Search results

1

Linguistic knowledge of the selected groups of people with disabilities in the course of educational research – constraints and opportunities

100%

Zaborniak-Sobczak M., Mach A.

Kwartalnik Pedagogiczny

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2018

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vol. 63(1 (247))

206-216

EN

The aim of the article is to identify certain limitations in the research conducted in a group of people with intellectual disabilities and people with hearing impairments. On the basis of reports from the field of developmental psycholinguistics it has been assumed that some of the limitations of research in the above-mentioned study groups will result from the shortcomings of linguistic knowledge of these people. It should be emphasised that linguistic difficulties have completely different backgrounds in the selected groups of people with disabilities, which was sought to be explained here. The authors attempt to identify opportunities posed by qualitative methods increasingly used in the social sciences, including special education. The success of the research procedure, both in the paradigm of the quantitative and qualitative strategies, depends on the level of communication skills and language subjects of the research (respondents, but also researchers).

2

Development of Linguistic-Communication Competences in Preschools. Factors Influencing Language Competences – Their Level and Measurement

100%

Katona K., Kis A. B.

Journal of Preschool and Elementary School Education

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2015

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issue 8

45-57

EN

Children entering institutional education can activate the linguistic and non-linguistic norms they bring from home. These norms, however, are very diverse in their nature and children from the same age-group remain at different levels in terms of language-acquisition. In our paper we seek to identify where and what sort of problems may arise in acquiring the mother-tongue, what factors may hinder the acquisition of the first language, what are the symptoms of backwardness in the field of linguistic–communication and which areas measuring tests tend to focus upon. Finally by presenting an indication system we would like to show what opportunities observation may have in purposeful development.

3

Культурная коннотация как инструмент лингвокультурного исследования и показатель лингвокультурной компетенции инокультурной личности

100%

Стоянова (Stoyanova) Е. Е., Шуменский университет им. Еп. Константина Преславского (Болгария)

Acta Universitatis Lodziensis. Folia Linguistica Rossica

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2012

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vol. 08

EN

The cultural connotation is the basic lingua-cultural concept. It links two semiotic systems – language and culture as the forms of consciousness. It is the means of storage and of the transmission of culture into the language. The cultural connotation serves as an indicator of the figuratively motivated nominative units in which cultural information is localized in the associative-shaped base and is regulated by the motivating role of inner form. The cultural connotation is not only a bridge between language and cultural signs/categories, but also a tool to study them (in particular, metaphors and phraseological units). The knowledge of cultural connotations as the operating system is the necessary in the process of interpreting linguistic signs as elements of the signs of culture, and in the process of formation of the linguistic and cultural competence. The skill of understanding the cultural information, coded in a connotative way, determines the proficiency in a foreign language.

4

Poem as a Scenario for Linguistic Exercises

100%

Ostasz M.

Logopedia

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2017

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vol. 46 EN

47-60

EN

The article presents the theory of paedeia as a method of the axiology of poems having a distinctly playful character as well as an educational competence. The analysis have led to the conclusion that the majority of paideial speech therapy poems constitute the counting out model, because after a multiple of repetitious trials of a given phenomenon, a permanent retention can take place. We are under the impression that most of such texts constitute sylabotonics (trochaic, iambic, or amphibrach) with a constant pause, feminine paideial rhymes, which take on mnemotechnical properties. Frequent themes presented in such poems are the rules concerning the alphabet, grammar and orthography. They support to memorize abstract knowledge or serve, for example, to practice learning the alphabet, and so they are the easiest to repeat and remember – being “catch words” – and the figures of sound are mostly their essential poetic means. Part of the selected poems by Tuwim, Strzałkowska, Dębski, or Edyk-Psut, have not begun with a thought of practicing the systems of speech but were formed as a linguistic play (grammatical-lexical), in which they serve such exercise spontaneously and not necessarily intentionally. Some of them, however, have a meta-textual or speech therapeutic element because they introduce the notion of exercise, e.g. of the phoneticphonological or grammatical systems, and ways of their realization.

