Search results

1

Applied Linguistics and Translation Studies

100%

Hejwowski K.

Crossroads. A Journal of English Studies

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2018

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vol. 21

EN

The article deals with the relation between translation studies and linguistics, in particular applied linguistics. Some facts from the history of translation studies and applied linguistics are presented (James Holmes’s famous paper delivered at the III International Congress of Applied Linguistics, the beginnings of the Institute of Applied Linguistics at Warsaw University). A few definitions of applied linguistics and translation studies are discussed. In conclusion the author’s view on the status of translation studies is expounded.

2

Słowniki przed sądem. Wykorzystanie dzieł leksykograficznych w orzeczeniach sądowych

100%

Czelakowska A., Kubicka E., Klubińska M.

LingVaria : Półrocznik Wydziału Polonistyki UJ poświęcony zagadnieniom języka i językoznawstwa

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2016

|

issue 21

45-64

EN

The paper discusses the issue of the use of lexicographic works in the process of linguistic interpretation, which causes multiple problems in the judicial practice. Omitting positive examples, we show judgements in which the decision can be considered argumentatively unsatisfactory in the area of linguistic interpretation. We hope that the presented material will help linguists and authors of Polish dictionaries better understand how their work is utilized by other users of Polish. Simultaneously, we indicate moments where judicial errors result not only from lack of knowledge or negligence on the part of the interpreters, but also from defects and inconsistencies in the results of linguistic work (e.g. from inadequate definitions or insufficient contrast between definitions of related lexemes), and insufficient familiarization of the extra-linguistic milieu with methodologically newer dictionaries and language corpora.

3

Orbiting by Bharati Mukherjee: A Contemporary American Short Story in the English Classroom

100%

Konopka E.

The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II

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2012

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vol. 2

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issue 2

PL

The article puts forward arguments why American short stories should be used to teach English as a foreign language. It also describes the method which might help to teach literature in secondary schools. Additionally, it presents the results of the research conducted among students in Lomza, Poland, which aimed at examining the pedagogical potential of applying ethnic American short stories in teaching English as a foreign language. This was done by comparing the literary critical analysis of Orbiting – a short story written by Bharati Mukherjee with its intuitive interpretations by young Polish adults. Finally, the article is supplemented with the passage from the said text as well as lexical and reading comprehension exercises based on its contents, which can be used in the English classroom.

4

Poem as a Scenario for Linguistic Exercises

100%

Ostasz M.

Logopedia

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2017

|

vol. 46 EN

47-60

EN

The article presents the theory of paedeia as a method of the axiology of poems having a distinctly playful character as well as an educational competence. The analysis have led to the conclusion that the majority of paideial speech therapy poems constitute the counting out model, because after a multiple of repetitious trials of a given phenomenon, a permanent retention can take place. We are under the impression that most of such texts constitute sylabotonics (trochaic, iambic, or amphibrach) with a constant pause, feminine paideial rhymes, which take on mnemotechnical properties. Frequent themes presented in such poems are the rules concerning the alphabet, grammar and orthography. They support to memorize abstract knowledge or serve, for example, to practice learning the alphabet, and so they are the easiest to repeat and remember – being “catch words” – and the figures of sound are mostly their essential poetic means. Part of the selected poems by Tuwim, Strzałkowska, Dębski, or Edyk-Psut, have not begun with a thought of practicing the systems of speech but were formed as a linguistic play (grammatical-lexical), in which they serve such exercise spontaneously and not necessarily intentionally. Some of them, however, have a meta-textual or speech therapeutic element because they introduce the notion of exercise, e.g. of the phoneticphonological or grammatical systems, and ways of their realization.

5

O budowaniu zaplecza teoretycznego glottodydaktyki polonistycznej. Uwagi na marginesie Podstaw dydaktyki języka polskiego jako drugiego. Podejście integracyjno-inkluzyjne Przemysława Gębala

100%

Hajduk-Gawron W.

Postscriptum Polonistyczne

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2019

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issue 1(23)

291-298

EN

The article attempts to sum up the progress of research on glottodidactics in Polish studies, with particular regard to the inclusive approach in the context of students who have experienced migration. The basic source used was the book by P.E. Gębal Podstawy dydaktyki języka polskiego jako drugiego. Podejście integracyjno- inkluzyjne. [Fundamentals of teaching Polish as a second language. An integration- and inclusion- based approach]

6

The Shaping of Applied Linguistics and the Emergence of Glottodidactics

88%

Róg T.

Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik

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2014

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issue 9

117-131

EN

This article focuses on the development of glottodidactics understood as a scientific discipline concerned primarily with teaching and learning foreign languages, as well as language acquisition, foreign language teacher training, and the design of teaching materials. We investigate the origins of glottodidactics and its gradual isolation from applied linguistics, we look at its research areas and problems it encounters as it emancipates from other sciences. Finally, our attention is turned to the achievements of glottodidactics in Poland.

7

Mediation in Legal English Teaching

88%

Chovancová B.

Studies in Logic, Grammar and Rhetoric

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2016

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vol. 45

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issue 1

21-35

EN

Mediation is a language activity that has been unjustly neglected when preparing law students for their future professional careers. When trained in a professional context, students need to develop and improve complex communicative skills. These include not only the traditional language skills such as reading, writing, listening and speaking, but also more advanced skills such as summarizing, providing definitions, changing registers etc. All these are involved in the students’ acquisition of ‘soft skills’ that are particularly important for students of law since much of their future work involves interpersonal lawyer-client interaction. This article argues that mediation is a crucial (though previously underestimated) skill and that law-oriented ESP instruction should provide training aimed at developing this skill. Showing a practical application of this approach, the paper demonstrates that mediation can be successfully integrated in the legal English syllabus and make the learning of legal English more effective.

8

Unlocking the nature of the linguistic sign: in-between motivation and arbitrariness

88%

Łozowski P.

Językoznawstwo

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2016

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vol. 10

155-167

EN

It is assumed that the radical changes that have taken place in theoretical linguistics over the last 3 decades or so has led to a rejection of the conception of language seen exclusively as an independent and autonomous system of signs. Having set this conception against the background of the major 19th century approaches to language, we claim that the autonomy postulate seems to have been giving way to the idea that language is a symbol of human experience. The article presents, then, a brief, yet systematic, historical survey of the from-motivation-via-arbitrariness-to-motivation projection of linguistics since the 19th century, and identifies some of the practical implications of this projection.

9

L2 Students’ Academic Literacy Development Guided by Teacher Written Feedback: A Writing-to-Learn Perspective

75%

Cheng R., Feyten C. M.

Studie z aplikované lingvistiky - Studies in Applied Linguistics

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2015

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vol. 6

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issue 2

7-25

EN

Non-native graduate students need to master specialized disciplinary knowledge and genre conventions to perform academic writing tasks. The learning practice is always a process of legitimate peripheral participation where students are inducted into their chosen discipline through collaboration and interaction with people in their social and academic network. Adopting a writing-to-learn perspective, the study sought to examine how teacher written feedback guided L2 graduate students to engage in legitimate, peripheral, and participatory activities with the purpose of understanding teacher expectations, learning disciplinary conventions and developing academic literacy in the discipline of applied linguistics. The exploration demonstrated that teacher written feedback provided opportunities for students to engage in dialogic interaction with various parties through interpreting and/or clarifying teacher written feedback. These legitimate peripheral participation activities not only enabled L2 students to gain necessary disciplinary knowledge for successful papers, but also situated them in relation to more experienced members and by extension to the field.

10

Invented spelling – a window on early literacy

75%

Awramiuk E.

Edukacja

|

2014

|

issue 5(130)

112–123

EN

A wide spectrum of research on preschool spelling development in different languages is presented. In Poland, children at kindergarten are usually at a stage of pre-literacy. Invented spelling means the writing produced by young children (aged 3–7) before they are formally taught reading and writing or are at the beginning of the learning process. Their writing is more spontaneous than learnt. The paper describes an investigation of the development of early literacy and factors influencing it, such as knowledge about orthography (spelling), early morphological awareness or teaching methods. Children’s early writing provides a window on their conceptualisation of the written language, illustrating the process of developing language awareness and spelling skills. Invented spelling, together with phonological abilities and letter knowledge is considered to be a strong predictor for later literacy skills.

11

Aplikovaná lingvistika vs. lingvistika v aplikaci aneb S kým/čím se vlastně polemizuje?

75%

Šebesta K.

Studie z aplikované lingvistiky - Studies in Applied Linguistics

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2016

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vol. 7

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issue 1

121-130

EN

The author reacts to the polemic of Slavík and Šmejkalová (2016), he points out certain inaccuracies within it and offers more detailed comments to some issues, especially to the definition of applied linguistics.

12

O definiowaniu języków ojczystego i obcego oraz o „terminologicznym chaosie” w glottodydaktyce – polemicznie

75%

Miodunka W. T.

