION COMPETITIONS This paper focuses on the sense of achievement in translator training as applied to translation competitions. Achievement is understood within the paradigm of wellbeing proposed by Martin E. P. Seligman (2011). A former president of the American Psychological Association, Seligman is a proponent of positive education, an approach predicated on his pioneering work in positive psychology, notably his recent model of wellbeing (PERMA). PERMA moves away from a one-size-fits-all approach to happiness and satisfaction and proposes instead a construct of wellbeing which involves several elements, including positive affect, flow (engagement), interpersonal relationships, meaning and achievement. When applied to translation training, Seligman’s model may bring a new and valuable perspective to the problem of emotion in educational contexts. This paper examines the reactions of entrants in two competitions to look at the implications of accomplishment as a motivating factor and its use without alienating unsuccessful entrants. Key words: translator training, achievement, accomplishment, failure, motivation Biographcial note: Dr. Piotr Szymczak is an Associate Professor of Translation Studies at the Institute of English Studies, University of Warsaw. His research focuses on translation training and positive psychology. A member of the Polish Association of Literary Translators and the European Society for Translation Studies, Dr. Szymczak blogs about translation at piotrszymczak.info and runs Book to World, a book translation project where students produce commercial book translations. In 2014, Dr. Szymczak was voted "Inspiration for Tomorrow", an award for teachers who "help and encourage their students to become the best version of themselves". ~ 152 ~ Yahya Tamezoujt, MA, Postgraduate Diploma in ESL University of Bielsko-Biała, Poland [email protected] EMOTION IN MOROCCAN ARABIC This paper is a cognitive linguistic analysis of the concept of “ALHAL” in Moroccan Arabic. Semantically, the term can be roughly glossed as EMOTIONAL/PHYSICAL CONDITION in English. In addition to its bodily manifestations, the concept seems to be constituted of a number of negative affects ranging from SADNESS to DEPRESSION. In Moroccan Arabic, the language of EMOTION exhibits a symbiotic interface between the psychological, the physical and the cultural. This relationship seems to be governed by culture-specific schemas or models which motivate a rich repertoire of metaphorical expressions. The main objective of the paper is to shed some light on of the cognitive/cultural knowledge structures which motivate such expressions and ultimately identify some of the cultural schemas or models of EMOTION in M.A. This paper is part of a larger cross-cultural study of The language of Emotion(s) in Moroccan Arabic and America English. Key words: EMOTION-AL-HAL-Metaphor-, cognitive/cultural model Biographical note: Yahya Tamezoujt studied linguistics and French at Ohio University, Athens, OH. He holds an MA in Modern Languages and a Post graduate Diploma in ESL. Since moving to Poland, he has been a faculty member of the English department at the University of BielskoBiala. His main academic interests are Contact Linguistics and the theory of Metaphor. Marcin Tereszewski, dr University of Wrocław, Poland [email protected] “THE DEATH OF AFFECT” IN J.G. BALLARD’S FICTION Though J.G. Ballard found his way onto the literary scene through science fiction, his later, more socially conscious dystopian novels, address with more coherence and vehemence the disturbing effects of technology and urbanization on mental life. The deadening impact of (sub)urban space on behavior is seen to preoccupy much of Ballard’s work and accounts for its psychogeographic character, with Crash and the Atrocity ~ 153 ~ Exhibition being perhaps the most notable examples of this theme, though it is in his high-concept short stories (e.g. “The Enormous Space”) where we can find the most condensed and powerful examples of emotional withdrawal. Taking into account Ballard’s prolific career, I would like to focus on how not only urbanization but also capitalism conspires to engender a gradual descent into alienation and emotional void. To this end I will refer to postmodern theory, especially to Frederic Jameson’s ‘waning of affect’ and Jean Baudrillard’s take on postmodern culture, as a means of conceptualizing what is in effect Ballard’s representation of postcapitalist experience. Key words: affect, capitalism, Ballard, postmodernism, psychogeography Biographical note: Marcin Tereszewski is an assistant professor at the University of Wrocław, where he specializes in modern British fiction. He is the author of The Aesthetics of Failure: Inexpressibility in Samuel Beckett’s Fiction (Cambridge Scholars Press, 2013) and numerous articles dealing with various aspects of Samuel Beckett’s work in relation to postmodern thought and Maurice Blanchot. His current research projects include an examination of J.G. Ballard’s dystopian fiction in relation to psychogeographic theories of spatiality/architecture. Saba Tifooni, MA School of Oriental and African