5

Linguistic Bases for the Logopaedic Therapy of People Who Lack Speech and People Who Do Not Speak

100%

Michalik M.

Logopedia

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2018

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vol. 47 EN

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issue 1

255-264

EN

The article outlines the linguistic and logopaedic bases for the therapy of people who lack speech and people who do not speak, with the use of augmentative and alternative communication (AAC). From the methodological perspective, the author refers to the theory of linguistic competence (language, communicative, and cognitive) and tries to adapt it to the needs of the developing linguistics of AAC. The following general parameters have been distinguished for the creation of the theory of AAC linguistics: syntactic competence as the main element of language competence, flexional competence as a prerequisite for proper grammar and sentence structure, lexical competence as a link between language, communicative, and cultural competences, the aims and intentions of the sender, the process of understanding and receiving information by the participants of the communicative act, the effects of the message on the receiver, the influence of the cultural and external conditions on the understanding of message, general knowledge, context, exploring and interpreting the world, conveying the interpretation to others, cultural rules and values. Non-speaking and speechlessness have been chosen as supportive parameters.

6

“I get it, but it’s just not funny”: Why humour fails, after all is said and done

100%

Hale A.

The European Journal of Humour Research

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2018

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vol. 6

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issue 1

EN

Failed humour can be explained by communicative gaps, at either the semantic or pragmatic levels, but sometimes, after all is ‘said and done’, people resist humour for purely discursive reasons. Some may recognise the divisive nature of a humorous text, and experience conflicting feelings. Others may welcome humour purely because of its appeal to ideology, while the text itself may not be considered as being very funny. Then there are people who ‘go along with the joke’ purely to avoid losing face. Political humour is a site of great power, where the stakes are high. For example, Donald Trump rejected Baldwin’s SNL parody, finding his ‘alter ego’ “unwatchable” and “not funny”. Other politicians, and members of the public, however, choose to respond to political humour in diverse ways. The reception of humour, therefore, is more complex than it appears. We might resist humour because of a deficiency in linguistic competence, but we might also resist humour because of literacy competence. This paper will theorise that there exists a ‘default setting’ in a person’s discourse, such that when encountering an instance of humour, we all employ a discursive defence mechanism (DDM), and that there are ‘triggers’ which provoke this DDM.

7

Creative methods of linguistic and communicative com- petence development

88%

Łączek M.

Prosopon. Europejskie Studia Społeczno-Humanistyczne

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2012

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issue 1(3)

213-219

EN

The article refers to Li’s research conducted so as to “illustrate features of classroom interaction in EFL classrooms where teachers facilitate or obstruct opportunities to develop learners’ thinking skills”. The data for it, gathered during 2005-2009, come from a data pool consisting of 18 video-recorded EFL lessons of both lower secondary and upper secondary Chinese students, with their English levels ranging from lower intermediate to upper-intermediate. Li's findings are of tripartite character and suggest that: 1) “language classrooms are complex social and discourse communities”, 2) “it is the teacher who manages the turn-taking and -giving in such classroom discourse” and, finally 3) “thinking activities can be identified by examining the role of language in classroom activities”.

8

W sprawie późnośredniowiecznych testamentów gdańskich

88%

Długokęcki W.

Zapiski Historyczne

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2011

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vol. 76

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issue 3

115-139

EN

Late medieval last wills of burghers have aroused a growing interest among researchers in the last few decades as they constitute a source of information about economic, social and religious life, the family and mentality also in the Hanseatic zone. Last wills from Cologne,Hamburg,Stralsund and Lübeck have already been examined. Thus, Beata Możejko’s research on the last wills of Gdansk burghers was a justified initiative. However, the research turned out to be unsuccessful. Insufficient linguistic and palaeographic knowledge resulted in incorrect translations of many testaments. Some relevant fragments failed to be included in the translation. | e construction assumptions of the research raise objections as the social status of the majority of testators was not analyzed, nor the legal aspects of the last wills. That is why this important field in the history of Gdansk is still open to competent and in-depth research.

