<abstract xmlns="http://www.w3.org/1999/xhtml">The paper investigates the interaction of conceptual blending and conceptual metaphor in producing figurative creativity in discourse. The phenomenon of figurative creativity is defined by Kövecses (2005) as creativity arising through the cognitive mechanisms of metonymy, metaphor, and blending. Specifically, the paper examines the use of creative figurative language in the British public discourse on the topic on Brexit. The aim of this paper is to show that conventional metaphors can be creatively stretched through conceptual blending, producing instances of creative figurative language. Specifically, applying blending theory, we will analyse innovative conceptual blends, motivated by the conventional <sc>marriage</sc>/<sc>divorce</sc> metaphor. In addition, the paper also examines the way in which creative figurative language produced in metaphorical blends provides discourse coherence at intertextual and intratextual levels.</abstract>

Faculty of Humanities and Social Sciences

A marriage of convenience or an amicable divorce: Metaphorical blends in the debates on Brexit

<abstract xmlns="http://www.w3.org/1999/xhtml">This study investigated Nowruz (Persian New Year) messages by Presidents Hassan Rouhani and Barack Obama in March 2016. The study critically analyzed the discourse of these two presidential messages and uncovered the hidden aspects of their ideologies, policies, and background worldviews. In doing so, an integrated version of Halliday’s systemic functional grammar (SFG) and critical discourse analysis (CDA) was used. The analysis of data included various linguistic dimensions (e.g. processes, modality, transitivity) of the messages and their statistics. Although results suggested that Obama intended to build a more intimate situation, both presidents tried to inspire a spirit of action, development and effort in their respective governments. The messages did not reveal considerable thematic differences, except some discoursal religious features expressed in Rouhani’s message.</abstract>

Rouhani’s and Obama’s Persian New Year messages: A systemic functional grammar perspective

<abstract xmlns="http://www.w3.org/1999/xhtml">Distance education, as a form of education that enables and promotes development of autonomous life-long learning skill, necessary to keep up with rapid changes and development in today’s society, is a concept definitely worth considering. Teaching a foreign language in a distance education system is very challenging, primarily in terms of overcoming the main gap – lack of direct contact between teachers and learners. This paper focuses on the aspect of teaching materials used for ESL in a distance learning system.</abstract>

Teaching materials for ESL distance learning

<abstract xmlns="http://www.w3.org/1999/xhtml">Computerized dynamic assessment (CDA) posits itself as a new type of assessment that includes mediation in the assessment process. Proponents of dynamic assessment (DA) in general and CDA in particular argue that the goals of DA are in congruence with the concept of validity that underscores the social consequences of test use and the integration of learning and assessment (Sternberg &amp; Grigorenko, 2002; Poehner, 2008; Shabani, 2012;). However, empirical research on CDA falls short in supporting such an argument. Empirical studies on CDA are riddled with ill-defined constructs and insufficient supporting evidence in regard to the aspects of validity postulated by Messick (1989, 1990, 1996). Due to the scarcity of research on CDA, this paper explores the potentials and the viability of this intervention-based assessment in computer assisted language testing context in light of its conformity with Messick’s unitary view of validity. The paper begins with a discussion of the theoretical foundations and models of DA. It then proceeds to discuss the differences between DA and non-dynamic assessment (NDA) measures before critically appraising the empirical studies on CDA. The critical review of the findings in CDA literature aims at shedding light on some drawbacks in the design of CDA research and the compatibility of the concept of construct validity in CDA with Messick’s (1989) unitary concept of validity. The review of CDA concludes with some recommendations for rectifying gaps to establish CDA in a more prominent position in computerized language testing.</abstract>

Examining validity in computerized dynamic assessment

AHEAD OF PRINT

Volume 11 (2023): Issue 2 (December 2023)

Volume 11 (2023): Issue 1 (October 2023)

Volume 10 (2022): Issue 2 (December 2022)

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Volume 9 (2021): Issue 2 (December 2021)

Volume 9 (2021): Issue 1 (October 2021)

Volume 8 (2020): Issue 2 (December 2020)

Volume 8 (2020): Issue 1 (December 2020)

Volume 7 (2019): Issue 2 (December 2019)

Volume 7 (2019): Issue 1 (October 2019)

Volume 6 (2018): Issue 2 (December 2018)

Volume 6 (2018): Issue 1 (October 2018)

Volume 5 (2017): Issue 2 (December 2017)

Volume 5 (2017): Issue 1 (October 2017)

Volume 4 (2016): Issue 2 (December 2016)

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Volume 3 (2015): Issue 2 (December 2015)

Volume 3 (2015): Issue 1 (October 2015)

Volume 2 (2014): Issue 2 (December 2014)

Volume 2 (2014): Issue 1 (October 2014)

ExELL

 ExELL (Explorations in English Language and Linguistics) is an international peer-reviewed electronic journal, published as a joint project of the School of English Studies of the University Josip Juraj Strossmayer Osijek, Croatia and English Language and Literature Department of Tuzla University from Tuzla, Bosnia and Herzegovina.  The aim of the journal is to promote and facilitate academic exchange in English theoretical and applied linguistics. Our mission is to provide a linguistics journal based on data drawn from the English language that would reflect a wide range of interests and opinions. We want to create opportunities for scholarly communication by encouraging the dissemination of theoretical and research-informed insights using the Internet as a medium in order to make linguistics accessible to the widest possible audience.  The journal offers a wide range of theoretical, methodological, and educational approaches to English. We encourage submission of various topics about the English language and　 linguistics, such as: theoretical and descriptive approaches to English, synchronic and diachronic variability of English, cognitive approaches to English, discourse analysis, corpus linguistics, contrastive linguistics, applied linguistics, ELT/TEFL/ESP, second language acquisition, translation studies, the structure of contemporary varieties of English (phonology, morphology, syntax and semantics) and other topics related to exploration of English language and linguistics.  The journal is interested in papers which focus on defining new problems for the study of the English language and linguistics, providing new insights into the known problems and developing new methodologies to approach old and new problems.  The journal does not have article processing charges (APCs) nor article submission charges.  Archiving  Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections.  Plagiarism Policy  The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process. 