Studies, London, United Kingdom [email protected] FRUSTRATION: A CROSSLINGUISTIC INVESTIGATION INTO THE FOREIGN LANGUAGE LEARNING OF NONEQUIVALENT EMOTION WORDS – THE CASE OF KUWAITI LEARNERS OF ENGLISH This research follows two incessantly posed questions: Are emotions specific to their language/culture or are they universal? And does the language(s) we speak influence the way we think/feel? It aims to find out whether or not different speakers of different languages feel differently by placing its investigation in different foreign language classrooms in Kuwait. Following previous research on crosslinguistic influence and emotions (Jarvis & Pavlenko 2010; Pavlenko 2002; 2008; 2014; Pavlenko & Driagina 2007), this research inquires whether the learning of another language influences the way we think/feel and how we perceive different emotions between our spoken languages. This presentation will focus on the emotion word ~ 154 ~ Frustration, which is specific to the English language, and has no conceptual equivalent in Kuwaiti Arabic. Through investigating how different learners perceive the same emotion differently between their languages, this research aims to find evidence of crosslinguistic influence, as well as what variables that might have aided the learning of the said emotion word. The study adopted different methodologies such as narrative elicitation via film recall as well as one-on-one interviews to supplement the data, and also applied both quantitative and qualitative measures in terms of data analysis. Key words: emotions, crosslinguistic influence, relativity, language learning Biographical note: I am a student at SOAS, London doing my PhD in Linguistics. As a Kuwaiti student with English as my second language, I have always been interested in languages, and how different languages come to play in the mind of the language user/learner. I am very interested in crosslinguistic influence especially in the learning of emotion words in different languages. My research interests include psycholinguistics, language acquisition, and language pedagogy. Heli Tissari, PhD University of Eastern Finland, Finland [email protected] DIACHRONIC RESEARCH ON ENGLISH WORDS FOR EMOTIONS: AN OVERVIEW This presentation is an overview of studies on English words for emotions. The idea is to look at what has been done in order to suggest what could be done in the future. English words for emotions have been studied from many angles. Some research has focused on a certain author, such as Chaucer, or a certain period of time, such as Old English. Some studies have focused on the entire field of emotion lexis, while others have focused on particular emotions, such as anger and love, and still others have focused on particular groups of emotions, such as that of expectation, including hope and fear. People have studied the etymologies of words for emotions as well as their metaphors. Some authors have been interested in the collocations and syntax of emotion words. There is even a study of Old English interjections having to do with emotions. At least the following words for emotions have been studied in detail: affection, anger, bliss, contempt, despair, disappointment, emotion, fear, feeling, ~ 155 ~ grief, guilt, happiness, hope, jealousy, joy, liking, love, mirth, mood, pain, passion, pride, respect, sadness, shame, sorrow, stirring, surprise, tēne, wrath, and wynne. Key words: diachronic, emotion lexis, words for emotions Biographical note: I am Heli Tissari and I work as a senior lecturer at the University of Eastern Finland. The topic of my PhD was the meaning of the word love and metaphors occurring with it in Late Middle and Early Modern English as against Present-day English. After my project on love I have worked on English words for other emotions such as happiness and sadness and pride and shame. Anna Maria Tomczak, dr hab. Białystok University, Poland [email protected] WAYS OF GRIEVING: BHARATI MUKHERJEE’S “THE MANAGEMENT OF GRIEF” AND JHUMPA LAHIRI’S “HEMA AND KAUSHIK” Sadness is a basic human emotion and a natural reaction to loss. The death of loved ones universally results in mourning across cultures. But ways of expressing grief may be culturespecific, as are rituals and rules of mourning. The aim of the paper is to analyse two texts authored by contemporary American writers of Indian origin, namely Bharati Mukherjee’s short story “The Management of Grief” (1988), and Jhumpa Lahiri’s novella in three parts, “Hema and Kaushik” (2008). Mukherjee’s story refers to a true event of 1985, when an Air India aeroplane fell into the Atlantic Ocean following an explosion of a bomb on board, killing over 300 people, most of whom were Canadians of Indian descent. The author presents a fictional account of grieving of the Indian relatives of the passengers. Lahiri’s novella concerns a low-key tragedy within a three-person fictional Indian family living in the USA. The mother dies of cancer and her son (an only child) needs to come to terms with the void created in his life. Both texts depict grieving after an irrecoverable loss, but the circumstances of the two tragedies and their situational