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1

Pronome de interesse e outros pronomes em função emotiva

100%

Mikołajczak S.

Studia Romanica Posnaniensia

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2009

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vol. 36

111-115

EN

The pronoun in spite of its various marking functions has some uses that can be considered slightly marginal. The aim of this article is to illustrate pronouns in its emotive and affective usage. The following text is aimed to evidence that either personal or objective form of a pronoun is able to complete such functions that can mean “delicate” semantic relations without any reference to the functions considered crucial for pronominal form such as anaphor, possession, noun substitution, etc.

2

A perspectiva comparativa do pretérito perfeito composto, pretérito perfecto compuesto e present perfect

100%

Mikołajczak S.

Studia Romanica Posnaniensia

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2013

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vol. 40

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issue 1

81-93

EN

The aim of this paper is to highlight a problematic use of the Portuguese tense Pretérito Perfeito Composto in comparison to the use of English Present Perfect and Spanish Pretérito Perfecto Compuesto. A great number of mistakes in use of this tense is observed in the students’ production in their L3 Portuguese as a result of apparent similarity between the Portuguese and the Spanish tense. The article is expected to present differences in temporal and aspectual approaches of these tenses. The use of Portuguese construction is much more restricted, limited in fact to the imperfect, repeated or prolonged actions that continue in the present. However, the apparent similarities in form provoke the students to transfer the tense constructions from the other languages. We observe the mechanisms of transfer and try to underline the essential differences in usage of these tenses.

3

Aspectos positivos de las influencias intralingüísticas en el proceso de adquisición de L2

100%

Mikołajczak S.

Studia Romanica Posnaniensia

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2014

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vol. 41

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issue 1

119-127

EN

The processes that take place in the mind of a multilingual person during the second language acquisition are mostly shrouded in mystery. We can only observe traces of these processes manifesting themselves in the interpenetration of two or more linguistic systems. The current study aims to recognize how the knowledge of L1, in this case Spanish, influences on the acquisition and usage of the target language – Portuguese (L2), and how to take advantage of the interferences to make the L2 learners succeed. The possibility of linguistic influences grows with each acquired language. There are also important contributing factors such as a degree of similarity between the languages, a level of proficiency in each of them, and the manner and time of a language acquisition. During the Portuguese course at the Spanish Philology, we can observe such phenomena as: code switching or total displacement, hybrids, false friends, multi-word units calquing, and morphogrammatical transfer. Although one of the factors that affects the L2 acquisition is the level of proficiency, the students hardly take advantage of their mother tongue, selecting the language typologically closer to Portuguese, Spanish. The students use the previously acquired knowledge to create analogies that should be considered as an intermediate step in the acquisition of L2, not as something negative, but rather a means for providing a starting point for the analysis of error which, consequently, leads to improvement.

4

As propriedades do verbo e a inversão

100%

Mikołajczak S.

Studia Romanica Posnaniensia

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2004

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vol. 31

377-384

EN

The article aims to present basic verb properties engaged in the process of inversion. In Portuguese, that is a language with a null-subject parameter, the inversion seems to be more related to the proper verb rather than subject characteristics. We differentiate semantic features of a verb which categorise the verbs expressing movement, 'entry in the scene', and psychological ones as the classes of verbs prompted to inversion. The semantic features of the differentiated categories relate to syntactic inversion favouring intransitive and inaccusative verbs. Last but not least, the information and communicative factors place the verbs in the sentence initial position, opposite to the subject rhematic elements.

5

Características da variante moçambicana da língua portuguesa com base na análise morfossintática dos diálogos presentes nos romances e contos de Mia Couto

100%

Mikołajczak S.

Studia Romanica Posnaniensia

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2019

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vol. 46

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issue 3

117-131

EN

Portuguese is a native language of only a handful of people in Mozambique. However, it successfully plays the role of a common language of communication in the field of politics and economics. At the same time, it is a determinant of social status and, in the world of literature, it gives one the opportunity to break through to the readers around the Globe. Portuguese in Mozambique presents many differences from the European standard, and the specific characteristics of this variant can be found in the texts of Mia Couto. The purpose of this article is to present the differences between the variant of Mozambique and the European model of Portuguese, mainly in the field of morphosyntax, observed in the texts of Mia Couto. The marked differences can be seen, among others, in the use of prepositions, order of pronominal elements, in the structure of periphrastic and passive constructions, and the selection of verbal arguments. The features are highly repetitive, but at the same time, they occur quite irregularly, together with the structures accepted by the standard. It is, therefore, difficult to speak of a systematic language variant, but surely it is on its way to be established.

