http://hdl.handle.net/11089/26518 Sun, 05 Apr 2026 23:26:50 GMT 2026-04-05T23:26:50Z https://dspace.uni.lodz.pl:443/bitstream/id/7249cd49-000c-4bd4-9648-db77bbd8b752/ http://hdl.handle.net/11089/26518 http://hdl.handle.net/11089/26550 Old English Simile of Equality: The Highest Degree of Similarity Oleniak, Mariana This paper aims to provide an account of Old English similes of equality marked by the superlative degree of the adjective gelic. It deals with the structure and semantics of similes marked by the (ge)/(on)licost component, which, unlike in Modern English, being subjected to gradation, can show the highest degree of similarity between referents. The article presents the criteria for structural classification of the simile in question describing two major structural types, that employ nouns in the dative or nominative case, as well as its semantic interpretation from macro and micro levels of perspective. The paper examines every simile with the (ge)/(on)licost component found in Old English manuscripts belonging to various textual genres. Fri, 11 Jan 2019 00:00:00 GMT http://hdl.handle.net/11089/26550 2019-01-11T00:00:00Z http://hdl.handle.net/11089/26551 The Interplay of Cross-Linguistic Differences and Context in L2 Idiom Comprehension Suñer, Ferran The present study investigates to what extent the effect of cross-linguistic differences on L2 idiom comprehension is modulated by the presence of a context. Sixty students of German as a foreign language (L1 French) completed a comprehension test consisting of metaphorical idioms in the L2 that differed from their L1 equivalents conceptually and formally and were presented with or without context. The results show that an increasing degree of conceptual and formal distance as well as the absence of context are generally associated with lower performance in the idiom comprehension test. However, the analysis of interactions shows that the presence of the context was especially supportive for conceptually different items, whereas the facilitative effect of formal similarity considerably diminished with increasing conceptual distance. Fri, 11 Jan 2019 00:00:00 GMT http://hdl.handle.net/11089/26551 2019-01-11T00:00:00Z http://hdl.handle.net/11089/26549 Back to Orthoepia – Spelling in Pronunciation Instruction: “Words Commonly Mispronounced” by Learners of Six L1s Nowacka, Marta A. This is a continuation of Nowacka’s (2016) study on the importance of local and global errors and spelling in pronunciation instruction. Unlike in the previous research that focused on the performance of Polish learners only, respondents of six different nationalities are included, in search of some cross-national universals or absence of them. This study seeks to answer the following questions: whether there is a need to focus on spelling in a pronunciation course with learners representing six different L1s and if this is the case which graphophonemic / phonotactic rules of English should be explicitly taught to all of these learners and which ones might be L1 specific only. The intention is also to empirically confirm the existence of local errors in the performance of around 240 speakers and 50 more listeners, constituting 291 listeners of six nationalities (Kazakh, Malaysian, Polish, Turkish, Tajik and Ukrainian) and to confirm the usefulness of memorizing Sobkowiak’s (1996) ‘Words Commonly Mispronounced’ even for learners of different L1s. Fri, 11 Jan 2019 00:00:00 GMT http://hdl.handle.net/11089/26549 2019-01-11T00:00:00Z http://hdl.handle.net/11089/26548 Parenthetical Clauses in the Qurʼān Dror, Yehudit In the few traditional Arabic grammatical sources that address the term parentheticals it is usually defined as the insertion of a clause between two other clauses, or between two syntactic components, for taʼkīd “emphasis.” In this article I examine Qurʼānic parenthetical clauses in the theoretical framework of relevance theory. It transpires that the parenthetical clause is placed where it achieves optimal relevance and therfore the conveyed utterance does not require the addresses to waste any efforts trying to procees the information and correctly interpret it. Optimal relevance also means having a contextual effect. The Qur’ānic parenthetical clauses have one of the following contextual effects: They serve to affirm God’s omnipotence, indicating that only God produces suras, created heaven and earth. He is the forgiver and all depends on His will; to explain what it meant by a specific statement or to explain the reason behind a certain action; to qualify, to highlight a specific characterization, for example, one of the parenthetical clauses modify the Qur’ān as the truth from God; to provide background information, which could explain further developments in the narrative. Fri, 11 Jan 2019 00:00:00 GMT http://hdl.handle.net/11089/26548 2019-01-11T00:00:00Z