All Stories

  1. Embodiment and gestural realization of ergative verbs
  2. Are metaphorical classes essentially abstract?
  3. Revisiting the competition model: From formation to pedagogical implications
  4. Motion events in English textbooks: a cross-linguistic analysis of Path
  5. Abstract metaphorical classes: A perspective from distributed models of conceptual representations
  6. Why are Motions Effective in Describing Emotions?
  7. A cognitive perspective on basic generic metaphors and their specific-level realizations
  8. A Review of Studies Supporting Metaphorical Embodiment
  9. Metaphors of time across cultures
  10. Culture in English Language Teaching: A curricular evaluation of English textbooks for foreign language learners
  11. Distributed embodiment of metaphorical hope in hand, head, and eyebrow gestures
  12. How emotions are metaphorically embodied: measuring hand and head action strengths of typical emotional states
  13. Gestural Embodiment of Intensifiers in Iconic, Metaphoric, and Beat Gestures
  14. The Impact of Manner Adverb on the Gestural Embodiment of Actions Described by Literal and Metaphoric Sentences
  15. The challenge of psychological processes in language acquisition: A systematic review
  16. EFL learners' learning styles and their reading performance
  17. Understanding perceptual change as a movement in literal and metaphorical sentences
  18. A Study of the Use of Iconic and Metaphoric Gestures with Motion-Based, Static Space-Based, Static Object-Based, and Static Event-Based Statements
  19. An algebraic perspective on abstract and concrete domains
  20. Types of metaphors and mechanisms of comprehension
  21. Isomorphism: Abstract and Concrete Representations
  22. The Many Smiles Collaboration: A Multi-Lab Test of the Facial Feedback Hypothesis
  23. Suppression in Metaphor Comprehension: A Perspective From Distributed Models of Conceptual Representation
  24. Several Reasons behind Using Metaphor: A Cognitive Perspective on Metaphoric Language
  25. A Neuropsychological Perspective on Deep or Abstract Homogeneity Among Concretely Different Systems
  26. Recasts vs. direct corrective feedback on writing performance of high school EFL learners
  27. Abstract and Concrete Representations in Structure-Mapping and Class-Inclusion
  28. The Role of Motion Concepts in Understanding Non-Motion Concepts
  29. Suppression of semantic features in metaphor comprehension
  30. Learners’ Factors in L2 Reading Comprehension
  31. Metadiscourse Markers in Pure Mathematics Textbooks
  32. Corrective Feedback and Personality Type: A Case Study of Iranian L2 Learners
  33. Critical Evaluation of the New Headway Advanced and the ILI Advanced Series: A Comparison of Curricular Components and CLT Objectives Based on ACTFL