This article aims to demonstrate how translators' lexical choices influence the atmosphere of the translated poem relative to the original. Although each author deliberately constructs the atmosphere of their work through the selection of linguistic resources, the concept of literary atmo­sphere has not yet been precisely defined in the existing literature on translation studies. Baker merely alludes to "something elusive" that accompanies the reader during the act of reading. However, it is not until Joanna Wilk-Racięska that a preliminary definition of this concept is proposed. The present study adopts Wilk-Racięska's definition of literary atmosphere and underscores its relevance for literary analysis and translation studies. The study focuses on the poet's imagery, understood as the linguistic resources and procedures through which the scenes of an imaginary reality are structured and shaped. This imagery is contrasted with the translator's, with particular attention paid to lexical choices. The corpus analyzed consists of two fragments from poems by Federico García Lorca and one fragment from a poem by Julio Cortázar. The methodological tools applied derive from cognitive poetics – particularly the approaches of Cruse, Fauconnier, Fauconnier and Turner, and Langacker – which, as Tsur notes in Aspects of cognitive poetics, "offer cognitive theories that systematically account for the structure of literary texts and their perceived effects".

This article presents a reconstruction of the interpretive frame of illness/disease (choroba) in contemporary Polish, drawing on Charles Fillmore’s theory of frame semantics. The analysis is based on data from Polish dictionaries and corpora, taking as its starting point the frames related to the situation of illness/disease, developed for English within the FrameNet project. In contrast to the professional, clinician-focused approach prevalent in the FrameNet database, the Polish frame for illness/disease (choroba) is reconstructed from the perspective of the patient as the subject experiencing the state of illness, undertaking specific actions, and entering into relationships with others. Three core (obligatory) elements of the frame are distinguished: the subject, the condition, and the state of being in the condition, along with a range of non-core categories that specify the core elements in detail (e.g., type of subject, location, cause, or type of condition). The frame structure also includes two subframes: treatment and social environment, which introduce medical and social perspectives.

The article is a review of research on stereotypes and related concepts, such as myth and prejudice. The various definitions of stereotypes which are discussed are embedded in the humanities and social sciences, taking into account the cognitive and ethnolinguistic dimensions of the stereotyping phenomenon proposed by Jerzy Bartmiński. The article cites numerous definitions of stereotypes coined in the last century, starting from 1922, when Walter Lippmann published his groundbreaking book Public opinion, in which he first characterized the structure of a stereotype in relation to the formation of public opinion. The purpose of the article is to provide a holistic presentation of the phenomenon of the stereotype in an interdisciplinary and transdisciplinary manner, drawing primarily on German and Polish research. The article also aims to formulate an original definition of a stereotype, which is presented at its conclusion, and to situate it within the broader context of related phenomena. Among the key problems in the presented article such as myth and prejudice, the article also presents cognitive and/or cultural studies definitions of a stereotype, as well as a purely behaviourist approach to the phenomenon, as proposed, for example, by Adam Schaff.

The aim of this paper is to throw some light on the nature of metaphorical transfers of En­glish food names that historically have been employed in reference to human beings, their features, their
body parts, sexuality and other characteristics of human existence. As we will attempt to show, the motivation behind the rise of foodsemic metaphors is most frequently of purely extralinguistic nature. The combined synchronic and diachronic perspectives, often referred to as panchronic perspective, allow us to show that metaphorical shifts in lexical items from the macrocategory foodstuffs are not random but instead reflect the crucial influence of conceptual dimensions such as [taste], [colour], [shape], and [consistency]. The given dimensions are a conceptual reflection of extralinguistic objects which are of certain colour or transparency, taste or its lack, as well as consistency. Our analysis draws on the model proposed by Kleparski and related studies that trace metaphorical shifts in the history of English across diverse social and regional contexts.

This article examines the conceptualisation of simplicity as a human trait. Preliminary corpus has research revealed gender-based differences in how this trait is perceived. The study aims to reconstruct the cognitive images of a simple woman and a simple man in the Polish language. It is grounded in the ethnolinguistic framework of the Lublin school (J. Bartmiński), which reconstructs the linguistic worldview using systemic, survey, and textual data. The analysis draws on the lexemes prostota, kobieta and mężczyzna, experimental survey data, and material from two national corpora. Results show that both figures are linked with rurality, low levels of education, pragmatism, and superficial tackiness. The key difference lies in moral evaluation: the simple man is associated with virtues (honesty, sincerity), while the simple woman is depicted mainly through service roles and religiosity.

