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Koncepcje przygotowania gospodarczego kraju do II wojny światowej w publicystyce Klubu Gospodarki Narodowej

100%
Jarosz A.
Gospodarka Narodowa. The Polish Journal of Economics
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2001
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vol. 170
|
issue 9
1-14
2
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Content available

"Gospodarka Narodowa" i jej zespół

100%
Jarosz A.
Gospodarka Narodowa. The Polish Journal of Economics
|
2001
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vol. 166
|
issue 3
1-22
3
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Problematyka agrarna w myśli ekonomicznej Klubu Gospodarki Narodowej

100%
Jarosz A.
Gospodarka Narodowa. The Polish Journal of Economics
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2001
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vol. 169
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issue 7-8
1-21
4
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Dyskusja ubezpieczeniowa na łamach "Gospodarki Narodowej" w latach 1931-1939

100%
Jarosz A.
Gospodarka Narodowa. The Polish Journal of Economics
|
2001
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vol. 172
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issue 11-12
1-21
5
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Dyskusja nad przebudową gospodarczą Polski w latach 30. na łamach "Gospodarki Narodowej"

100%
Jarosz A.
Gospodarka Narodowa. The Polish Journal of Economics
|
2001
|
vol. 171
|
issue 10
1-19
6
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Poglądy przedstawicieli Klubu Gospodarki Narodowej na problem planowania gospodarczego w Polsce i na świecie

100%
Jarosz A.
Gospodarka Narodowa. The Polish Journal of Economics
|
2001
|
vol. 168
|
issue 5-6
1-23
7
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Problem etatyzmu w ujęciu przedstawicieli Klubu Gospodarki Narodowej

100%
Jarosz A.
Gospodarka Narodowa. The Polish Journal of Economics
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2001
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vol. 167
|
issue 4
1-19
8
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Incidental Development of Pronunciation Learning Strategies

100%
Jarosz A.
Research in Language
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2021
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vol. 19
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issue 3
267-282
EN
The studies devoted to the so-called good language learners that emerged in the 1970s (Rubin 1975) reveal that efficient learners fall back on an abundant and highly individualised array of techniques and strategic behaviours related to and employed while learning. The well-known taxonomies by Oxford (1990) and O’Malley and Chamot (1990) gave rise to analyses and investigations in the field of learner autonomy and self-development, also in pronunciation learning/teaching. As has been corroborated by empirical studies (Oxford 2001a; Oxford 2001b; Chamot, 2004) strategy training contributes to the increase in overall proficiency as well as to a number of invaluable benefits such as enhanced motivation, greater self-efficacy, anxiety reduction and more positive attitudes. Although studies dedicated to the relationship between learning strategies and pronunciation are still in their infancy, there are a number of investigations that set the directions for further research and development (Peterson 2000; Pawlak 2008; Pawlak and Oxford 2018). The paper presents results of a pilot study conducted in a secondary school that aimed at observing how learners develop pronunciation strategies as a result of regular pronunciation input and feedback from the teacher. It addresses a tentative assumption that explicit pronunciation training may contribute to the enhanced strategy use and consequently to better oral performance. Detecting and naming the strategies employed by the learners as well as selecting the most effective ones for more explicit application aided and boosted the learners’ awareness and confidence, which was confirmed by data obtained from questionnaires and from participant observation.
9
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(In)traducibilità di testi letterari. I nomi dei personaggi nel dramma "Obywatel męczennik" di Tomasz Kaczmarek nella traduzione italiana

100%
Jarosz A.
Translatorica & Translata
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2021
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vol. 2
9-28
EN
The paper presents the key concepts in Translation Studies such as untranslatability and equivalence. The author seeks to gain an insight into the theories relevant for translation and their development especially in the field of literary translation. To translate means to understand and explore the unique and extraordinary world created by the author in order to be able to reproduce it in another language and to evoke similar reactions, emotions and reflections.
IT
Gli aspetti principali che riguardano la traduzione e che infatti sono i concetti chiave nella discussione sull’attivita di tradurre come l’equivalenza e l’intraducibilita vengono presentati nell’articolo, che cerca di spiegare e chiarire gli studi sulla traduzione e il loro sviluppo riguardando particolarmente la traduzione letteraria. Tradurre i testi letterari significa approfondire, comprendere ed esplorare il mondo unico ed eccezionale dell’autore, cioe entrare in questo mondo e poi creare un duplicato in un’altra lingua che potrebbe evocare simili reazioni, emozioni e riflessioni.
10
Content available remote

Czesław Bobrowski - redaktor i publicysta "Gospodarki Narodowej"

100%
Jarosz A.
Gospodarka Narodowa. The Polish Journal of Economics
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2004
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vol. 191
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issue 4
117-123
11
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Desperately Seeking a Communicative Approach: English Pronunciation in a Sample of French and Polish Secondary School Textbooks

63%
Henderson A., Jarosz A.
Research in Language
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2014
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vol. 12
|
issue 3
261-278
EN
This paper compares the treatment of English pronunciation in school textbooks from France and Poland, in order to see what resources teachers have at their disposal. It is limited to textbooks used at the secondary level of each education system. Recent research has shown that European teachers do not find teaching English pronunciation easy and that many are unsatisfied with their training in relation to teaching pronunciation (Bradford & Kenworthy 1991; Burgess and Spencer 2000; Henderson et al. 2012; Frost and Henderson, 2013; Iivonen, 2005). Textbooks are a widespread resource with the potential to alleviate a lack of extensive pedagogical training. The first part of this paper analyses pronunciation exercises in a representative sample of textbooks from each country. Pronunciation exercises were classified based on the degree to which they mobilize communicative abilities, according to the five categories of a Communicative Framework for teaching pronunciation (Celce-Murcia et al., 2010, p45): Description & analysis, Listening discrimination, Controlled practice, Guided practice, Communicative practice. The first category involves little risk-taking by the learner, usually focusses on form and allows little freedom. At the other end of the spectrum, communicative practice involves a focus on meaning and interaction, with the concomitant greater freedom to make mistakes. The exercises were then analysed to see which segmental and/or prosodic features they favoured and to what extent.
12
Publication available in full text mode
Content available

Desperately Seeking a Communicative Approach: English Pronunciation in a Sample of French and Polish Secondary School Textbooks

63%
Henderson A., Jarosz A.
Research in Language
|
2014
|
vol. 12
|
issue 3
261-278
EN
This paper compares the treatment of English pronunciation in school textbooks from France and Poland, in order to see what resources teachers have at their disposal. It is limited to textbooks used at the secondary level of each education system. Recent research has shown that European teachers do not find teaching English pronunciation easy and that many are unsatisfied with their training in relation to teaching pronunciation (Bradford & Kenworthy 1991; Burgess and Spencer 2000; Henderson et al. 2012; Frost and Henderson, 2013; Iivonen, 2005). Textbooks are a widespread resource with the potential to alleviate a lack of extensive pedagogical training. The first part of this paper analyses pronunciation exercises in a representative sample of textbooks from each country. Pronunciation exercises were classified based on the degree to which they mobilize communicative abilities, according to the five categories of a Communicative Framework for teaching pronunciation (Celce-Murcia et al., 2010, p45): Description & analysis, Listening discrimination, Controlled practice, Guided practice, Communicative practice. The first category involves little risk-taking by the learner, usually focusses on form and allows little freedom. At the other end of the spectrum, communicative practice involves a focus on meaning and interaction, with the concomitant greater freedom to make mistakes. The exercises were then analysed to see which segmental and/or prosodic features they favoured and to what extent.
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