<abstract xmlns="http://www.w3.org/1999/xhtml"> This article asserts that the Japanese wide-scope mo ‘even’ in simple sentences are bipolar items (BPIs) antilicensed or forbidden by negation and licensed in a non-monotonic (NM) environment. BPIs share the features of negative polarity items (NPIs) as well as positive polarity items (PPIs). The Dutch ooit ‘ever’, the Serbo-Croatian i-series ‘and/even’, and the Hungarian is-series ‘and/even’ are antilicensed by clausemate negation and licensed by extraclausal negation (van der Wouden, 1997; Progovac, 1994; Szabolcsi, 2002) or non-monotonic negative (and positive, for Serbo-Croatian) emotive predicates. Adding an NPI rescues BPIs in uncomfortable clausemate negation.</abstract>

Bipolar Items

<abstract xmlns="http://www.w3.org/1999/xhtml"> Cognitive rhetoric of effect deals with creating a referent’s favourable image throughout four text-forming stages: invention (looking for arguments); disposition (argument arrangement); elocution (verbal ornamentation); and performance, combining the ancient canons of memory and delivery. The cognitive procedures of rhetoric of effect rest on conceptual structures of sensory-motor origin: image schemas, i.e. recurring dynamic patterns of our perceptual interactions and motor programmes (Johnson, 1987, p.xiv), and force dynamics, i.e. a semantic category in the realm of physical force generalized into domains of internal psychological relationships and social interactions (Talmy, 2000, p.409). The embedding of sensory-motor structures into the text-forming stages reveals that cognitive rhetorical effects are created by managing the energy flow, which consists of force and motion transformations denoted by particular linguistic units. The phenomenon is exemplified by the analysis of the way impressions of freedom celebration and freedom defence are formed in the inaugurals of J.F. Kennedy (1961) and G.W. Bush (2005) respectively.</abstract>

Cognitive rhetoric of effect: energy flow as a means of persuasion in inaugurals

<abstract xmlns="http://www.w3.org/1999/xhtml"> This study investigates the relationship between learners’ receptive vocabulary knowledge as measured by the Vocabulary Size Test (Nation and Beglar, 2007) and free productive vocabulary knowledge as demonstrated by the learners when writing a short story based on pictures. The focus is on three different areas of productive vocabulary use: lexical diversity (i.e. the proportion of different words in a text), lexical sophistication (i.e. the proportion of advanced words in a text) and lexical density (i.e. the proportion of content words in a text). The results of a bivariate correlation analysis indicate that there is a moderate relationship between learners’ receptive vocabulary knowledge and lexical diversity of the texts they produce; there is a weak relationship between their receptive vocabulary knowledge and lexical sophistication in the texts; and there is no relationship between their receptive vocabulary knowledge and lexical density.</abstract>

The relationship between receptive and productive vocabulary of Slavic EFL learners

<abstract xmlns="http://www.w3.org/1999/xhtml"> This study explores the ability of Jordanian learners of English as a foreign language (EFL) to produce English metaphorical and metonymical expressions, using a completion task. It also examines whether the use of conceptual and linguistic knowledge of the participants’ first language, i.e. Jordanian Arabic (JA) would facilitate the production task. The study adopts a contrastive model to compare and contrast figurative devices in English and JA, consisting of six types that vary in relation to the conceptual bases and linguistic expressions involved. The results reveal that even though the participants’ scores were poor, the participants exhibited a general capacity to produce metaphorical/metonymical expressions that are similar in meaning to the ones required on the test, utilizing their L1 conceptual and linguistic knowledge. It was suggested that three important factors need to be satisfied to enable EFL learners to produce English figurative devices correctly, i.e. knowledge of the conceptual bases involved, a good command of English collocational knowledge and familiarity with the concept of partial synonymy, and continuous exposure to the figurative expressions in real-life English. Based on these results, the study proposes some pedagogical implications that may assist EFL learners to familiarize themselves with metaphorical/metonymical expressions in English and it concludes with recommendations for further research.</abstract>

On the production of metaphors and metonymies by Jordanian EFL learners: acquisition and implications

<abstract xmlns="http://www.w3.org/1999/xhtml"> Our cognition, that is our knowledge of the world, is based on concepts. A word itself can be regarded as a multilayered concept with an anthropocentric proto-basis. Following the tradition and the methodological framework of the New Moscow School of Conceptual Analysis, we trace the implicit affinity between the concepts of seeing, knowing and believing in Slovak. In this paper, the lexical relations of inclusion between the concepts are revealed directly through the etymological study of the lexemes vidieť ‘see’, vedieť ‘know’ and veriť ‘believe’. Additionally, the identification of figurative meanings of the selected Slovak phrasemes provides indirect evidence for the assumed internal connections and for the existence of associative lingua-creative mechanisms manifested in the birth of new metaphorical meanings.</abstract>

PhD., Department of Slovak Language Faculty of Arts, Constantine the Philosopher University Štefánikova 67 949 74 Nitra,

Department of English and American Studies, Faculty of Arts, Constantine the Philosopher University Štefánikova 67 949 74 Nitra,

Revealing the anthropocentric nature of language and the theory of the living word in the interpretation of the concepts vidieť ‘see’, vedieť ‘know’ and veriť ‘believe’ in the Slovak language

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Topics in Linguistics

 Topics in Linguistics is a double-blind, peer-reviewed international scientific journal issued twice a year by the Department of English and American Studies, the Faculty of Arts, at the Constantine the Philosopher University in Nitra.  The journal aims to foster interdisciplinary, cross-linguistic and cross-cultural approaches to language research. Topics in Linguistics seeks to publish high-quality, original papers which adopt diverse theoretical and methodological perspectives in exploring a wide range of current issues in linguistic studies. Although papers on world languages are considered, we especially encourage submissions dealing with the majority and minority languages spoken in Europe.  Subject areas of study include, but are not limited to:   general linguistics (phonology, morphology, syntax, semantics, pragmatics)  interfaces with general linguistics (neurolinguistics, psycholinguistics, sociolinguistics, computational linguistics)  cognitive linguistics  comparative linguistics  corpus linguistics  applied linguistics  stylistics  (critical) discourse analysis  intercultural communication   Topics in Linguistics is published in English. Authors are requested to submit their papers (doc. format) anonymously. The authors will receive an automatic confirmation email and are notified within one month of submission of the results of the initial screening of their manuscript.From Volume 13, 2014 onwards, Topics in Linguistics has been published by De Gruyter Open (now Sciendo). Since 2016 Topics in Linguistics has been an electronic-only journal.  Acceptance Rate (2020-2021)   11.85%   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. 