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1

Lingwistyka stosowana a polonistyka stosowana – podobieństwa i różnice

100%
Gruszczyńska E.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2014
|
issue 9
93-101
EN
Applied Linguistics is an interdisciplinary field of study that identifies, investigates, and offers solutions to language-related real-life problems. Some of the academic fields related to applied linguistics are education (language assessment, second language acquisition), communication and language policy, psychology, computer science, anthropology, and sociology. The tradition of applied linguistics established itself in the late 1950s. A few years ago applied Polish linguistics was established at the Polish Faculty at the University of Warsaw. It is concerned with principles and practices on the basis of Polish language such as stylistics, communication, language education, speech therapy, voice emission, rhetoric, and media language. What is the relation between applied linguistics and Polish applied linguistics: are they exclusive or rather inclusive? The answer for this question is the aim of this paper.
2

Przekładoznawstwo w kontekście lingwistyki stosowanej

80%
Lewicki R.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2011
|
issue 4
87-93
EN
The relation of Translation Studies to Applied Linguistics is not presently the question unequivo­cally perceived or determined. In particular, it should be considered if it is reasonable to place Trans­lation Studies within the framework of Applied Linguistics which is done by the authors who refer to F. Grucza's claims. Deliberations on this issue, conducted with reference to various concepts in translatology, make the author acknowledge that Translation Studies is a linguistic discipline, but as a whole, is not embraced within Applied Linguistics. The theory of translation, i.e. theoretical studies of translation, should be placed outside Applied Linguistics, leaving within its scope various areas of Applied Translation Studies, namely: translation criticism, translation didactics, studies of particular translation types, studies of translation in specific languages, and of particular text types, studies of community interpreting, and also – with certain reservations – the history of translation.
3

Cele i zadania „Lingwistyki Stosowanej"

80%
Grucza S.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2009
|
issue 1
7-11
4

Lingwistyka stosowana a nauczanie języka polskiego jako obcego

80%
Miodunka W. T.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2009
|
issue 1
61-80
EN
In his analysis of the achievements of applied linguistics in Poland, the author draws on Grucza's (2007) work Lingwistyka stosowana. Historia – Zadania – Osiagniecia (Applied Linguistics: History, Tasks and Achievements). The author also makes reference to the French school of linguistique appliquée, since the establishment of the Applied Linguistics Unit for the Teaching of Polish as a Foreign Language at the Jagiellonian University in 1980 was guided by both these traditions. The processes of building the Unit's academic team and establishing a program in teaching Polish as a foreign language for Polish students in 2005 are also presented. The article then concentrates on the description of research projects such as the development of curricula for teaching Polish as a foreign language (1992), creation of a certification system for Polish as a foreign language (1999-2003), and, finally, work aimed at the allignment of this system with the standards of the Association of Language Testers in Europe (2002-2004). This is followed by a synthesis of the Department's achievements in teaching materials development (1984-2009) and organisation of Polish language courses for foreign students (1980-2009). The article concludes with remarks on the recent restructuring and transformation of the Unit into Department of Polish as a Foreign Language
5

Lingwistyka antropocentryczna a badania okulograficzne

61%
Grucza S.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2011
|
issue 4
149-162
EN
The consequence of acknowledging that language abilities are an inherent property of man is that the actual speaker/ listener has come to the foreground of linguistic deliberations and thereby the emphasis in these reflections and in the research has been shifted to what is happening in the brain as far as language processes are concerned. The last few decades, due to increasingly modern technologi­cal solutions, have brought about the possibility of more detailed and in-depth explorations of human brain functioning and its properties. In the first part of the present article, the characteristics of the object of research in linguistics are presented, and in the second, the possibilities of its exploration are described. Special attention was focused on the possibilities of using eye-tracking research in applied linguistics. Summing up the observations, it should be admitted that in order to make progress in linguistics and to be innovative, experimental research carried out using apparatus must be incorporated and started. However, it must be emphasized that this type of experimental research in linguistics, including obviously eye-tracking studies, is scientifically relevant only to the point that it really contributes to the creation of new knowledge or the verification of scientific knowledge gained earlier, and only if it contributes to the scientific exploration of the object of linguistics.
6

Polska szkoła lingwistyki stosowanej – kilka uwag na kanwie monografi i F. Gruczy pt. „Lingwistyka stosowana. Zarys jej historii, zadań i dokonań