contexts differ profoundly. Key words: grief, fiction, Indian diaspora, Jhumpa Lahiri, Bharati Mukherjee ~ 156 ~ Biographical note: Dr hab. Anna Tomczak teaches British Cultural Studies at the University of Białystok. Her professional interests include contemporary fiction, postcolonial studies, writers of the Indian diaspora. Jadwiga Uchman, prof. dr hab. University of Łódź, Poland [email protected] THE COMPLEX NATURE OF BETRAYAL IN HAROLD PINTER’S PLAY Harold Pinter once said that his plays are about what their titles indicate and this statement is unquestionably true about Betrayal. On the most obvious level, the drama deals with a marital triangle: Emma, Robert’s wife has a love affair with his friend, Jerry. The situation, however, is not simple as Robert has been betraying his wife for years, he does not tell Jerry that Emma has made a confession to him concerning the affair and still remains the latter’s close friend. To make matters even more complicated, Emma gets pregnant with Robert at the time when her love relationship with Jerry is still is in full swing. Other betrayals presented in the play concern most probably the one of Jerry’s wife and that of Emma and the writer, Casey. The last one is further connected with Emma abandoning her literary preferences due to changed circumstances, a betrayal also committed by Robert, who, being a publisher, confesses that he hates books. Key words: Pinter, “Betrayal”, marital triangle, friendship Biographical note: Professor Jadwiga Uchman specializes in modern English Drama, especially poetic drama, the Theatre of the Absurd, T. S. Eliot, Samuel Beckett, Harold Pinter and Tom Stoppard. She is the Chair of the Department of Studies in English Drama and Pre-18th Century English Literature, University of Łódź. ~ 157 ~ Ian Upchurch, MA University of Rzeszów, Poland [email protected] EXPERIENCE AND EXPRESSION OF EMOTIONS AMONG ENGLISH STUDENTS USING AN ONLINE DISCUSSION FORUM: THE ACTUAL VERSUS VIRTUAL SELVES A new form of writing, which Yates calls ‘hybrid texts’ (with features of both written and spoken language), is rapidly gaining popularity in the form of social networking, blogs, chatrooms and others. This raises questions as to whether and how nonnative speakers are able to express their personalities (or social presence as Garrison calls it) in this sphere. In particular, it is not certain what emotions users experience when reading an online conversation and how their emotions may be expressed and understood when they contribute. To investigate these questions an asynchronous online discussion forum was set up for 148 final-year students of English philology (training to be teachers or translators) as an additional element to complement their taught course through an academic year. The large number of participants not only helped ensure more representative results but also strengthened users’ anonymity on the forum. Subjects related to their coursebook and current affairs were put forward and the participants were invited to start further topics according to their interests. Over 4,000 posts were analysed for content indicative of emotional responses and the results compared with a questionnaire survey of the participants to determine any differences between their real and virtual selves. Key words: social presence, hybrid texts, emotions, forum Biographical note: Ian Upchurch is currently pursuing a PhD at the English Studies Institute at the University of Rzeszów in the area of the use of blended classroom/online teaching. His other interests include evolution theory and the use of jokes in teaching English. ~ 158 ~ Maria Walczak, lic. Jagiellonian University, Cracow, Poland [email protected] WHO HAS THE RIGHT TO FEEL?: AN EMOTIONAL RESPONSE TO LITERARY WORK The presentation intends to analyse the role of emotions in an act of reading. One of the authors connected to ethical criticism – Martha Nussbaum – is strongly convinced that the texts best suited to evoke in the reader emotional activity. This activity has both cognitive and ethical value and consists in identification with the characters and enactment of their stories. Nussbaum's account, however, has met with considerable scepticism. As outlined in Kathleen Lundeen’'s essay Who has the right to feel?, there is always an ethical dilemma concerning an empathy. We may find ourselves either to close or not close enough to the object of self-identification. With reference to Gadamer’s idea of hermeneutic conversation, I argue that it is possible to offer a solution to such a dilemma. The aforementioned conception highlights importance of an endeavour to balance between the Self-Same and the Foreign. The first part of this presentation delineates Nussbaum’s approach to emotions and their role in an act of reading. The second part uncovers its limitations and presents an alternative view of emotional response. The third part discusses the significance of emotions, referring to the literature, i.e. Virginia Woolf’s and Henry James's novels. Key words: ethical criticism, empathy, hermeneutics, emotion identification, emotional response Biographical note: I am a student of philosophy