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1

FORMELHAFTE SEQUENZEN IN DER ERST- UND ZWEITSPRACHE: VERSUCH EINER BEGRIFFSBESTIMMUNG AUS PSYCHOLINGUISTISCHER PERSPEKTIVE

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Czarnecka M.
Germanica Wratislaviensia
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2011
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vol. 133
189-199
EN
The term formulaic sequences encompasses a various types of word strings which appear to be stored and retrieved as holistic units from the memory. Formulaic sequences constitute a large proportion of any discourse and, furthermore, they exist in so many forms that it is difficult to develop a definition of this phenomenon. This article outlines important aspects of formulaic sequences from a psycholinguistic point of view; it also shows the variety of definitions and classifications which appear in the research literature, and tries to find the criteria which identify formulaic sequences in a discourse or a text.
2
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Zum Begriff "Kompetenz" in der Fremdsprachendidaktik

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Czarnecka M.
Glottodidactica
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2008
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vol. 34
25-33
DE
This paper discusses the role of the notion of competence in foreign language teaching. The starting point is a definition of competence given by Chomsky and other researchers over a span of several decades (Labov, Hymes, Canale & Swain, Coseriu, tyons et al.). In the latter part of the paper, a model of communicative competence by Hans Eberhard Piepho is presented. The author focuses on changes the notion of competence has undergone within the period under consideration; they are presented as a process that - in the linguistics - has manifested itself for years in a tendency „towards the performance".
3

Lernen Erwachsene Fremdsprachen anders? Motivation, Einstellungen, Angst als affektive Variablen im Zweitspracherwerb bei Erwachsenen und Kindern

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Czarnecka M.
Germanica Wratislaviensia
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2013
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vol. 137
181 - 192
EN
The objective of this paper is to answer the following question: To what extent may age have an effect on learners’ motivation, attitudes and anxiety? This paper demonstrates that – with respect to all three variables – the learning environment is crucial for language acquisition: in an informal learning context children are usually more highly motivated to acquire the language than adults. In both formal and informal learning contexts adults have generally higher anxiety levels than children; this tendency may be connected with the desire to maintain a particular linguistic and cultural identity.
4

„Am Worte dreierlei“:Konnotationen im Kontext der Wortbedeutung

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Czarnecka M.
Germanica Wratislaviensia
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2012
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vol. 136
83-94
EN
Generally, it is agreed that the meaning of the word has two aspects: the “primary” meaning, i.e. the most specific or direct meaning (called in logic and linguistics “denotation”), and the secondary meaning, i.e. meaning suggested by or associated with a word or thing (“connotation”). Connotations refer also to the cultural and / or emotional associations that become attached to words. However, among the scientists there is no agreement on what aspects of word meaning are included in the connotation. The objective of the paper is to answer the following question: To what extent may associations and emotions be considered as components of word meaning? This paper provides an overview of the analysis of the term “connotation” from the perspective of the twentieth-century’s linguistics. It also attempts to determine the notion of word meaning. Furthermore, it has been demonstrated how to solve the problem of the linguistic description of word meaning.
5

DIE STADIEN IM ERWERB DES MORPHOSYNTAKTISCHEN REGELSYSTEMS IN DER ERSTSPRACHE

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Czarnecka M.
Germanica Wratislaviensia
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2010
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vol. 131
159-167
EN
In the process of first language acquisition children select the data from the environment. Important principles are those of pattern selection (the child selects some forms in some contexts due to token frequency and saliency) and of self-organization (the child does not merely imitate input elements but constructs their patterns in reaction to the intake). This paper shows the development of the first language morphosyntactic system; focus will be laid on the constructive character of language acquisition.
6

„How many elephants?“ – Probleme mit der Begriffsbestimmung und Identifizierung formelhafter Äußerungen

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Czarnecka M.
Germanica Wratislaviensia
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2016
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vol. 141
183-195
DE
Der Begriff formelhafter Äußerungen umfasst unterschiedliche Arten von Wortverbindungen, die vom Gedächtnis als Ganzes gespeichert und abgerufen werden. Der Beitrag diskutiert zwei in diesem Zusammenhang zentrale Fragen: Wie können formelhafte Äußerungen definiert und identifiziert werden. Formelhafte Äußerungen sind nämlich so verschiedenartig, dass es schwierig ist, ihre Definition zu formulieren und ihre Merkmale zu beschreiben. Die derzeit existierenden Methoden der Identifizierung (z.B. aufgrund von Häufigkeit) werden kritisiert, denn alle haben ihre Nachteile; die Anwendung der Intuition, die häufig von der Forschung herangezogen wird, ist auch mit vielfältigen Problemen verbunden.
EN
The term “formulaic sequences” encompasses various types of word strings which appear to be stored and retrieved as holistic units from the memory. This article discusses two major problems in the study of formulaic sequences: how to define their features and how to identify these sequences in discourse. The problem is that formulaic sequences exist in so many forms that it is difficult to develop a definition of this phenomenon and to find the main characteristics of formulaic sequences. The existing methods of identifying formulaic sequences (e.g. by frequency in the corpus) can be used to some degree but each of them has its drawbacks. Even drawing on the individual’s intuition as the basis for identifying these sequences runs into its own serious problems.
7
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Die Entwicklung interner grammatischer Regeln im gesteuerten Fremdsprachenunterricht