9

L’atelier théâtral en philologie romane : sources d’inspiration, organisation, agir enseignant

87%

Blachowska-Szmigiel M.

Studia Romanica Posnaniensia

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2017

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vol. 44

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issue 2

99-112

EN

The purpose of this paper is to present theatre workshops as a tool for reducing the linguistic anxiety of students and supporting the development of linguistic competence, discourse competence, personal and interpersonal competence in the context of teaching and learning French as a foreign language at the Romance philology. As a first step, we look at the sources of inspiration and the approach, mission, objectives and conditions of the theatre workshop, then we go on to briefly describe how it works and, finally, we concentrate on the challenges of the Teaching act.

10

Kompetencja komunikacyjna uczniów kończących szkołę podstawową a rozumienie pojęć informatycznych – wyniki badań własnych

75%

LIB W.

Edukacja-Technika-Informatyka

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2013

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vol. 4

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issue 2

179-191

PL

W artykule poruszane są kwestie związane z kompetencjami językowymi, a przede wszystkim komunikacyjnymi uczniów kończących szkołę podstawową wyrażającymi się w umiejętnościach komunikacyjnych. Są one, zdaniem autora, niezbędnymi komponentami procesu komunikowania się. Dają także podstawę rozwijania tych kompetencji w trakcie dalszej nauki szkolnej.

EN

The article describes the issues connected with linguistic competences and mostly communication competences of the pupils graduating primary school expressed in communication skills. They are, according to the author, indispensible components of a communication process. They also provide a basis for developing these competences during further education at school.

11

Subkompetencja frazeologiczna studentów-neofilologów jako składnik kompetencji językowej tłumacza. Wstęp do badania pilotażowego

75%

Szutkowski T.

Roczniki Humanistyczne

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2019

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vol. 67

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issue 7: Słowianoznawstwo

93-111

PL

Celem opisanych w artykule badań jest diagnoza poziomu subkompetencji frazeologicznej studentów-neofilologów, którzy podjęli naukę na specjalizacji translatorskiej. Kompetencja frazeologiczna traktowana jest jako nieodłączny element kompetencji językowej tłumacza i odpowiada za poprawne posługiwanie się w mowie i piśmie względnie ustabilizowanymi i choćby w niewielkiej części zleksykalizowanymi związkami wyrazowymi. W badaniach wykorzystano metodę ankietową. Zadaniem respondentów było podanie cech definicyjnych frazeologizmu oraz wskazanie jednostek frazeologicznych spośród podanej listy związków wyrazowych. Na podstawie przeprowadzonej ankiety można stwierdzić, iż w opinii respondentów kryterium frazeologiczności spełniają przede wszystkim związki idiomatyczne. Frazeologizm jest traktowany przez studentów-neofilologów tradycjonalistycznie, stereotypowo, a więc przede wszystkim idiomatycznie (w ujęciu W.W. Winogradowa). Respondenci z trudem dopatrują się cech jednostki frazeologicznej w strukturach częściowo zleksykalizowanych – frazemach (zgodnie z koncepcją W. Chlebdy). Takie rozumienie frazeologii z kolei skutkuje często atomistycznym tłumaczeniem związków frazematycznych, co zazwyczaj prowadzi do naruszenia reguł języka docelowego. Wniosek z przeprowadzonego badania pilotażowego skłania do podjęcia działań w zakresie przeorientowania subkompetencji frazeologicznej z perspektywy czysto idiomatycznej na frazematyczną, co z pewnością przyczyni się do podniesienia jakości rezultatów tłumaczenia.