within a scope of Interfaculty Individual Studies in Humanities at the Jagiellonian University. Having completed a BA in Polish philology and philosophy (2013), I am currently working on my master thesis: 'The relationship between ethics and literature. Phenomenological aesthetics and Levinas's thought as sources of the issue'. I have attended over 10 conferences, both national and international. In September 2014, I presented a paper at The 17th Biennial Conference for the International Society for Religion, Literature and Culture, which was organised by KU Leuven. The paper was focused on the dialogue with literary work in the context of ethical criticism. My research interests lie in the area of literature theory, phenomenology, hermeneutics and ethical criticism. ~ 159 ~ Marcin Walczyński, dr University of Wrocław, Poland [email protected] THE LENGTH OF LANGUAGE EXPOSURE AND ITS INFLUENCE ON THE INTERPRETING STUDENTS' EXPERIENCE OF AFFECTIVE FACTORS DURING AN INCLASS CONSECUTIVE TEST Affective factors and, generally speaking, different types of emotions, are an inseparable part of the interpreter’s professional activity. They are also experienced by interpreting trainees, especially in an interpreting test, and those factors seem to play a significant role in decreasing the trainees’ interpreting performance quality. In the study, I will analyse certain correlations between the length of target language exposure (i.e. the exposure to the English language), interpreting quality (on the basis of an inclass consecutive interpreting test results) and affective factors. It might be hypothesised that the longer the exposure to the target language (in this case – to English) is, the better the quality of target language output is with the students’ better management of affective factors. In the study I will examine two groups of interpreting students – the undergraduate and postgraduate ones who – after the consecutive interpreting test, carried out in the same manner and form in both groups – were asked to fill in a self-reflection survey, in which they expressed their views on a number of issues related to the test, including the role of affective factors. Those students differ in the length of target language exposure so it might be hypothesised that the longer the exposure to the target language (in this case – to English) is, the better the quality of target language output is and the more skilful the students’ management of affective factors is. All in all, in the presentation I will discuss the influence of affective factors on interpreting performance quality in relation to the length of target language exposure of both studied groups. Key words: translation studies, interpreting studies, affective factors, language exposure Biographical note: PhD holder, certified translator and interpreter, translation and interpreting trainer, assistant professor in the Section of Translation Studies (Department of English Studies, University of ~ 160 ~ Wrocław) and lecturer in the Section of Business English (Institute of Modern Languages, University of Applied Sciences in Nysa). His scholarly interests include: interpreting, specialised translation, languages for special purposes, sociolinguistics and contact linguistics. Agnieszka Wawrzyniak, dr Adam Mickiewicz University, Kalisz, Poland [email protected] PROPOSAL TITLE: COGNITIVE METAPHORS OF ANGER AND MADNESS IN THE CANTERBURY TALES The paper presents an analysis of a number of cognitive metaphors, and metaphors based on metonymy pertaining to the concepts of anger and madness. The study will approach frequent collocations related to the aforementioned concepts and will view them from the cognitive perspective. The analysis has been based on all texts Caxton’s The Canterbury Tales: The British Library Copies (ed. by Barbara Bordalejo), which is a CDRom that contains the first full-colour facsimiles of all copies of William Caxton’s first and second editions of Geoffrey Chaucer’s The Canterbury Tales. The paper contains a short theoretical introduction and a discussion of different linguistic and psychological approaches to issues related to figurative and literal language use. The theoretical part will draw on theories on metaphor represented by Jäckel (1995) as well as metaphor and metonymy continuum advocated by Koivisto (1999), Barcelona (2000), Radden (2000) or Cruse (2004). The analytical part will focus on the detailed contextual study of the cognitive metaphorical concepts. The paper will show which metaphors are culture- specific and which are more universal. The perspective on metaphor/ metonymy continuum will be applied in the paper in the analysis of the metaphors linked with the concept of anger and madness. Key words: metaphor, metonymy, metaphor based on metonymy, collocation, concept. Biographical note: Agnieszka Wawrzyniak, PhD, currently employed in the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz. My research interests include: historical semantics, polysemy, vagueness, metaphor, metonymy, ~ 161 ~ Maciej Wieczorek, mgr University of Łódź, Poland [email protected] LOVE, GUILT, AND TRAUMA: ON EMOTIONS IN DAVID HARROWER’S