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Czarnecka M.
Glottodidactica
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2009
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vol. 35
81-89
EN
Internal rules of grammar exist in the language irrespective of how they are described by the linguists. This paper is an attempt to answer the question in what way internal rules develop both in the mother tongue and in instructed second language acquisition. The author refers to the hierarchy of processing procedures, chunk related and cognitively based research and demonstrates how this development may be supported in instructed second language acquisition.
8
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Die Sprache als soziales Phänomen: Kann die Stereotypensemantik das Problem der Wortbedeutung lösen?

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Czarnecka M.
Glottodidactica
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2011
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vol. 37
49-58
PL
Language is considered a social phenomenon because all human beings communicate with their respective speech communities using the language of their own. Putnam’s theory of meaning combines such ingredients as the individual language experience world and social practice, all of which are ignored or downplayed by traditional theorizing about meaning. This article outlines some important aspects of Putnam’s idea and tries to answer the question of whether the stereotype semantics can solve the problem of meaning.
9
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Formelhaft oder nicht? Die wichtigsten Merkmale der formelhaften Sequenzen

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Czarnecka M.
Glottodidactica
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2010
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vol. 36
33-43
EN
Formulaic sequences constitute a large protection of any discourse and, furthermore, they exist in so many forms that it is difficult to develop an adequate definition of this phenomenon. The term formulaic sequences encompasses verious types of world strings which appear to be stored and retrieved as holistic units from the memory. This article outlines some improtant aspects of formulaic sequences; it also shows the variety of definitions which appear in the research literature, and tries to find some specific criteria by means of which formulaic sequences could be identified in a discourse or a text.
10
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Analytisch versus holistisch oder: Warum Erwachsene im Fremdsprachenunterricht den Erklärungen eine besondere Bedeutung beimessen?

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Czarnecka M.
Glottodidactica
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2013
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vol. 40
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issue 2
63-73
DE
The objective of this paper is to answer the following question: Why do adults attach special importance to presentation of explicit rules in foreign language teaching? The foregoing poses the question if and to what extent the ability to think analytically is supported at school.And furthermore: to what extent it has effect on the students’ learning style and subsequently on the process of foreign language acquisition. The author has also conducted a brief pilot study.
11

„Die unzertrennliche Verbindung des Gedanken […] zur Sprache“ – der Begriff „Konzept“ in der kognitiven Linguistik

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Czarnecka M.
Germanica Wratislaviensia
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2012
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vol. 135
71-83
EN
The fundamental unit of symbolic knowledge is a concept – a mental representation that captures knowledge of what constitutes a given category of things. Concepts are a natural bridge between the mind and the world, and semantic memory is our mental storehouse of knowledge about the world and it forms the foundation of our abilities to understand and produce language. This paper provides an overview of the analysis of the term “concept” from the perspective of cognitive linguistics. It also describes selected models of semantic memory that have been proposed. It will be also demonstrated how the term “concept” functions within these models.
12
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Hacer Topaktaş o poselstwie Franciszka Piotra Potockiego do Stambułu (1788–1793)

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Czarnecka M.
Historia Slavorum Occidentis
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2024
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issue 2(41)
235-249
EN
Reading Ottoman-Polish diplomatic relations leads to a clear conclusion that in the late 18th century, the Polish-Lithuanian Commonwealth had an opportunity to enter into an international alliance as a partner alongside the Ottoman Empire. Topaktaş has not attempted to create hypothetical scenarios regarding the survival or otherwise of the First Republic, but has reconstructed the idea of an Ottoman-Polish alliance in a scholarly manner, drawing on a rich body of historical sources. The publication contains innovative insights from the fields of history, political science and international relations. It takes into account the latest state of research and the results of searches personally conducted by the author. Topaktaş has almost managed to avoid factual mistakes and errors. The scale of the research apparatus used and the high specialisation of the technique of the historian of Polish-Turkish relations makes this monograph a work complementary to the diplomatic relations between the Republic of Poland and the Ottoman Empire. The reader is presented with a convincing argument alternating with a narrative that gives the impression of a reportage on the journey and stay of Franciszek Piotr Potocki - all wrapped up in academic terminology. The author has accomplished the research goals declared in the introduction. I personally believe that Topaktaşs book is a groundbreaking and inspiring treatise on the late 18th century. It is worth recommending to enthusiasts of Ottoman studies, but also to students of history interested in the subject.
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