EN

The aim of the research described in the article is the diagnosis of the level of phraseological subcompetence of the students of neophilology, who started studies with translation specialisation. Phraseological competence is considered an inseparable element of translator’s linguistic competence and it corresponds to correct use of relatively stabilised and even slightly lexicalised phrasemes in oral and written form. Survey method was used in the research. The task of respondents was to name defining features of phraseologism and to indicate phrasological units in the provided list of phrasemes. On the basis of conducted survey, it can be stated that in opinion of the respondents, it is prevalently idioms that meet the criterion of phraseology. Phraseologism is considered traditionally, stereotypically, and most of all, idiomatically by the students of neophilology (according to W.W. Winogradow). Repondents have difficulties finding the features of phraseological unit in partly lexicalised structures – phrasemes (according to theory of W. Chlebda). This understanding of phraseology in turn often results in atomistic translation of phrasemes, which usually leads to violation of the rules of target language. The conclusion of conducted pilot study induces to take action in terms of reorientation of the phraseological subcompetence, from the purely idiomatic perspective to phrasematic, which will certainly contribute to the improvement of quality of translation results.

12

ПРИНЦИПИ НАВЧАННЯ В МЕТОДИЧНІЙ СИСТЕМІ ПІДГОТОВКИ МАЙБУТНЬОГО ВЧИТЕЛЯ УКРАЇНСЬКОЇ МОВИ

75%

Рускуліс Л.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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issue 7(71)

125-134

EN

The principles of education in the methodological system of training of the future Ukrainian language teacher are described in the article. On the basis of the usage of theoretical, observational historical and logical methods, the essence of the concept of “a principle of education” in pedagogy and linguodidactics is substantiated (the logical category; the instrumental expression of the pedagogical concept; the fundamental ideas that define the content, forms and methods of educational work; the initial positions on which the content of education is based,application of methods and techniques, construction of the system of exercises, etc.). It is found out that the principles are original initial postulates of teacher’s activities as they are a starting point of the interaction between the subject and the object of education, and they form a unified system. Such groups of principles as general-didactic (scientificity, continuity and perspective, systematicity and consistency, connecting theory with practice, visibility, independence and activity, strength of knowledge acquisition, etc.), and linguodidactic (the principle of levels’ language interconnection, the principle of historicism in the study of the language; functional and communicative orientation in language education; the principle of priority of the usage of a didactic material for the study of artistic texts, mainly classical; the principle of the professional orientation of the educational material) are analyzed. The specific principles, which provided the basis for the creation of the methodological system for the formation of the future Ukrainian language teachers’ linguistic competence in classes on linguistic disciplines, are proposed: the principle of interconnection in the study of linguistic disciplines (realized through the mastering of disciplines in interdisciplinary, intra-subject connections), the principle of operation with linguistic terminology (implemented through the deep and conscious operation of the terms that is evidence of understanding of the mastered learning material), the principle of comparative analysis of linguistic units (a primary school – a secondary school – a higher school) is implemented in classes from the modern Ukrainian literary language in order to prepare the future Ukrainian language teachers for practical work in a school), the principle of the systematic application of ICTs (its system implementation provides high-speed transmission of educational information through electronic media; organization of educational space, which is based on an effective exchange of information between a teacher and a student and among students; creation of the latest information products). It is proved that the implementation of the proposed system of principles helps to organize the educational process, to choose the best methods, techniques, means and forms of education. The perspective ways of implementing the proposed system of principles are represented.

13

ТЕОРЕТИКО-МЕТОДИЧНІ ЗАСАДИ ФОРМУВАННЯ МОВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ

75%

Білявська Т.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 5(49)