BLACKBIRD The present paper directs its focus to David Harrower’s awardwinning Blackbird (2005), a bleak, naturalistic drama that engages with the problem of hebephilia. The play opens with Ray, a middle-aged man, being confronted by Una, a 27-yearold woman with whom he had an “affair” when she was twelve. As the two characters struggle to recollect and understand what really happened between them, it becomes increasingly clear that the drama is primarily a study of their complex emotions. The paper will first analyze how the language and imagery used in the play reinforce the representation of Ray and Una’s love, guilt, and trauma. I will then contend that Harrower attains a perfect balance between the form and content of his drama, creating a play that is meant to be experienced viscerally rather than contemplated in cool detachment. Finally, having asserted that Blackbird takes the audience on an emotional journey with a view to purifying them, I will try to describe the cathartic effect that it produces. Key words: David Harrower, trauma, emotions, catharsis, love, guilt Biographical note: Maciej Wieczorek is a doctoral candidate in the Department of Studies in Drama and Pre-1800 English Literature at the University of Łódź. His academic interests include contemporary British drama, with a particular focus on in-yer-face drama, as well as theories of theatre. He has published articles on the plays of Sarah Kane, Anthony Neilson, Debbie Tucker Green and Dennis Kelly as well as theoretical papers that dealt with in-yer-face theatre, and the possibility of applying Tzvetan Todorov’s notion of the fantastic to theatrical performances. ~ 162 ~ Ryszard W. Wolny, prof. dr hab. Opole University, Poland [email protected] BRET EASTON ELLIS’ AMERICAN PSYCHO (1991): A STUDY IN CONSUMERIST VOID OF EMOTIONS Since the times of the success of the non-fiction novel of 1966, Truman Capote’s In Cold Blood, American literature has been trying to examine, dissect and anatomize crime as an apotheosis of capitalism, consumer culture and the sick minds of the criminals. While Capote has been proclaimed the pioneer of the true crime genre, Ellis’s attempt to portray the mind of the serial killer raises doubts as to the reality of the demonstrated acts of murder, torture, sadism, mutilation, rape, cannibalism and necrophilia. American Psycho (1991) took the world by storm with its explicit presentation of premeditated crimes to such an extent as to make them unbelievable, unrealistic, imaginary, occurring just in the sick mind of the middle-class protagonist. The fact that Patrick Bateman, the main character, coolly confesses to manslaughter over the phone (“I just had to kill a lot of people”) proves to be the sign of our times – the times of unrestrained consumption, desires, urges, manias and mental emotionlessness that result in a variety of transgressions such as group sex, drug abuse or serial killings. Therefore, the aim of this paper is to propose a thesis that American Psycho demonstrates postmodern, postindustrial and consumerist void of positive emotions towards people, animals and physical objects in the world. Such a detachment makes an individual suffer from mental and emotional isolation and stimulate a feeling of self-alienation in the world they construct in such a way. Biographical note: Ryszard W. Wolny is Professor and Director, School of English and Ameri- can Studies, University of Opole, Poland. His interests focus largely on British and Australian literature and culture. He is an author of about eighty scholarly pub- lications which include, among others, The Ruinous Anatomy: The Philosophy of Death in John Donne and the Earlier Seventeenth-century English Poetry and Prose (Perth, Western Australia, 1999), A Cry over the Abyss: The Discourse of Power in the Poetry of Robert Browning and Algernon Charles Swinburne (Opole 2004), Australia: Identity, Memory, Destiny (with S. Nicieja, Opole 2008), Crosscurrents: Culture, Literature and Language (Kielce 2008), On Time: Reflections on Time in Culture, ~ 163 ~ Literature and Language (Opole 2009), Culture and Postcolonial Studies (Kielce 2012), Evil Ugliness Disgrace in the Cultures of the West and East (with S. Nicieja, Opole 2013), and The Masks of Ugliness in Literary Narratives (with Z. Wąsik, Frankfurt 2013). Recantly, he also published a monograph entitled Pat- rick White: Australia’s Poet of Mythical Landscapes of the Soul (Wrocław 2013). Joanna Woźniczak, mgr University of Wrocław, Poland [email protected] COURT INTERPRETING – RECOMMENDATIONS FOR INTERPRETERS I would like to present the topic of my PhD thesis which is court interpreting as a specialized form of translation. Because there are no detailed guidelines for interpreters which would inform them how to interpret in court, and few requirements that standardise the process, there seems to be some uncertainty pertaining to how interpret in court. Basing on the Polish Code for the Sworn Translator, the American Overview of Court Interpreter Oral Examination, I decided to examine the quality of court interpreting done by sworn translators. Thanks to the new software Recourt Player