Search results

1

Metajęzykowe oblicze ironii

100%

Starodworskaja E.

Studia Rossica Posnaniensia

|

2020

|

vol. 45

|

issue 1

PL

The paper deals with the problem of relations between verbal irony and metalinguistic features of the natural language. It is shown that the irony in the vast majority of situations involves the reaction to a real or imagined speech, which proceeds from the fact that the human mind, the main target of irony, is explicated in a manner making it possible to be examined and evaluated precisely in speech. The target of the irony is man, his intellectual abilities, ethic and aesthetic choices, his views and beliefs, while his speech (word, statement, text, manner of speaking) turns out to be the direct pretext for ironic utterance.

2

Language as the Most Important Means of Communication

86%

Kemertelidze N., Kacharava K.

Kultura i Edukacja

|

2015

|

issue 2(108)

159-167

EN

Communication is a means of sending and receiving information. Communication processes are used for receiving, keeping, processing and sending information. The receiver of information can be a human, any living being or a piece of material-technical equipment, for instance a computer. There are several types of communication: a) communication in the human society; b) communication among animals (birds); c) communication between technical and mechanical equipment. Besides, we can distinguish other types of communication, including: communication between humans and animals and communication between humans and technical equipment.

3

Multimodal literacy, and the spectrum of communicative possibilities furnished by non-verbal devices

72%

Larysa L.

Language. Culture. Politics. International Journal

|

2017

|

vol. 1/2017

37-53

EN

In this article, consideration is given to the process of utilizing multimodal techniques in the process of producing communicative content. A brief overview is given to the principal categories of non-verbal devices and means that are studied in the field of multimodality, including some specific items which are included in those various classifications. Some attention is given to the manner in which the technological advances of the digital age have been interlinked with the proliferation of non-verbal devices in so many texts of various types to which individuals are exposed nowadays. A significant part of the article is devoted to the issue of multimodal literacy, both as reflected by the manner in which multimodal techniques are employed by the creators of content, and the manner in which recipients of this content are able, to varying degrees and for various reasons, to arrive at a perception of the message that is being conveyed.

PL

W niniejszym artykule rozważania skierowane są na proces praktycznego wykorzystania technik multimodalnych w trakcie tworzenia aktu komunikacji. W sposób skrótowy przedstawione są podstawowe kategorie narzędzi niewerbalnych oraz środków, które są przedmiotem rozważań w sferze multimodalności, w tym te, które zawarte są w przedstawionej klasyfikacji. Ponadto, uwaga skupiona jest na sposobie, w jaki następuje technologiczny rozwój cyfryzacji w połączeniu z procesem proliferacji środków niewerbalnych widocznych w wielu różnorodnych tekstach, spreparowanych dla odbiorcy. Znaczna część artykułu poświęcona jest przypadkowi multimodalnej sprawności, zarówno w odniesieniu do sposobu, w jaki multimodalne techniki są wykorzystywane przez twórców treści a także sposobu, w jaki odbiorcy tych treści są w stanie na odpowiednim poziomie zrozumienia odebrać zawarte w nich informacje.

4

Means of reproducing the individual past in W. Sebald’s novel Austerlitz

72%

Megela I.

Pomiędzy. Polonistyczno-Ukrainoznawcze Studia Naukowe

|

2022

|

issue 4(1)

81-86

EN

The article is devoted to the coverage of the problem of bricolage as a method of memory reconstruction in the novel “Austerlitz” by the greatest German writer Winfried Sebald. The article notes that “Austerlitz” marks the transition from trauma to conscious identity as part of the historical memory of the Holocaust. It shows how the hero of the work, Jacques Austerlitz, acquires his identity by assembling from scattered information his personal history, reflecting a significant part of the collective tragedy. The genre feature of the work as a travelogue, memoir, investigation, as literature bordering on documentary and artistic experience, where the real is combined with the fictional, is highlighted. The article describes in detail the content of the technique of bricolage as a form of “wild”, “pre-rational” way of thinking, as a technique of fitting auxiliary materials (old photographs, newspaper clippings), a montage of disparate episodes, the technique of collage. The structure of the work’s storytelling is analyzed when the narrator does not tell the story but describes what he hears from Jacques Austerlitz. It is as if it is not a text, but the story itself, which someone tells, and also shows pictures for authenticity. The functions of the hero in the novel gradually shift from people to things, documents, bearers of the memory of individual and collective civilizational catastrophe. These indescribable witnesses break the blockade of traumatic silence around the childhood of Austerlitz, embodied in images of blindness, dumbness, oblivion. Before the protagonist of the work, the “man without a past,” the history of his family, the ghostly happy childhood that was rudely cut short by the separation from his biological parents, is suddenly revealed. Sebald demonstrates a contemporary form of novel narrative in which the truthfulness of the Holocaust narrative is revealed by incorporating the exile’s personal authorial biography, pain, and guilt into the memory of this tragedy. The role of photographs and descriptions of architectural structures in revealing the immanent semantic content of the subject, not manifested verbally, is analyzed. The latter is the key document that unites and structures the important for the writer themes of memories, memory, indifference, oblivion, return to the ghostly past, overcoming of the psychological trauma. Based on the analysis the author concludes that the attitude to the reader as a co-author brings Sebald’s novel closer to the tradition of the European intellectual novel and postmodern hypertexts, in which meaningful units are not presented in a traditional linear sequence, but as a multiplicity of links and transitions. The author notes that the acute experience of humanitarian catastrophe, the multilayered text, the density of meaningful meanings make this work a notable phenomenon in the context of artistic comprehension of traumatic memory.