LingVaria : Półrocznik Wydziału Polonistyki UJ poświęcony zagadnieniom języka i językoznawstwa

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2013

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issue 16

275-283

EN

The paper argues with W. Cockiewicz’s article Jak uporządkować terminologiczny chaos w glottodydaktyce i po co? (2013; ‘How to put order into the terminological chaos in language pedagogy and what should one want to do this for?’). The author begins with a critical overview of Cockiewicz’s treatment of the terms język rodzimy and język ojczysty (‘native’ and ‘foreign language’), and then appeals to French dictionaries of linguistic terminology and French language pedagogy (DdL, LDdL, DdD) to show how they define the terms langue maternelle, langue étrangère, and bilinguisme. The paper argues that what Cockiewicz considers to be “terminological chaos” in language pedagogy should be rather viewed as a quest, connected with the evolution of this branch of science, for terms that would be univocal and could replace the ambiguous and laden with connotations term język ojczysty ‘native language’.

13

WARA OD MIOTŁY? Odpowiedź na polemikę profesora Władysława Miodunki

75%

Cockiewicz W.

LingVaria : Półrocznik Wydziału Polonistyki UJ poświęcony zagadnieniom języka i językoznawstwa

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2014

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issue 17

253-259

EN

This text is a reply to prof. Władysław Miodunka’s polemic on the proposition previously put forward by this author, to systematize the basic language pedagogical terminology. The opponent resents the use of the phrase “terminological chaos”. The author explains why he had used it, and answers several other minor objections. In this case, terminological chaos results not from that one term has multiple meanings, as this is the relatively widespread situation in many disciplines, but from that the terms used in language pedagogy are not defined in the classical sense, and therefore do not discretely distinguish the respective phenomena. Instead, definitions describe prototypes. Adopted from cognitive linguistics, this custom has the undesirable effect that everything that is not prototypical, eludes the terminology – even if such descriptive definitions do provide many important pieces of information on the essence of the respective phenomena.

14

Gli errori nell’uso delle preposizioni in italiano. Uno studio condotto sugli studenti universitari polacchi di livello A2

75%

Gandor B., Gandor B.

Kwartalnik Neofilologiczny

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2021

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issue 1

15

Der Beitrag der Angewandten Linguistik zur Praxisorientierung philologischer Studiengänge

75%

Grzeszczakowska-Pawlikowska B., Makowski J., Stawikowska-Marcinkowska A.

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2022

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vol. Special Issue

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issue 16

7-20

EN

Once a demand of the student movement of the 1960s, the call for more practical relevance in higher education is being expressed again in student surveys. This has gained importance across Europe, not least as a consequence of the implementation of the Bologna Reform. Alongside employability and competence orientation, practical orientation has become one of the central issues in the debate about the curricular focus of university programmes. This paper seeks to briefly outline the concepts behind the keywords employability, competence orientation and practice orientation and discuss how they relate to the traditional (self-)understanding of universities. On the basis of examples it will then consider what concrete contributions Applied Linguistics as an academic discipline (along with its sub-disciplines) can make to the practical orientation of degrees in languages.

16

Forschendes Lehren und Lernen (FLL) in Angewandter Linguistik und Sprachdidaktik Muttersprache Deutsch: Praxiserfahrungen mit dem FLL-Beispiel Informelles Lernen in Szenen: Soziosemiotik des (Heavy) Metal

66%

Lang E.

Glottodidactica

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2014

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vol. 41

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issue 2

23-46

EN

Teaching and learning research appears to be both a suitable and sustainable means to achieve an up-to-date competence for university students in applied linguistics. The understanding of and dealing with new multimodal ‘glocal’ semiotic systems and codes has thus emerged as a new core competence in that field. Since formal educational institutions still adhere to traditional contents, goals and methods, it has turned out to become necessary to focus on informal learning, especially when experienced in subcultures. This approach will lead to acquiring better sociosemiotic competences. The present contribution is based on data and results of imparting of knowledge about informal socio-semiotic learning at the university Wuppertal (Germany), using documents used advanced in seminars of German studies.

17

Лінгвістична експертиза в Україні: типологія та основні завдання

63%

Ażniuk Ł.

Studia Ucrainica Varsoviensia

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2016

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vol. 4

25-34

PL

Linguistic expert examination is a kind of specialized linguistic research of textual materials or other linguistic objects undertaken to clarify issues that have juridical consequences. The paper gives an overview of the major types of forensic linguistic research performed by experts from the Ukrainian Bureau for Linguistic Expert Examination (National Academy of Sciences of Ukraine) over the recent decade. These types are as follows: 1) expert examination of disputed juridical documents, 2) expert examination in cases of protection of personal dignity and business reputation, 3) expert examination of appeals of illegal actions and violence, 4) expert examination in cases of threats and blackmail, 5) expert examination of dialogical texts (recordings of spontaneous speech, SMS messages, interrogation reports etc), 6) expert examination in cases of fraud, 7) expert examination in cases of stirring up interethnic hostility, 8) expert examination of documentary records of personal names, place names, other proper names, and 9) expert examination in cases of protection of a registered trademark. It is argued that a combination of semantic, structural and linguopragmatic approaches is a solid methodological foundation for competent expert investigations that serve as evidence in legal proceedings.

