This paper investigates a cognitive study of the eye concept in three languages: Italian, English and Polish. The three languages chosen are representative of different language groups: the Romance, Germanic and Slavonic languages. The analysis contains an explanation of the chosen concept and explores its meaning and symbols not only in languages, but also in culture and religion. It comments on general concepts of cognitive linguistics like categorization, metaphorization and conceptualization in language. This research primarily utilizes the theory of Cognitive Grammar proposed by R. W. Langacker and also incorporates the Polish approach with JOS, The Linguistic Image of the World introduced by J. Bartmiński. The project focuses on describing the ways people perceive and define the world and reality and how they identify things and events. The analysis examines the differences and similarities between comprehension and the interpretation of these notions in different languages. It compares the three different ways of world perception demonstrated in the collocations with the word eye. The results demonstrate that meanings are transported by assuming new ones, and reveal how perceived reality is reflected in such diverse languages.

The aim of the article is to discuss some issues concerning the problem ofinterlinguistic equivalence of phraseologisms. The article presents definitions of phraseological units and different aspects of equivalence. In this work, the author presents analysis of the concrete linguistic material (a series of sequences including names of the human body parts in French, Italian and Polish) and he discusses classification of the potential equivalents in homologue categories, partial correspondents and idiomats.

The methods of both clock-time and date designation find their specific expression in the temporal meanings system of the Polish language. As it seems, due to the specificity of their meaning (expression of precise time of the activity) and high frequency of the nominal groups with such a semantics, the constructions concerned are characterized by a relative stability of their use, especially if compared with other temporal constructions. The article proposed hereby accounts for the continuation of a series devoted to the analysis of linguistic expressions which in the Polish language serve as designates of clock-time and date.

The aim of the article is to examine the context in which Russian verbs denoting different action types are not used in the German translation. The text material consists of contemporary Russian literature works and their German translation. The article consists of two parts. Part One includes the classification of action types in Russian and their German equivalents. In Part Two the author takes into account the absence of German equivalents suited to the morphologically expressed modifications of basic Russian verbs.

The interest of this project lies in the domain of modeling our verbal performance on the basis of what we know about our individual modalities in the context of mother tongue (LI) and foreign language (L2) use. It relates to an aspect of research in the area ofneurolinguistic programming (NLP), more precisely the one which focuses on the description of our verbal interactions and the preferences we may have for certain language forms as examples of our individual modalities and of representational systems in the mind. The introductory part of the presentation looks at the major assumptions ofNLP and the role of verbal expression as evidence of our representational systems. It describes the language characteristic of individual modalities, such as the visual, auditory, kinesthetic, olfactory and gustatory. The research part of the project, carried out with a group of advanced second-language English learners, attempts to describe the subjects' individual modalities in their mother tongue and in their second language. It addresses the question whether the modalities as exemplified in idiosyncratic use of their mother tongue Polish are the same as those observed in the use of the second language, English. The data was collected by means of different recognition and production tests in the subjects' mother tongue and second language. This data was supplemented by comments made by the subjects on their individual awareness of the modalities they have. The study results have clear implications for FL/L2 classroom teaching and learning practice in respect of how to model a learner's optimum performance in FL/L2.

This paper presents the results of a study of how Polish-English bilinguals conceptualise and process picture - cues in their native language (LI). The study sought to discover whether and to what extent advanced proficiency in a second/foreign language has an observable impact on concept representation and language use in the LI. The underlying assumption was that each of the bilingual's languages is represented at three distinct levels, i.e. the lexical, semantic and conceptual level (Pavlenko 2002), and that concepts are stored in a representation common to both languages (De Groot 2002), while words and their meanings are stored in separate lexicons. Following from this, the contention is that L2 lexical transfer into the LI could have its source in the conceptual system, which is affected by both proficiency in the bilingual 's languages and the manner as well as context of language use (Pavlenko 2002). The findings will be discussed in the light of current research into bilingualism and within the framework of Cook's (1996) theory of multi-competence.

The paper presents results of a longitudinal study investigating levels of language anxiety experienced by secondary school students learning English in a Polish secondary school. The main findings of the research focus on levels of language anxiety experienced over 3 years of FL study. This variable is also correlated with semester grades, self-perceived levels of foreign language skills and the length of language study. The results corroborate the main hypothesis of the research, according to which the language anxiety levels decrease with the development of language proficiency over time. That is not the case of dyslexic students whose language anxiety intensity remains stable. Language anxiety levels are also gender-dependent with girls experiencing their significantly higher levels than boys.

