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Scientific language, along with media and political discourse, has received adequate and ample attention in research on Grammatical Metaphor (GM) as it is a chief driving force in the discourse of those genres Modern Prose Fiction (MPF) however has seen spotty and sketchy research at best. This study, thus, aims to bring out how GM is deployed in (MPF), as opposed to such a deployment in the language of science. Drawing mostly upon the conceptualization of GM by Thompson (2004) and Halliday & Matthiessen (1999, 2004), the study shifts the spotlight onto Harry Potter series, which is most representative of MPF discoursally and generically. The works placed under analysis for scientific discourse, selected based on clear and clarified criteria, are equally representative. This study is in a qualitative exploratory mould it receives, in that spirit, three phases of compensatory sweeping analysis. The findings uncover six categories of GM in MPF and point to the category of Prepositional and Generic GM as the mainstays, underpinning all GM in the genre. The heart of the differential deployment of GM in MPF is found to lie in Semogenesis, the semiotic powerhouse of evolutionary meaning-making in language. The findings promise to broaden the understanding of GM and encourage undertaking analysis of GM in other prose genres, especially under-researched ones.

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In educational psychology, mindsets refer to a set of core beliefs about intelligence and its role in successful learning in a specific domain. This study investigated the extent to which, the EFL learners’ mindsets might predict their English achievement considering the mediating roles of engagement and self-regulation. The data were collected by means of three questionnaires: The Language Mindset Inventory (LMI), the University Student Engagement Inventory (USEI), and the Academic Self-Regulated Learning Scale (A-SRL-S), as well as the institutes’ reports on their English achievement. We analyzed the data quantitatively using the SPSS 20 and Amos 8 Software. The results revealed that there was a significant direct relationship between language mindsets and English achievement of the EFL learners. Besides, this relationship was significantly mediated by the learners’ engagement and self-regulation.  Drawing on the findings of this research, the challenge for teachers is to cultivate in students the mindsets that emphasize growth and potentials rather than constraints and stagnation.