18

Wiersze jako scenariusze ćwiczeń językowych

63%

Ostasz M.

Logopedia

|

2017

|

vol. 46

73-90

PL

Artykuł przedstawia funkcjonalizację teorii paidii jako metodę aksjologii wierszy mających wyraźną sprawność zabawową, ale i zarazem edukacyjną. Analizy pozwoliły stwierdzić, że większość pajdialnych wierszy logopedycznych stanowi wyliczeniowo-repetycyjny model, ponieważ po wielokrotnym wyliczeniowym opisie danego zjawiska lub roli następuje ich powtarzanie (repetycja) w celu utrwalenia. Odnosi się też wrażenie, że znaczna część takich tekstów stanowią sylabotoniki (trocheiczne, jambiczne lub amfibrachiczne) ze stałą średniówką, rymami żeńskimi, parzystymi, przybierające mnemotechniczne własności. Częstym tematem prezentowanym w takich wierszach są zasady dotyczące: alfabetu, gramatyki i ortografii, dawniej języka greckiego czy łaciny. Wspomagają one zapamiętywanie wiedzy abstrakcyjnej, służą na przykład do ćwiczeń poznania abecadła. Są najłatwiejsze do powtarzania i zapamiętania – przysłowiowo „wpadają w ucho”, a podstawowym środkiem poetyckim bywa w nich instrumentacja głoskowa. Część z wybranych wierszy Tuwima, Kerna, Sztaudyngera, Strzałkowskiej, Dębskiego, czy Edyk-Psut nie powstała z myślą ćwiczenia systemów mowy, lecz zabawy językowej (gramatyczno-leksykalnej), w której spontanicznie (niekoniecznie zamierzenie), takim ćwiczeniom służą. Niektóre mają jednak charakter metatekstowy czy metalogopedyczny, ponieważ wprowadzają pojęcie ćwiczeń, np. systemu fonetyczno-fonologicznego lub gramatycznego oraz podpowiadają sposoby ich realizacji.

EN

The article presents the theory of paedeia as a method of the axiology of poems having a distinctly playful character as well as an educational competence. The analyses have led to the conclusion that the majority of paedial speech therapy poems constitute the counting out model, because after a multiple of repetitious trials of a given phenomenon a permanent retention can take place. We are under the impression that most of such texts constitute sylabotonics (na: trochaic, iambic, or amphibrach) with a constant pause, feminine paedial rhymes, which take on mnemotechical properties. Frequent themes presented in such poems are the rules concerning the alphabet, grammar and orthography. They support to memorize abstract knowledge or serve, for example, to practice learning the alphabet, and so they are the easiest to repeat and remember – being “catch words” – and the figures of sound are mostly their essential poetic means. Part of the selected poems by Tuwim, Kern, Sztaudynger, Strzałkowska, Dębski, Budkiewicz, or Edyk-Psut, have not begun with a thought of practicing the systems of speech but were formed as a linguistic play (grammaticallexical), in which they serve such exercise spontaneously and not necessarily intentionally. Some of them, however, have a meta-textual or speech therapeutic element because they introduce the notion of exercise, e.g. of the phonetic-phonological or grammatical systems, and ways of their realization.

19

Invented spelling jako obiekt badań

51%

Awramiuk E.

Edukacja

|

2013

|

issue 3(123)

5–16

PL

Artykuł stanowi przegląd badań nad przyswajaniem umiejętności pisania w różnych systemach językowych przez dzieci w wieku przedszkolnym, który w Polsce określany jest również jako „przedpiśmienny”. Invented spelling to pismo małych dzieci (w wieku 3–7 lat), niepoddanych jeszcze zinstytucjonalizowanej nauce czytania i pisania lub znajdujących się na jej początku, których pisanie jest bardziej spontaniczne niż wyuczone. W artykule omówiono prace poświęcone rozwojowi wczesnych umiejętności pisania oraz czynnikom, które mają na niego wpływ, takim jak wczesna świadomość morfologiczna, grafotaktyczna czy metody nauczania. Zapiski małych dzieci pozwalają wnioskować na temat dziecięcych konceptualizacji dotyczących języka pisanego, obrazują proces narastania świadomości językowej i ortograficznej. Invented spelling jest uznawane, obok m.in. zdolności fonologicznych czy wiedzy o literach, za istotny czynnik prognozujący późniejsze umiejętności czytania i pisania.