introduced to Polish courts, it was possible for me to obtain tangible research material. When reviewing the recordings, I noticed discrepancies in the ways interpreters translate. Neither did I see the few guidelines which are given in the Polish Code for the Sworn Translator put in practice. Hence, it is vital to do some more research in order to better understand the specificity of court interpreting, to be able to develop a set of guidelines to which interpreters could refer, encourage interpreters to improve their skills and technique, and improve the quality of court interpreting. I would like to discuss some of my findings during the Young Researchers’ Forum. Key words: translation studies, court interpreting Biographical note: I am a PhD student at the University of Wrocław. I am interested in translation. I am the co-author of the publication entitled "Z Amerykańskiej Plantacji do Międzywojennej Polski (Czyli jak Uncle Remus został Murzynkiem Bam-Bo)". ~ 164 ~ Jacek Woźny, dr University of Wrocław, Poland [email protected] TOWARDS A METHOD OF CROSS-LINGUISTIC COMPARISON OF MOTION-EMOTION METAPHORS The paper offers a critical outlook on the taxonomy of motion situations proposed by Zlatev et al. (2007, 2010) and its application to cross-linguistic comparison of motion-emotion metaphors (Zlatev et al. 2012). The critique is then applied, together with the results of a corpus-based analysis of motion metaphors by Woźny (2013), to creating a new, language independent taxonomy of motion situations, reflecting the naive physics- a linguistically coded, widespread set of intuitive beliefs concerning motion, proven to be resistant to the passage of time or the achievements of modern physics, extensively described by the body of literature collectively known as Disaster Studies (e.g., Champagne et al. (1980), Larkin et al. (1980), McCloskey (1983), Halloun et al. (1985), Hammer (1995), diSessa (1988, 1993, 1996)). Key words: cross-linguistic analysis, motion-emotion metaphors, taxonomy of motion events Biographical note: Dr Jacek Woźny, adjunct professor at the Institute of English Studies of the University of Wrocław. Main areas of scholarly interests: cognitive semantics, set theories, linguistic categorization, translation studies. Marta Wójcik, mgr Maria Curie-Skłodowska University, Lublin, Poland [email protected] CHANGING EMOTIONS FOR ALASKA IN HISTORICAL AND CONTEMPORARY AMERICAN LITERATURE The mystique of Alaska captures the imagination of explorers and scientists as well as writers. This presentation, therefore, probes literary representations of emotions Alaska evokes. By comparing nineteenth and twentieth century literature to contemporary literature centred on Alaskan topics, the presentation investigates the differences between past and present literary portrayals of emotions triggered by Alaska in American writing. More specifically, adopting an ecocritical perspective, I aim to contrast historical and contemporary ~ 165 ~ literary depictions of emotional reactions to Alaskan environment. Firstly, I intend to demonstrate emotions presented in selected works of nineteenth and twentieth century writers, John Muir and Jack London, portraying Alaska as ‘the Last Frontier’ or Darwinian icy hell. Secondly, I present recent literary visions of Alaska in American environmental literature. I focus on Barry Lopez and, especially, Mei Mei Evans, who envision Alaska as an already urbanized space. I discuss Mei Mei Evans' 2013 novel entitled Oil and Water, which depicts a gamut of emotions stirred in the inhabitants of a small coastal town by the Exxon Valdez oil spill in 1989. This paper concludes that historical American literature and contemporary American environmental literature differ markedly as far as their representations of emotions regarding Alaska are concerned. Key words: Alaska, emotions, environment, oil spill. Biographical note: Marta Wójcik – received an M.A. in American Studies, with a minor in Native American literature, from Maria CurieSkłodowska University in Lublin. She is a doctoral student in Linguistics and Literary Studies at Maria Curie-Skłodowska University in Lublin, working on a Ph.D. in literary representations of the American North. Her interests include contemporary American and Canadian literature, the American North with special emphasis on the Arctic and ecocriticism. Magdalena Zabielska, dr Adam Mickiewicz University, Poznań, Poland [email protected] LITERARY ELEMENTS AND EMOTIONS IN SPECIALISED MEDICAL PUBLICATIONS This presentation focuses on literary elements in specialised medical texts. Although the aim of scientific publications is to objectively present new knowledge in the form of research results, there are also genres which feature patient’s or doctor’s subjective perspectives. In the presentation, examples of texts will be demonstrated, derived from specialised medical journals, which adopt these different viewpoints by means of literary elements. Firstly, these are interactive case reports which contain the Patient’s perspective section, where the patient presents his/her experience of illness in the form of 1st person narratives. Others