5

Билингвальное просторечие

72%

Shajbakova D., Казахский национальный педагогический университет им. Абая (Казахстан)

Acta Universitatis Lodziensis. Folia Linguistica Rossica

|

2015

|

vol. 11

EN

In this article we discuss qualification of bilingual speech type, which is usually called nonnative speech, pidgin, colloquial speech. It is characterized by deviance, entropy of norm for all levels of language, speech and pragmatics. Verbal, behavioral, associative interferences are explained by the reasons that the bilingual in a second language speech looks for support in his own language, own culture, in his individual cognitive experience. All of the above form a functional type of speech, which I call a bilingual vernacular. It takes its own place in classification of functional types of speech, increasing their paradigm due to nonnative speech implementation. In bilingual vernacular communication a distancing from the norm is explained by the lack of its credibility in native speech. There is a parallelism of bilingual speech functional types: by means of facilitation the native communicative experience is transferred into the second language speech.

RU

В статье представлены рассуждения о квалификации типа билингвальной речи, который называют неисконной речью, пиджином, нелитературной речью. Она характеризуется девиантностью, энтропией нормы на уровнях языка, речи, прагматики. Речевая, поведенческая, ассоциативная интерференция объясняется тем, что билингв в речи на втором языке ищет опору в родном языке, родной культуре, в своем когнитивном опыте. Все это формирует функциональный тип речи, который я называю билингвальным просторечием. Он занимает свое законное место в классификации функциональных типов речи, увеличивая их парадигму за счет неисконной реализации. В билингвальной просторечной коммуникации дистанцированность от нормы объясняется отсутствием ее авторитета в речи на первом языке. Существует параллелизм функциональных типов билингвальной речи: посредством фацилитации коммуникативный опыт на первом языке переносится в речь на втором.

6

Reflection on Literary Works at Elementary School

72%

Šimonová B.

The New Educational Review

|

2006

|

vol. 10

269-284

EN

In this study, the author focuses on the issue of teaching literature at the first level of primary schools. She points out its shortcomings. These is “little representation of experience methods, absence of relating literature education to media culture and insufficient attractiveness of readings. She offers full methodological unit for analysis of the readings with examples of the pupils‘ works.

7

Theoretical Analysis of the Concepts of Intercultural Communicative Competence

30%

Terekhova T. A., Bolshakova O. B.

Studia Europaea Gnesnensia

|

2016

|

issue 13

173-186

PL

The paper presents an overview discussion of the conceptualizations of intercultural communicative competence (ICC) formulated by Russian scholars. The conceptions of the ICC are quite diverse as well as terminology used by the scholars. The authors place emphasis on the psychological aspects of the ICC, distinguishing psycho- physiological, personality, socio-psychological and psycho-pedagogical levels of its analysis.

EN

The paper presents an overview discussion of the conceptualizations of intercultural communicative competence (ICC) formulated by Russian scholars. The conceptions of the ICC are quite diverse as well as terminology used by the scholars. The authors place emphasis on the psychological aspects of the ICC, distinguishing psycho- physiological, personality, socio psychological and psycho-pedagogical levels of its analysis.

Refine search results

1 Acta Universitatis Lodziensis. Folia Linguistica Rossica

1 Kultura i Edukacja

1 Language. Culture. Politics. International Journal

1 Pomiędzy. Polonistyczno-Ukrainoznawcze Studia Naukowe

1 Studia Europaea Gnesnensia

1 Studia Rossica Posnaniensia

1 The New Educational Review

1 Bolshakova O. B.

1 Kacharava K.

1 Kemertelidze N.

1 Larysa L.

1 Megela I.

1 Shajbakova D.

1 Starodworskaja E.

1 Terekhova T. A.

1 Šimonová B.

1 Казахский национальный педагогический университет им. Абая (Казахстан)

1 2022

1 2020

1 2017

1 2016

2 2015