61%
Szerszeń P.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2010
|
issue 2
261-269
EN
The article presents the main directions of Polish research in the field of applied linguistics in its traditional sense. Moreover, it analyses the most significant achievements of the Polish linguists on the basis of the monograph Lingwistyka stosowana. Zarys jej historii, zadań i dokonań. (Applied Linguistics. History, objectives, achievements.) by Professor Franciszek Grucza. The first part discusses issues of terminology concerning the reality referred to as applied linguistics, its subject, goals and objectives as presented by F. Grucza, whereas the second provides an outline of the history of the Polish applied linguistics. The third part enumerates main branches of applied linguistics sensu largo developed by Polish linguists as well as describes one of its major achievements – glottodidactics.
7
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Linguistics of Augmentative and Alternative Communication in the Process of Diagnosis of Speech Inability and Speech Non-Occurrence

57%
Michalik M.
Logopaedica Lodziensia
|
2020
|
issue 4
131-139
PL
W artykule wyodrębniono i zdefiniowano lingwistykę komunikacji alternatywnej i wspomagającej – nową subdyscyplinę w ramach lingwistyki stosowanej. Jej głównym parametrem jest kompetencja lingwistyczna, a parametrem pomocniczym zjawiska niemowności i niemówienia. Udowodniono jednocześnie, że lingwistyka komunikacji alternatywnej i wspomagającej, mając hierarchiczny układ celów naukowych, prowadzi badania podstawowe, stosowane oraz wdrożeniowe. Umożliwia również diagnozę o charakterze logopedycznym osób niemownych i niemówiących. Postulaty nią rządzące zaprezentowano w ostatniej partii tekstu.
EN
The paper identifies and defines augmentative and alternative communication, a new sub-discipline in applied linguistics whose primary parametre is linguistic competence whereas the secondary parameter is the phenomenon of speech inability and speech non-occurrence. At the same time it has been proven that linguistics of augmentative and alternative communication conducts primary, applied and implementation research having a hierarchical layout of scientific aims. It also enables to conduct a logopaedic analysis of mute and non-speaking persons. The postulates that govern it are presented in the last part of the text.
8

Kultura jako cecha dystynktywna języka

51%
Zygmunt T.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2010
|
issue 2
241-249
EN
The discussion is aimed at directing both linguists' and educators' attention toward culture viewed as a competence building element of second language education. The presented point of view underscores the need for expanding linguistic competence by adding cultural competence to it, bearing in mind that language is an integral part of culture. Besides, the stress is put on such a knowledge shaping process of a second language user which furnishes him or her with superb translational or teaching skills. This conviction, as demonstrated in the article, finds a strong support especially in the teaching/learning process focused on English where the user's full command of the language is impossible without the knowledge of its varieties. The presented examples clearly show that a language community can be easily identified with an ethnic community which, in fact, is distinguished by its tongue. The briefly discussed varieties of English (British and American), again, give evidence that differences in expresis verbis are actually differences in thinking fostered by the language community users and their culture. Therefore, what the discussion stresses is the fact that the art of second language education should be concentrated on teaching the proper way of expressing thoughts in the target language. The article ends with the appeal for a deep and thorough consideration of the contents of a second language teaching process.
9

Metanaukowa i metalingwistyczna wizja lingwistyki (stosowanej)

51%
Grucza F.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2009
|
issue 1
19-39
EN
The aim of this article is to discuss metascientifi c and metalinguistic vision of (applied) linguistics. The article consists of three parts. The first part describes the phrase „applied linguistics" and presents the meanings attached to this phrase by other authors. The second part presents the Author's answer to the question concerning science, i.e. the question with regard to distinctive features of science in the world of human activities in general, and cognitive activities in particular. The third part attempts to present the designative and denotative function of the phrase „applied linguistics". Moreover, this part of the article shows the Author's view on linguistics in general, especially on its main subject and on its cognitive tasks.
10

Problemy, zadania i wyzwania translatoryki

51%
Żmudzki J.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2009
|
issue 1
41-60
EN
This article attempts to create a general and, out of necessecity, selective and up-to-date description of translation studies in Poland. The Author starts elaborating on the stages of the complicated development of translation studies with the presentation of facts in which translation studies has its origin. Further, the Autor describes the periodization of translation studies in the light of influence of the facts mentioned above on the development of translation studies in Poland. Selected theoretical models of translation studies as disciplines created mostly by Professor F. Grucza constitute fundamental constructional basis and signifi cant area of comparison reference. F. Grucza distinguished two types of translation studies: theoretical and applied. The former is to create descriptive and explicative knowledge and the latter – applicative knowledge. This division lead de facto to two stages of interpretation of translation reality. General description of translation studies in Poland covers also teaching in translation and interpreting which, next to the primary field of academic research, is a key component of translation studies. This makes translation studies more than just an area of applied linguistics.
11
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Wiersze jako scenariusze ćwiczeń językowych

