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Perswazja dziecięca

100%
Boniecka B.
Język a Kultura
|
2014
|
vol. 24
107 - 123
EN
I look at persuasion in various speech acts and in different kinds of texts. Persuasion is present both in commands, orders, prohibitions, as well as advice, instructions, questions, evaluations, etc., mutatis mutandis in advice texts, teaching texts, valuation texts, directive texts and so on, that is to say — everywhere. It is possible to decode it in a sort of texts, like citations, a mode of expression, an imitative text, a copycat text, a reproduced text and also ad hoc held conversations and small talks. Persuasion is present also in words accompanying recreation. It is important to children and whose carers whose utterances are the subject of this article.
2
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Struktura słownictwa dzieci polskich w wieku przedszkolnym

100%
Boniecka B.
Annales Universitatis Mariae Curie-Sklodowska, sectio FF – Philologia
|
2013
|
vol. 31
EN
For freshly harvested vocabulary, which is an analytical body for my research, comparative context and background is the vocabulary recorded by Stephen Schuman in 1955. I mean to show which lexical units in a language of the children are new and which, to some extent, archaic, which comes most, and from what area. The study shall be limited to the active vocabulary of preschoolers,and the direct object of interest I make concrete nouns.
PL
Dla świeżo zebranego słownictwa, stanowiącego korpus analityczny dla badań autorki, kontekstem i tłem porównawczym jest słownictwo zarejestrowane przez Stefana Szumana w 1955 roku. Chodzi jej o to, by pokazać, które jednostki leksykalne w języku dzieci są nowe, a które w pewnym stopniu archaiczne, jakich przybywa najwięcej i z jakiego obszaru. Autorka badania ogranicza do czynnego słownictwa przedszkolaków, a bezpośrednim przedmiotem zainteresowaniaczyni rzeczowniki konkretne.
3

Specyfika dziecięcych wypowiedzi wobec tradycji społeczno-kulturowej

100%
Boniecka B.
Język a Kultura
|
2012
|
vol. 23
311 – 322
EN
Using the chosen examples the author wants to describe how and which realities of the present day are reflected in children’s language and how the modern children’s thinking about the man shapes: about relationships between people, conception of a child, its birth, education and growing. The cognition, processing and creating the present day are the matter of informing the children, then the matter of seeing the marriage as temporary, passing and the wedding day as connected with gigantic expenses. It is also the matter of choosing a good occupation for the child, which today means: ‘profitable’ occupation and related to beauty. This is also the matter of an attitude towards older people, who are seen by children as care homes’ inhabitants, the children are perceived by themselves as unwanted (for the time being). Fortunately, the children emphasised that they need tenderness in everyday life and simple joy coming from possessing toys or celebrating The Child’s Day. The child notices the split of this world: on the one hand the chase after various goods: the money, houses, cars, garages, company, and on the other hand the longing for normal childhood free from arguments and knowledge about money.
4
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Co śmieszy dorosłych w kontaktach językowych z dziećmi?

100%
Boniecka B.
Annales Universitatis Mariae Curie-Sklodowska, sectio FF – Philologia
|
2015
|
vol. 33
|
issue 1
EN
In the presented examples, the peculiarity of children’s speech consists in mixing of something which results from poor reception, with something the child knows the basics of, in a sort of “cunning” and judging that other (listener/simply the recipient) does not know about the strategy chosen by the child, and finally, the ignorance of meanings of presented words used in the context. It should be noted that from the point of view of some scholars, children make mistakes here. I recognize, however, that because of ignorance of creating and being in a period of language acquisition and improvement, children cannot be accused of irregularities, since they do not yet know all the irregularities and communication system. Their utterances simply amuse the listener, even though the child does not know why.
PL
W prezentowanych przykładach niezwykłość dziecięcych wypowiedzi polega na pomieszaniu tego, co wynika z niedosłyszenia, z tym, co dziecko zna od podstaw, na swoistej „chytrości” i sądzeniu, że inny (słuchacz/odbiorca) nie wie o wybranej przez dziecko strategii, wreszcie na nieznajomości znaczeń przedstawianych słów w użytym przez nie kontekście. Należy zwrócić uwagę, że z punktu widzenia niektórych badaczy, dzieci popełniają tu błędy. Uznaję jednak, że z racji nieświadomości tworzenia i bycia w okresie nabywania języka i jego doskonalenia dzieciom nie można zarzucić nieprawidłowości, one nie znają jeszcze wszystkich nieregularności systemowych i komunikacyjnych. Ich wypowiedzi po prostu bawią słuchacza, choć dziecko nie wie, dlaczego.
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