This article analyses critically old traditional methods of teaching foreign language in relation to the work with L2 lexical items. In the first place the author discusses the didactical tendencies in German speaking countries. The analysis shows strong and week aspects of the described teaching concepts and tries to answer the question if there is one especially effective method which supports the learning process of the foreign vocabulary. The author comes to the conclusion that such efficient teaching approach can't be found. The reason for it is the very complicated and individualized structure of the cognitive processes of foreign words acquisition. Therefore the best solution to the problem at hand here could be seen in the application of various teaching methods and techniques, in the activation of cognitive abilities of the learners and in the development of the learner autonomy.

Force dynamics comes to the fore as our major ally in distilling to the bare essentials the areas of modal meanings where, invariably, entities' actions and judgements are encroached upon by force oppositions. The theory casts two participants, who are embedded in a given modal context, into the roles of Agonist and Antagonist, the former being equated with a central participant propeled by an unsatiable drive to display its force inclinations, the latter's contribution resting chiefly on contradicting these inclinations. Thus, with a bumper crop of force dynamics and the concomitant formulae thereof in hand, the author seeks to check how, if at all, the theory spills over and resonates in the usage of Old English pre-modal verbs. Nothing less than thorough delineation of the force dynamic patterns in Old English is presented and a force-dynamics-inspired survey of the modal meanings of pre-rnodals ensues.

The article aims at investigating the concept of morphological productivity, which, although frequently applied in the discussion of various word-formational analyses, has not, as it seems, received attention sufficient for its disambiguation. In order to clarify this issue, the article inquires into the complex interrelations of such notions as productivity, transparency, frequency, and potentiality. Moreover, the view of productivity as a cline is also inspected, and, consequently, the linguistic and extralinguistic constraints on productivity are scrutinised and commented on.

The present paper aims to examine the correlation between the presence of formal cohesive markers in the surface structure of the text and the length of the ear-voice span in simultaneous interpreting outputs. The types of cohesive devices analysed in the study are various types of conjunction: additive conjunction, adversative conjunction, causal conjunction, temporal conjunction, continuatives and emphatic conjunction. The model of classification of cohesive ties adopted in this study is that of Halliday and Hasan ( 1976), used previously by Shlesinger ( 1995) in her study of cohesion in simultaneous interpreting. The analysis of conjunctive cohesive ties rendition was performed using the criteria of Interpreting Constraints partly set in the framework of Information-processing Theory and relying heavily on Gile's Effort Models.

The paper provides the description of two phonological systems, one with a categorical rule, the other with a free-variation pattern, both concerning the use of linking r. First, it shows that free variation may be captured by the Local Dynamic Reranking concept. The concept does not presume the existence of separate constraint rankings within a given accents, it merely recognizes locally fuzzy areas being determined by sociolinguistic and other factors. Thus free variation (the existence of separate, apparently conflicting variants: rhoticity-nonrhoticity) may not only be described but also explained within a single theoretical framework. Obviously a lot remains to be done in the field of how statically undetermined (neutralized) rankings are dynamically ranked and what causes the fuzziness of local neutralized areas within constraint rankings. Second aside from the explanation ofthe phenomenon of free variation, the present study attempts to avoid the arbitrariness of the choice of free variants. By combining constraints and underlying forms (floating nature) the paper shows that a given sound appears where it does but also why it is this particular sound that surfaces. It appears that with the amalgam of both markedness constraints and carefully justified possible underlying representations will one be able to come completely to terms with surface phonological variation which is so much a part of any linguistic interaction in any human language.

The paper aims to present the phenomenon of categorization in speech perception. It commences with showing the diversity and distribution of speech sounds in the world's languages. Next, certain distributional tendencies, such as back vowel rounding and low vowel nasalization, are presented and discussed in the light of auditory and acoustic principles. Categorical perception, as the pivotal concept of the paper, is delineated from a procedural and methodological point of view. Last but not least, the article discusses the arguments against categorization is speech perception as well as various attempts to define a unit of perception other than a phonetic segment As a conclusion, proposals for the reconciliation between categorical and continuous modes of perception are shown.