181-188

EN

In the conditions of market economy, runaway technological changes, globalization of society the competitiveness of experts is an actual problem of nowadays, particularly in the educational activities. At modern stage of modernization of the educational system in Ukraine questions of the education quality and professional competence of comprehensive schools teachers are very actual. The research of teacher’s professional competence is very important in this context, because he/she will lay the key foundations for pupils at the first phase. In this article there are questions of forming of the linguistic competence of elementary school teachers, which is very important in the system of professional training. In the publication the definitions of the following notions are investigated: «linguistic competence», «linguistic competences»; types, matter and structure of the linguistic competence are defined; theoretical-methodological bases of Ukrainian teaching of future pedagogues are described. In the research theoretical (analysis and synthesis of the literature, state documentation in the linguistic education field) and empirical (oral test of students, questioning and testing, analysis of the students’ written works) methods of the research are used. Learning and analysis of the future teacher’s practical activity permit to affirm, that the modern level of the future teacher’s training is low. First of all it creates contradictions between new demands to the pedagogical works and professional level of the higher pedagogical school graduates, between teacher’s necessity in the following professional development and possibility of traditional education system. In this context the question of modern educational system reformation is very important. The increasing and improvement of future teacher’s knowledge storage, abilities and experiences in philological disciplines and forming the level of the professional competence is important. The research of stated question helps to form future teacher’s competence, which is an integrated result that provides ability to work practical and to use the experiment of successful work in the pedagogical sphere. The new conception of the linguistic education gives a possibility to dispose of contradictions between learning theoretical knowledge and their use in the pedagogical activity.

14

ПИТАННЯ ЕФЕКТИВНОСТІ ВИКЛАДАННЯ НІМЕЦЬКОЇ МОВИ ЯК ДРУГОЇ ІНОЗЕМНОЇ (ПІСЛЯ АНГЛІЙСЬКОЇ) У ВИЩИХ НАВЧАЛЬНИХ ЗАКЛАДАХ

75%

Ігнатенко О.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

|

issue 6(60)

43-53

EN

The task of higher school is to increase the quality of students’ knowledge, to get them ready for their professional activity. The second foreign language, in the process of studying of which practical, educational and developing aims are achieved, must also contribute to this task solution. The problem of the content of learning foreign languages was and still remains one of the most significant problems in methodology. The article is dedicated to the questions of teaching German as the second foreign language (after English). On the basis of the analysis of academic situation and researches of foreign specialists in this sphere there are given some practical pieces of advice to teachers for more effective organizing students’ learning activity. Learning the second foreign language is much easier than the first one because the knowledge and skills acquired while learning the first language can be used while learning the second one. Socio cultural component enables students to compare cultural heritage of Germans and Ukrainians and helps create positive motivation at the lessons. Some scholars consider that the basis of teaching German as the second foreign language is the similarity between English and German. Others consider grammar as the basis of teaching the language.So, both grammar and communication are chief components.Though repetitive grammar-translation methods are not regarded any more as the only way to learn. Today, task-based approaches are widespread in Europe, emphasizing communication and the practical uses of the language.People learn better when they struggle to communicate. So, it must be the core of the kind of methodology.Some scientists think that the contrast between languages is also significant. The aspect of interference and transference needs much attention. The assignments and exercises for learning German as the second language must be worked out on the basis of the similarity with English in such aspects as vocabulary, spelling, pronunciation, intonation and grammar. Besides, it becomes easier and more effective to teach the languageto students who are more aware of the process of learning. As less academic time is given to the second language, the tempo of the lessons must be quicker. Psychologically, the skills earlier acquired in English influence the creation and understanding of the new elements in German. While learning the second foreign language students must be taught to build three polar language and cultural chain using contrastive approach.

15

Kompetencje komunikacyjne uczniów kończących szkołę podstawową w zakresie pojęć technicznych

75%

LIB W.

Edukacja-Technika-Informatyka

|

2014

|

vol. 5

|

issue 1

69-80

PL

W artykule przedstawione są wyniki badań autora nad kompetencjami komunikacyjnymi w zakresie pojęć technicznych. W obecnych czasach są one podstawową sprawnego komunikowania się człowieka z wykorzystaniem języka naturalnego. Stanowią także główny komponent niezbędny w pozyskiwaniu informacji z różnych źródeł oraz oceny ich jakości i przydatności w funkcjonowaniu jednostki ze szczególnym uwzględnieniem procesu nauczania-uczenia się

EN

The article presents author’s research results on communicative competences in the scope of technical notions. At present, they are the basis for efficient communication between humans with the use of a natural language. They also constitute the main component indispensible for gaining information from various sources and assessing their quality and usefulness in functioning of an individual with particular regard to the teaching and learning process.

