Linguocognitive Aspects of Adrian Mole’s Linguistic Identity (Based on Books Written by Sue Townsend)

Tyumen State University Herald. Humanities Research. Humanitates


2018, Vol. 4. №2

Linguocognitive Aspects of Adrian Mole’s Linguistic Identity (Based on Books Written by Sue Townsend)

For citation: Ponomareva O. B., Sokolova P. I. 2018. “Linguocognitive Aspects of Adrian Mole’s Linguistic Identity (Based on Books Written by Sue Townsend)”. Tyumen State University Herald. Humanities Research. Humanitates, vol. 4, no 2, pp. 57-70. DOI: 10.21684/2411-197X-2018-4-2-57-70

About the authors:

Olga B. Ponomareva, Dr. Sci. (Philol.), Professor, Department of the English Language, University of Tyumen;; Scopus Author ID: 56998471200

Polina I. Sokolova, Master Student, University of Tyumen;


The present study belongs to the field of such an evolving linguistic discipline, as linguopersonology. It researches linguistic personality in various social contexts, the embodiment of its main characteristics in the language, and the study of the linguistic means of their presentation.

This article is a brief survey of studies, devoted to the research of the cognitive aspect of the teenager linguistic identity in the books written by the English writer Sue Townsend. The main character’s name is Adrian Mole.

The research is based on the first two novels: “The Secret Diary of Adrian Mole, aged 13¾” and “The Growing Pains of Adrian Mole”.

The theoretical basis of the research includes the language personality concept proposed by Yu. N. Karaulov. Being implemented in a three-level model, this approach allows us characterizing any linguistic identity in a verbal, linguistic and pragmatic way.

The chosen concept defines the main method of structural modelling, as well as the method of linguistic analysis and cognitive modelling.

In the research process, we have identified thematic groups, which became the basis for creating new semantic units through the derivation process. This material (120 lexical units in 107 microcontexts) has been grouped into six linguocognitive models according to the type of meaning transfer.

The linguocognitive models, presented in the article, made it possible to characterize the linguistic personality of an English teenager and to identify her main features and motives of behavior.


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