EN

A wide spectrum of research on preschool spelling development in different languages is presented. In Poland, children at kindergarten are usually at a stage of pre-literacy. Invented spelling means the writing produced by young children (aged 3–7) before they are formally taught reading and writing or are at the beginning of the learning process. Their writing is more spontaneous than learnt. The paper describes an investigation of the development of early literacy and factors influencing it, such as knowledge about orthography (spelling), early morphological awareness or teaching methods. Children’s early writing provides a window on their conceptualisation of the written language, illustrating the process of developing language awareness and spelling skills. Invented spelling, together with phonological abilities and letter knowledge is considered to be a strong predictor for later literacy skills.

20

Miejsce glottodydaktyki w językoznawstwie polonistycznym

51%

Miodunka W. T.

Język Polski

|

2018

|

vol. 98

|

issue 2

7-21

PL

Autor wychodzi od pokazania językoznawstwa stosowanego w Polsce, uprawianego przez neofilologów, a dość rzadko przez polonistów. To właśnie lingwistyka stosowana do nauczania języków obcych dała w Polsce początek glottodydaktyce, rozumianej jako teoria i praktyka nauczania i uczenia się języków obcych. Glottodydaktyka polonistyczna, znajdująca się przez wiele lat na peryferiach językoznawstwa polonistycznego, po roku 2000 zaczęła zajmować coraz ważniejszą pozycję. Autor omawia relacje glottodydaktyki z tradycyjnymi działami językoznawstwa polonistycznego, takimi jak gramatyka opisowa czy historia języka polskiego, a także zwraca też uwagę na rolę nauk o komunikacji, pragmalingwistyki, psycholingwistyki, socjolingwistyki i polityki językowej w jej obecnym uprawianiu.

EN

The author of the article begins by presenting applied linguistics in Poland, a field of study chosen mainly by experts in modern language studies, but not very popular among specialists in Polish studies. In Poland it was applied linguistics for foreign language teaching that gave rise to the emergence of glottodidactics, understood as the theory and practice of foreign language teaching and learning. Polish glottodidactics, which had been for many years on the periphery of Polish linguistics, began to gain importance after the year 2000. The author discusses the relationships between glottodidactics and traditional areas of study in Polish linguistics, such as descriptive grammar or the history of the Polish language, but he also pays attention to the role of communication sciences, pragmalinguistics, psycholinguistics, sociolinguistics and the current language policy.

Refine search results

Applied Linguistics and Translation Studies

Słowniki przed sądem. Wykorzystanie dzieł leksykograficznych w orzeczeniach sądowych

Orbiting by Bharati Mukherjee: A Contemporary American Short Story in the English Classroom

Poem as a Scenario for Linguistic Exercises

O budowaniu zaplecza teoretycznego glottodydaktyki polonistycznej. Uwagi na marginesie Podstaw dydaktyki języka polskiego jako drugiego. Podejście integracyjno-inkluzyjne Przemysława Gębala

The Shaping of Applied Linguistics and the Emergence of Glottodidactics

Mediation in Legal English Teaching

Unlocking the nature of the linguistic sign: in-between motivation and arbitrariness

L2 Students’ Academic Literacy Development Guided by Teacher Written Feedback: A Writing-to-Learn Perspective

Invented spelling – a window on early literacy

Aplikovaná lingvistika vs. lingvistika v aplikaci aneb S kým/čím se vlastně polemizuje?

O definiowaniu języków ojczystego i obcego oraz o „terminologicznym chaosie” w glottodydaktyce – polemicznie

WARA OD MIOTŁY? Odpowiedź na polemikę profesora Władysława Miodunki

Gli errori nell’uso delle preposizioni in italiano. Uno studio condotto sugli studenti universitari polacchi di livello A2

Der Beitrag der Angewandten Linguistik zur Praxisorientierung philologischer Studiengänge

Forschendes Lehren und Lernen (FLL) in Angewandter Linguistik und Sprachdidaktik Muttersprache Deutsch: Praxiserfahrungen mit dem FLL-Beispiel Informelles Lernen in Szenen: Soziosemiotik des (Heavy) Metal

Лінгвістична експертиза в Україні: типологія та основні завдання

Wiersze jako scenariusze ćwiczeń językowych

Invented spelling jako obiekt badań

Miejsce glottodydaktyki w językoznawstwie polonistycznym