PT

ortuguese is a native language of only a handful of people in Mozambique. However, it successfully plays the role of a common language of communication in the field of politics and economics. At the same time, it is a determinant of social status and, in the world of literature, it gives one the opportunity to break through to the readers around the Globe. Portuguese in Mozambique presents many differences from the European standard, and the specific characteristics of this variant can be found in the texts of Mia Couto. The purpose of this article is to present the differences between the variant of Mozambique and the European model of Portuguese, mainly in the field of morphosyntax, observed in the texts of Mia Couto. The marked differences can be seen, among others, in the use of prepositions, order of pronominal elements, in the structure of periphrastic and passive constructions, and the selection of verbal arguments. The features are highly repetitive, but at the same time, they occur quite irregularly, together with the structures accepted by the standard. It is, therefore, difficult to speak of a systematic language variant, but surely it is on its way to be established.

6

Środki dydaktyczne w edukacji religijnej uczniów z niepełnosprawnością intelektualną

100%

Mikołajczak S.

Civitas et Lex

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2020

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vol. 25

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issue 1

67-78

EN

One of the environments of intellectually disabled children’s religious upbringing is school and religious education provided in it. Its main goal is to prepare these schoolchildren for participation in the broadly understood religious life. This article is devoted to teaching measures used during religious instruction lessons for the above-mentioned recipients because, if used correctly, they contribute to the effectiveness of the educational process. The article pays particular attention to their types, role, significance and rules for their use. They should be adjusted to the children’s age and intellectual capacity and to the contents of the religious education unit and the goals that the teacher intends to achieve. There is no doubt that schoolchildren with intellectual disability have difficulty concentrating, and therefore require constant stimulation of interest using a variety of teaching measures. Their poorly developed memory and imagination require visual aids as well as various forms of play. In turn, their perceptual thinking explains the need for close contact with the object being learned through touch or observation. It is worth noting, however, that the teacher’s activities and teaching aids should be harmonised with each other so that their interaction can contribute to the achievement of the intended effects.

PL

Jednym ze środowisk wychowania religijnego dzieci z niepełnosprawnością intelektualną jest szkoła oraz realizowana w niej katecheza. Jej głównym celem jest przede wszystkim przygotowanie tych uczniów do uczestnictwa w szeroko rozumianym życiu religijnym. Niniejszy artykuł został poświęcony środkom dydaktycznym stosowanym podczas lekcji religii wyżej wymienionych odbiorców, bowiem prawidłowo zastosowane wpływają na efektywność procesu edukacyjnego. W artykule zwrócono szczególną uwagę na ich rodzaje, rolę, znaczenie, a także zasady ich wykorzystywania. Powinny być dostosowane do ich wieku, możliwości umysłowych, a także do treści jednostki katechetycznej i celów jakie nauczyciel zamierza osiągnąć. Niewątpliwie uczniowie z upośledzeniem umysłowym mają trudności z koncentracją, dlatego też wymagają nieustannego pobudzania zainteresowania różnorodnymi środkami dydaktycznymi. Słabo rozwinięta pamięć oraz wyobraźnia potrzebują wizualnych pomocy, a także różnorakich form zabawowych. Z kolei ich myślenie konkretno-obrazowe wyjaśnia potrzebę bliskiego kontaktu z poznawanym obiektem poprzez dotyk, czy obserwację. Warto jednak zaznaczyć, iż czynności nauczyciela oraz pomoce dydaktyczne winny być ze sobą zharmonizowane, aby ich wzajemne oddziaływanie mogło się przyczynić do osiągnięcia zamierzonych efektów.

7

Os tipos das construçõdes com clivagem em português

100%

Mikołajczak S.

Studia Romanica Posnaniensia

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2003

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vol. 29

187-196

EN

This paper deals with the four types of cleft constructions in Portuguese. As the mentioned constructions are deeply embedded in the emphatic process of focalisation, we try to give, in the introduction, elear definitions of the terms involved in the process, concentrating mainly on Focus and Topie. The corpus is constituted by the typology of the cleft constructions in Portuguese, containing pseudo-cleft, semipseudo-cleft, and the proper cleft constructions, as well as the “é que” structures. We try to make an analysis of the focus position in the samples coming from such authors as Casteleiro, Vilela, Sedano and our own examples. This paper is organised in three main parts: 1. Introduction; 2. Cleft construction types in Portuguese; 3. Conclusions.

8

Introdução

45%

Charchalis W., Mikołajczak S.

Studia Romanica Posnaniensia

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2019

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vol. 46

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issue 3

3-5

EN

Introduction

PT

Introdução

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Pronome de interesse e outros pronomes em função emotiva

A perspectiva comparativa do pretérito perfeito composto, pretérito perfecto compuesto e present perfect

Aspectos positivos de las influencias intralingüísticas en el proceso de adquisición de L2

As propriedades do verbo e a inversão

Características da variante moçambicana da língua portuguesa com base na análise morfossintática dos diálogos presentes nos romances e contos de Mia Couto

Środki dydaktyczne w edukacji religijnej uczniów z niepełnosprawnością intelektualną

Os tipos das construçõdes com clivagem em português

Introdução