16

Pojęcie kompetencji stylizacyjnej i jego użyteczność w badaniach nad językową stylizacją historyczną w filmowych listach dialogowych

71%

Bobrowski J.

Polonica

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2017

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vol. 37

13-22

EN

The article discusses the issue of the sending-receiving stylization competence. By sending stylization competence the author means the ability to use stylization operations in artistic texts while receiving competence is the ability to read those texts adequately and completely. The author proposes specific research procedure which enables the exploration and consequently comprehensive description of stylization competences of the authors and recipients of artistic messages, which material of one of components is verbal code. The author also shows the utility of this procedure in the researches over linguistic stylization (mainly historical) in the film dialogues.

17

LA COMPÉTENCE LINGUISTIQUE VS D’AUTRES COMPÉTENCES REQUISES DANS LA FORMATION PROFESSIONNELLE DES TRADUCTEURS SUR L’EXEMPLE POLONAIS

71%

Tomaszkiewicz T.

Neofilolog

|

2015

|

issue 44/1

113-127

EN

The purpose of the article is to present European norms aimed at improving the skills of translators working for various European Union Institutions. Although the norms have been widely discussed on the international level the author of the article feels that not all relevant information pertaining to the matter in hand may be known to the philologists worldwide. Therefore, the article provides further information on the criteria and puts special emphasis on discerning two basic aspects of improving translator's education; teaching translation competence as against developing linguistic competence.

18

Marzanna Uździcka, Studium kształtowania się kompetencji językowej agronoma. Analiza genologiczna, pragmatyczna i leksykalna „Wykładów” Władysława Majewskiego z lat 1848-1850, Zielona Góra 2010, ss. 419

63%

Walczak B.

Facta Simonidis

|

2011

|

vol. 4

|

issue 1

157-159

19

Diagnoza gotowości szkolnej – wybrane aspekty teoretyczne w zakresie mowy dziecka sześcioletniego

63%

Smok U.

Edukacja Humanistyczna

|

2016

|

issue 1

47-57

PL

Naukę w klasie pierwszej szkoły podstawowej może podjąć dziecko osiągające dojrzałość szkolną, czyli takie, które sprosta wymaganiom szkoły. Na dojrzałość szkolną składają się: dojrzałość fizyczna, umysłowa, emocjonalno-społeczna, dojrzałość do nauki czytania i pisania, dojrzałość do nauki matematyki oraz prawidłowa mowa. Na tym tle właściwy rozwój mowy wiąże się ściśle z każdym wyznacznikiem dojrzałości szkolnej. Jedną z cech językowej dojrzałości szkolnej jest poprawna wymowa wszystkich głosek. Wymowa dziecka musi być zrozumiała i wyraźna. Jeżeli dziecko wykaże wysoką gotowość, można sądzić, że doskonale poradzi sobie w czasie nauki w szkole w zdobywaniu wiedzy oraz w kontaktach z rówieśnikami czy też nauczycielami. Natomiast jeśli przedszkolak wykazuje niską gotowość, jest to sygnał, aby pracować wraz z nim nad poprawą danych umiejętności bądź zachowań.

EN

To attend the primary school the child has to reach the school maturity what means that the child meets the demands of school. The school maturity includes: physical maturity, mental maturity, emotional and social maturity to learn reading and writing, maturity to learn mathematics and the proper pronunciation. Against this background, the proper development of speech is closely related to each determinant of school maturity. One of the features of the language school maturity is the correct pronunciation of all sounds. The child’s pronunciation must be understandable and clear. If your child shows high readiness you can be assumed that he or she will perfectly cope with the school requirements: gaining knowledge and the contacts with peers or teachers. However, if a preschooler has a low readiness, it is a signal to work with him to improve the skills or behavior.

20

Społeczne uwarunkowania kompetencji językowej przedstawicieli mniejszości polskiej w Stryju (obwód lwowski)

63%

Pawlaczyk A.