This study has examined whether enhancing learners' metaphor awareness could improve the retention of idiomatic expressions in Polish L2 English learners. Sixty-nine students from two secondary schools divided into four groups participated in the study: one experimental (n = 20) and one control (n = 21) from School 1 and one experimental (n = 15) and one control (n = 13) from School 2. During instruction, the control groups received vocabulary notes with items organised along functional lines, e.g., to describe acute and sudden anger. The experimental groups received vocabulary notes with the same items, but organised under the headings of conceptual metaphors, e.g., anger as fire. All of the groups were tested twice immediately after the instruction and a month later. The immediate post-instruction test showed that there was a significant difference between the experimental and control groups from School 1. Yet, no such result was observed in School 2. The delayed post-test revealed no statistically significant difference between groups in either of the schools. These results suggest that enhancing metaphor awareness of students can lead to improved short-term retention of idioms, but a single instance of metaphor-based instruction is not enough to offer long-term effect on vocabulary learning.

This paper investigates the interpretation of the conjunction and and the disjunction or in legal texts, with a focus on international law and on ways in which pragmatic theories can assist such legal interpretation. The aim of the research is to explore if three different linguistic, or more precisely, pragmatic frameworks are applicable to interpretation in international law: Laurence Horn’s neo-Gricean framework and post-Gricean Relevance Theory, according to which and and or have conceptual meaning, and Mira Ariel’s as well as Ariel and Caterina Mauri’s framework, according to which these connectives have procedural meaning. Through a comparative analysis of these models, the paper demonstrates how each theory accounts for the potential pragmatic enrichment of the connectives, and that constraints on legal interpretation – the rules of interpretation – can be integrated into the three theories as instantiations of Gricean maxims. An analysis of two legal examples shows that all three theories make adequate predictions.

This article provides a multifaceted overview of the verbal retort as a linguistic, cognitive, and interactional act. Despite the pervasive presence of retorts in rhetorical, comedic, and social discourses, a thorough analysis of their structure and functions has hitherto been lacking. The objective of this review is to systematize and interpret diverse approaches to the retort – ranging from Grothe’s rhetorical distinctions and Alzabin’s logico-pragmatic matrices to the analytical tools of cognitive linguistics, namely frames, conceptual metaphors, and conceptual blending (mental spaces integration). Special attention is dedicated to juxtaposing physical and verbal retorts as a conceptual framework, as well as examining the role of humor and politeness strategies in modulating the force and tone of the retort. The review delineates the shared mechanisms underlying retorts, such as linguistic shock, attentional shift, and instantaneous inference. Rather than offering a single unified theory, the author maps the epistemological landscape of research on retorts, identifying a coherent set of theoretical tools that may serve as a point of departure for future empirical and conceptual investigations.

The InterACT (Attitude Change and Tolerance) program is a preventive anti-discrimination educational program that promotes acceptance of stuttering and diversity among preschool and early school-age children. Although the program's effectiveness in shaping appropriate attitudes has been previously confirmed, there has been a lack of research focusing on the experiences of those implementing it. This study aimed to explore the perceptions and experiences of individuals who implemented InterACT in Poland with particular emphasis on perceived benefits and challenges. Participants included speech and language therapists, students, teachers, and psychologists, each of whom facilitated the implementation of the program at least one time. A mixed-methods approach was used, including a survey (n = 51) and semi-structured interviews (n = 7). The quantitative results confirmed high evaluations of the program's usefulness, ease of implementation and positive impact on children's attitudes toward stuttering and diversity. Qualitative analysis revealed the potential for modifying the program according to the group's needs, as well as the crucial role of the facilitator in its effectiveness. Respondents also highlighted the need for additional training on managing complex reactions from children and clarification of instructions in the educational materials. These findings support the program's continued implementation in Polish educational institutions and indicate its potential in anti-discrimination education.