Search results

1

English-Polish contrastive grammar at Polish universities

100%

Mańczak-Wohlfeld E.

Linguistics Beyond and Within

|

2016

|

vol. 2

126-138

EN

Although contrastive studies do not enjoy great prestige among linguists, they have a very long tradition dating back to ca. 1000 A.D. when Ælfric wrote his Grammatica, a grammar of Latin and English. Even then he must have been aware of the fact that the knowledge of one language may be helpful in the process of learning another language (Krzeszowski 1990). Similarly, it seems that throughout the history of mankind teachers of a foreign language must have realized that a native and foreign tongue can be contrasted. However, contrastive linguistics only came into being as a science at the turn of the 19th and 20th centuries. The first works were almost purely theoretical, and it is worth emphasizing that among the first scholars working in the field was Baudouin de Courtenay, a Polish linguist, who published his contrastive grammar of Polish, Russian and Old Church Slavonic in 1912. The outbreak of the Second World War was a milestone in the development of applied contrastive studies since a need to teach foreign languages in the United States arose as a result. The 1960’s is considered a further step in the development of contrastive grammar since a number of projects were initiated both in Europe and in the U.S.A. (Willim, Mańczak-Wohlfeld 1997), which resulted in the introduction of courses in English-Polish contrastive grammar at Polish universities. The aim of the present paper is to characterize and evaluate the courses offered in the English departments of selected Polish universities and to suggest an “ideal” syllabus.

2

The morphology of English loanwords in European languages

100%

Mańczak-Wohlfeld E.

Studia Linguistica Universitatis Iagellonicae Cracoviensis

|

2008

|

vol. 125

PL

Görlach's (2003) claim is that modern anglicisms do not assimilate in European languages on the morphological level, by contrast, it is claimed and proved here that in most cases they are adapted, which means that nouns are firstly assigned the grammatical gender and then declined accordingly in most of the investigated sixteen European languages, and that in the majority of tongues nouns take the native marker of plurality. Görlach is right only in suggesting that compound and complex words are not assimilated since they are treated as simple words. Other parts of speech, which are far less often borrowed, are assimilated to a lesser extent, which is in large part due to their low frequency.

3

Language Planning Activities and Policy – the Case of Poland

63%

Kuźniak M., Mańczak-Wohlfeld E.

Glottodidactica

|

2016

|

vol. 43

|

issue 2

63-83

EN

The paper examines the way and the extent to which language policies have affected the development of the Polish language especially in recent times, since the so-called end of the communist era. The discussion revolves round the Polish Language Act of 1999 which set the rules appropriate to ‘protecting’ Polish from ‘foreign influences’ (English in particular). Subject to examination is the Act’s origins, the government’s motives for it, as well as amendments the Act has undergone since it was first promulgated in 1999 and the justifications for them. Finally, the paper addresses various practical implications stemming from the Act and manifested in a number of more or less spectacular actions taken by the competent bodies and authorities in order to protect the Polish language.

4

Gramatyka języka angielskiego w nauczaniu studentów polskich

63%

Chrzanowska-Kluczewska E., Mańczak-Wohlfeld E.

Studia Linguistica Universitatis Iagellonicae Cracoviensis

|

2008

|

vol. 125

PL

Od dłuższego czasu stało się oczywiste, że gramatyka języka angielskiego jest warunkiem sine qua non w programach nauczania na filologiach angielskich w Polsce. Z tego powodu obejmują one trzy typy kursów z gramatyki: gramatykę opisową, tzw. praktyczną gramatykę języka angielskiego oraz angielsko-polską gramatykę kontrastywną. Opis tych kursów został ograniczony do przedstawienia obecnie realizowanych zajęć w Instytucie Filologii Angielskiej Uniwersytetu Jagiellońskiego. Dominującym modelem językoznawczym, w ramach którego gramatyka języka angielskiego jest wykładana studentom I i II roku, pozostaje tradycyjny strukturalizm. Celem artykułu jest zwrócenie uwagi na konieczność korzystania z podręczników opierających się na danych korpusowych. W związku z tym, że takie podręczniki są nieliczne, postuluje się włączenie odpowiednich danych z korpusów językowych do materiałów pedagogicznych, jak i stworzenie w miarę kompletnego „korpusu błędów", które pojawiają się w angielszczyźnie Polaków.

Refine search results

2 Studia Linguistica Universitatis Iagellonicae Cracoviensis

1 Glottodidactica

1 Linguistics Beyond and Within

4 Mańczak-Wohlfeld E.

1 Chrzanowska-Kluczewska E.

1 Kuźniak M.

2 2016

2 2008

English-Polish contrastive grammar at Polish universities

The morphology of English loanwords in European languages

Language Planning Activities and Policy – the Case of Poland

Gramatyka języka angielskiego w nauczaniu studentów polskich