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)
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:
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Year:
24th PASE International Conference “Emotion(s)”
Book of Abstracts
Marcin Tereszewski, Marcin Walczyński
volumina.pl Daniel Krzanowski
978-83-7867-267-8
2015
CONFERENCE ACADEMIC PROGRAMME COMMITTEE:
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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:
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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:
Faculty of Letters
ul. Kuźnicza 22
50-138 Wrocław, Poland
Conference website: www.pase2015.wordpress.com
Facebook profile: https://www.facebook.com/PASE2015Conference
Email: [email protected]
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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
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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
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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
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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
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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:
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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.
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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
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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
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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.
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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.
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Anna Budziak, prof. dr hab.
[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,
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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
[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.
[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
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.
[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
[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
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
[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
[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
[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
[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
[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
[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
[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
[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
[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
[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.
[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
[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
[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
[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
[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
[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
[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
[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
[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.
[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
[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
[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.
[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.
[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
[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
[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
[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
[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
[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
[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
[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.
[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.
[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.
[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
[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
[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
[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
[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
[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
[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
[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
[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
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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
[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
[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
[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
[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
[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
[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
[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
[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,
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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.
[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
[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
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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
[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
[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
[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
[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.
[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
[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
[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
[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.
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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
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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.
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Anna Michońska-Stadnik, prof. dr hab.
[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
[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.
[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
[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.
[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
[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
[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
[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
[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
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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
[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.
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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
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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
[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
[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
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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.
[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
[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.
[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
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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
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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
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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
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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
[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
[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
[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
[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
[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
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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
[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.
[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
[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
[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
[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
[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
[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
[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
[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.
[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.
[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.
[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
[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
[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
[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.
[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 publications 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
[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
[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
[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
[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
[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
[email protected]
Magdalena Zabielska, dr
[email protected]
Joanna Otocka, mgr
[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
[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
Polish Association for the Study of English (PASE)
Wrocław City Council
Lower Silesia Province Marshal’s Office
National Forum of Music, Wrocław
~ 172 ~

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