may choose, for instance, to convey their feelings and emotions via poems. Secondly, there is a series of articles presenting doctors’ stories and it is also a subjective ~ 166 ~ point of view. It will be shown how these different perspectives may complement medical knowledge presented in professional literature, which also demonstrates a significant step in the evolution of this genre (i.e. medical case report) in particular as well as in medical knowledge transmission in general. The literary elements discussed will also exemplify how medical authors are able to successfully adapt the genre through the introduction of other generic elements which emphasise other perspectives, previously excluded from medical practice. Key words: case report, narrative, perspective, patient, doctor Biographical note: Magdalena Zabielska, PhD, is an assistant professor at the Faculty of English at Adam Mickiewicz University in Poznań (Poland). She is interested in broadly understood health communication, in particular in the discourse of medical case-based genres. Her research is primarily devoted to the issue of the patient’s presence in specialist medical publications in the context of a patient-centred approach to medical practice. She has published one monograph (Searching for the patient’s presence in medical case reports) and a number of papers devoted to the discourse of case reports derived from specialist medical journals. Agata Zarzycka, dr University of Wrocław, Poland [email protected] THE SIMUCLARIZATION OF SUFFERING IN ZACK SNYDER’S SUCKER PUNCH The depiction of female characters in Zack Snyder’s 2011 movie Sucker Punch has been criticized as misogynistic and employing porn-inspired strategies. In addition, Susan Scott interprets it as a product of the director’s “fanboy auteur” persona which she sees as generating a patriarchal hierarchy within the broadly understood media-based fan culture. Thus, the movie has been both interpreted as a product of culturally mediated emotions and used as their trigger. This presentation aims to approach the abovementioned genderoriented criticism in terms of what Alexandra Warwick sees as a broader emotional characteristic of contemporary culture, namely the “trauma desire.” Specifically, I intend to argue that Sucker Punch deconstructs the implicit trope of individual growth through suffering, which – especially when considered with regard to fan culture – has reached a simulacrum status. The scrutiny of the “trauma desire” as a factor involved in ~ 167 ~ fandom-related reception practices affirms the movie’s effectiveness in problematizing the political position of the audience towards the iconization of female characters in popular culture. Key words: fandom, trauma, audience, simulacrum Biographical note: Agata Zarzycka obtained her MA in 2003 at the Institute of English Studies of the University of Wrocław. In 2007, she obtained a PhD degree in the scope of literary studies. Currently she works as Assistant Professor and a member of the Center for Young People's Literature and Culture at the Institute of English Studies of the University of Wrocław. Agata Zarzycka is interested in participatory and convergence culture. Her current research project is devoted to Gothic influences on popular culture. She is also interested in remix, game studies, subcultures, as well as broadly understood speculative fiction. Magda Żelazowska, mgr University of Warsaw, Poland [email protected] Magdalena Zabielska, dr Adam Mickiewicz University, Poznań, Poland [email protected] Joanna Otocka, mgr University of Warsaw, Poland [email protected] THE ROLE OF TRANSLATOR/INTERPRETER, DIFFICULTIES ENCOUNTERED AND TECHNIQUES USED IN POLISHENGLISH-RUSSIAN DOCTOR-PATIENT COMMUNICATION ON THE BASIS OF OTOLARYNGOLOGY Doctor-patient communication constitutes a specific situation that requires empathy, understanding, patience and basic linguistic skills. In intercultural communication, translators/interpreters mediate patient’s complaints and, possibly, experience. On the other hand, the patient receives back the information regarding tests results, diagnosis, treatment, and other. The purpose of this talk is to present the principles of good practice of translation in medical communication (both written and oral), for instance using simple and common vocabulary, avoiding specialised terminology, being accurate, etc. Moreover, problems occurring in medical patient-doctor-translator/interpreter interaction and possible ways to resolve them will be demonstrated. The presentation will also include a list of general medical phrases in ~ 168 ~ Polish, which are most common in medical translation and their English and Russian equivalents, for example: “the operation was carried out”, “the patient was discharged in good condition”, “the eardrum had no visible change” etc. The data analysed consisted of transcripts of 30 specialised consultations (otolaryngology and audiology) and 50 examples of medical records: medical histories, patient interviews, descriptions of surgical procedures, and discharge documentation. Key words: doctor, patient, interpreter, translator, medical translation, intercultural