The subject-matter of the article are meanings of various Polish verbs denoting epistemic states and processes. In the theoretical part the authors discuss some implications of language-specific taxonomies of mental phenomena for teaching a foreign language. The practical part consists of sample exercises that present ways of teaching semantics and pragmatics of epistemic verbs.
The subject of the paper are such types of utterances as Nie sądzę, że p, ja to wiem (I don t believe that p, I know it). In particular, interpretive controversies of this kind of utterances are discussed. The applied research method consists in a comparative analysis of the collected language material. Moreover, the present-ed extensive empirical material confirms the thesis that such utterances are indeed corrective. The conclu-sions from the analyses support the thesis that the classical definition of knowledge (of justified true belief) is internally contradictory due to the fact that verb wiedzieć, że_ (know that_) is defined by a non-factive verb być przekonanym, że_ (be convinced that_).
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