Socjolingwistyka

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2021

|

vol. 35

227-239

EN

The situation of the Polish minority living in Stryi is not clear-cut. Depending on the communication situation, members of the community speak Ukrainian, Russian or Polish. The latter is used mainly in contacts with Polish-speaking relatives and friends, during church masses and celebrations held at the Society of Polish Culture of the Lviv Region (TKPZL). The article attempts to discuss the social conditions of the linguistic competence of the Polish minority representatives. The language material was obtained during the summer school held in 2019 at the Stryi branch of TKPZL, its results were compared with those of the 2018 pilot study at the same institution. Two methods were used in the research – a questionnaire and an interview. The aim of the first one was to collect written material on the beliefs of respondents, among others, about their language skills. The second method allowed the informants (expressing their willingness to discuss the previously completed questionnaire) to develop their written beliefs and the actual assessment and verification of their skills. The analysis of the collected material showed that the Ukrainian language is currently the basic communication tool for the representatives of the Polish minority in Stryi, and the Polish language is used either occasionally or practically not at all. Both in the questionnaires and in the interviews, the respondents/informants took care to comply with the literary norm of the Polish language. The spontaneous change of the topic of the conversation during the interviews allowed for a more precise assessment of language skills and the verification of deviations from the norm in the statements. In the course of the conducted research, it was shown that the Polish language has a high position in the value system of the Polish minority representatives in Stryi, which stems from, among others, the will to preserve the language of the ancestors and maintain family traditions. Although nowadays it is used occasionally, there has been an increased interest in it in all generations, especially in the younger generation, which results not only from blood ties, but also from its attractiveness.

PL

Sytuacja mniejszości polskiej mieszkającej w Stryju nie jest jednoznaczna. W zależności od sytuacji komunikacyjnej członkowie wspólnoty posługują się językiem ukraińskim, rosyjskim lub polskim. Ten ostatni jest używany głównie w kontaktach z polskojęzycznymi krewnymi i znajomymi, podczas mszy oraz uroczystości zorganizowanych przez Towarzystwo Kultury Polskiej Ziemi Lwowskiej (TKPZL). W artykule podjęto próbę omówienia społecznych uwarunkowań kompetencji językowej przedstawicieli polskiej mniejszości. Materiał językowy pozyskano podczas letniej szkoły odbywającej się w 2019 roku w stryjskim oddziale TKPZL, a wyniki analizy zestawiono z rezultatami badań pilotażowych przeprowadzonych w 2018 roku w tej samej placówce. W badaniach wykorzystano dwie metody – kwestionariuszową i wywiadu. Celem pierwszej było zebranie materiału pisanego, zawierającego przekonania respondentów m.in. na temat ich umiejętności językowych. Druga metoda pozwoliła na rozwinięcie przez informatorów (wyrażających chęć omówienia uzupełnionej wcześniej ankiety) przekonań zawartych na piśmie oraz na faktyczną ocenę i weryfikację ich umiejętności. Analiza zgromadzonego materiału wykazała, że obecnie podstawowym narzędziem komunikacji przedstawicieli mniejszości polskiej w Stryju jest język ukraiński, a polszczyzna jest używana albo okazjonalnie, albo praktycznie w ogóle nie jest przez nich używana. Zarówno w ankietach, jak i w wywiadach respondenci/informatorzy przejawiali dbałość o zgodność z normą literacką języka polskiego. Na dokładniejszą ocenę umiejętności językowych i weryfikację odchyleń od normy pojawiających się w wypowiedziach pozwalała spontaniczna zmiana tematu rozmowy podczas wywiadów. W toku prowadzonych badań wykazano, że polszczyzna zajmuje wysoką pozycję w systemie wartości przedstawicieli mniejszości polskiej w Stryju, co wynika m.in. z chęci zachowania języka przodków i podtrzymania rodzinnych tradycji. Mimo że obecnie jest używana okazjonalnie, to obserwuje się wzrost zainteresowania nią we wszystkich pokoleniach, a zwłaszcza – w pokoleniu młodszym. Wynika to nie tylko z więzów krwi, lecz także z atrakcyjności samego języka polskiego.

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