communication Biographical note: Magdalena Żelazowska – PhD student in applied linguistics at University of Warsaw; MA in specialised translation in Russian at Applied Linguistic Faculty of University of Warsaw and BA in Russian language in Higher School of Linguistic. Scientific interests: medical language and medical translation, translation studies, doctorpatient communication and scientific writing. Member of Polish Society of Sworn and Specialised Translators, Association of Polish Translators and Interpreters, Polish Association of Applied Linguistics and Polish Medical Writers Association. Zofia Ziemann, mgr Jagiellonian University, Cracow, Poland [email protected] ANGER, SEX AND GENDER IN TOM STOPPARD’S ARCADIA AND ITS POLISH TRANSLATION BY JERZY LIMON The paper examines differences in the linguistic construction of male and female characters in Tom Stoppard’s 1993 play Arcadia and its 1994 Polish translation by Jerzy Limon. A comparative analysis reveals certain regularities: in the Polish version, female characters’ abusive language is weakened, the language of passages concerning conflict or hostility is sexualised, and there are some stereotypical images functioning as equivalents of non-stereotypical passages of the English version. Seemingly insignificant when seen in isolation, these dispersed textual phenomena add up to produce what can be called the “gender bias” of Arcadia, different than the approach to women presented in Stoppard’s original. Rather than resulting from the translator’s conscious strategies, the minor gender-related translation shifts may well be random “sideeffects” of his other choices. Moreover, research on the context of publication of the Polish version revealed that Limon was ~ 169 ~ actually working on an earlier version of Stoppard’s text, which was then significantly revised for publication. In a sense, then, the translation is more “original” than the English original. Bearing this in mind, I refrain from criticising the translator, and focus on a product-oriented reading of the way both Arcadias present the image of women, men, and their mutual, often emotion-laden, relations. Key words: translation shift, gender, censorship, swearwords, stereotype Biographical note: Zofia Ziemann graduated in English Studies and Cultural Studies from the University of Gdańsk and in Translation Studies from the Jagiellonian University, Cracow. She is a doctoral candidate at UNESCO Chair for Translation Studies and Intercultural Communication, Jagiellonian University, where she is working on a dissertation about English translations of the fiction of Bruno Schulz. Her main research interests are translation theory, history, and criticism, and reception studies. She is the secretary-editor of Przekładaniec Journal of Literary Translation. Sütő Zsuzsa, mgr University of Szeged, Hungary [email protected] THE DISSECTION OF A ROMANTIC TRIANGLE A true chameleon of postmodern and contemporary English prose, Julian Barnes, in his novel entitled Talking It Over (1991) and its sequel Love, etc. (2000) unfolds the incidents of an eternal triangle, in which the main characters transfer their objects of desire constantly. Although the theme of love, as an organic building block, often appears in the novels of the writer, critics usually tend to turn their interpretations towards Barnes’ unique usage of historiography, style of narration and authorial presence and absence. It is not an easy task to talk about emotions in the twenty-first century, especially about love. When you want to describe it directly, it is never straightforward, it is almost incommunicable. On the level of the narrative, particularly from the eighteenth century, it usually unveils as a sexual fantasy, starting as a metaphor, but evoking realism, in Barnes’ case irony and comedy. Love instead of elevation thus becomes a method to justify the characters’ narcissism. ~ 170 ~ This is why I think a psychoanalytical rereading of the two books would do justice on how love gets deconstructed and destructed in the novels and how the author-narrator and also the reader “deal with it”. Key words: love, Julian Barnes, psychoanalysis, metafiction Biographical note: I acquired my BA degree from the Babes-Bolyai University in Kolozsvár (Romania) and wrote my thesis on Haruki Murakami’s novel entitled Kafka on the Shore as I was specialized in English and Japanese literature and culture. I continued my MA studies in the University of Szeged, studying English literature and culture. I wrote my MA thesis about Julian Barnes’ two novels entitled A History of the World in 10½ Chapters and Flaubert’s Parrot. During the analyses I tried to reveal the characteristics of postmodern prose and also the characteristics of historiographic metafiction. Currently, I am still working in the fields of literature, prose and postmodernism but my new interest is the philosophy of love connected to the aforementioned concepts. ~ 171 ~ CONFERENCE SPONSORS University of Wrocław Polish Association for the Study of English (PASE) Wrocław City Council Lower Silesia Province Marshal’s Office National Forum of Music, Wrocław ~ 172 ~