51%
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.
12
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Избранные аспекты теории и практики преподавания аудиовизуального перевода на польских неофилологических направлениях

43%
Kucy A., Kuca Z.
Roczniki Humanistyczne
|
2020
|
vol. 68
|
issue 10
129-140
RU
Аудиовизуальный перевод (анг. audiovisual translation, АVТ) это наиболее динамично развивающийся вид перевода современной эпохи. По мнению авторов статьи, популярность этого вида перевода будет только расти. К сожалению,  на польских неофилологических направлениях занятия по аудиовизуальному переводу еще не вошли в учебные программы в качестве обязательных предметов. Цель настоящей статьи – привлечь внимание академического сообщества к необходимости включения курсов перевода AVT в учебные программы. В статье рассматриваются тенденции развития АVT и самые популярные техники аудиовизуального перевода: субтитрование и дубляж, которые могут быть успешно использованы в процессе обучения иностранным языкам. Авторы статьи дают рекомендации по способам использования данного типа перевода на занятиях и отвечают на вопрос, какого дидактического эффекта можно достичь благодаря его применению.
EN
Audiovisual translation (AVT) is the most dynamically developing kind of translation of the modern era. According to the authors of this article, the popularity of this type of translation will only increase. Unfortunately, within the framework of contemporary Polish modern language faculties, classes in audiovisual translation have not yet entered the curricula as obligatory subjects. The aim of this article is to draw the academic community’s attention to the necessity of introducing AVT translation classes into the curricula of modern language faculties, such as applied linguistics, translatology and contemporary linguistics. The article discusses the latest theoretical trends in AVT and presents the most popular types of translation of this type, which can be successfully used in the process of learning foreign languages in neophilological fields. These include, above all, subtitling and dubbing. The article ultimately raises the main question of how this type of translation can be used in class and what glottodidactic effects can be achieved in this way.
PL
Wybrane zagadnienia z teorii i praktyki nauczania tłumaczenia audiowizualnego na polskich kierunkach neofilologicznych Tłumaczenie audiowizualne (ang. AVT) jest obecnie najbardziej dynamicznie rozwijającym się rodzajem tłumaczenia. Według autorów niniejszego artykułu ten typ tłumaczeń będzie zyskiwać na popularności. Niestety, w ramach współczesnych polskich neofilologii zajęcia z AVT jeszcze nie weszły do siatki stałych przedmiotów. Artykuł ma za zadanie zwrócić uwagę środowiska akademickiego na konieczność wprowadzenia zajęć z AVT do siatki programowej. W artykule są omawiane najnowsze tendencje teoretyczne rozwoju AVT oraz prezentowane najbardziej popularne techniki tłumaczenia tego typu, które mogą być z powodzeniem wykorzystywane w procesie nauki języków obcych na kierunkach neofilologicznych. Należą do nich przede wszystkim tworzenie napisów oraz dubbing. Artykuł ostatecznie odpowiada na główne pytanie, w jaki sposób można wykorzystać ten rodzaj tłumaczenia na zajęciach i jakie efekty glottodydaktyczne można w ten sposób osiągnąć. Избранные аспекты теории и практики преподавания аудиовизуального перевода на польских неофилологических направлениях Аудиовизуальный перевод (анг. audiovisual translation, АVТ) это наиболее динамично развивающийся вид перевода современной эпохи. По мнению авторов статьи, популярность этого вида перевода будет только расти. К сожалению,  на польских неофилологических направлениях занятия по аудиовизуальному переводу еще не вошли в учебные программы в качестве обязательных предметов. Цель настоящей статьи – привлечь внимание академического сообщества к необходимости включения курсов перевода AVT в учебные программы. В статье рассматриваются тенденции развития АVT и самые популярные техники аудиовизуального перевода: субтитрование и дубляж, которые могут быть успешно использованы в процессе обучения иностранным языкам. Авторы статьи дают рекомендации по способам использования данного типа перевода на занятиях и отвечают на вопрос, какого дидактического эффекта можно достичь благодаря его применению.
13

Antropocentryczna a paradygmatyczna (tradycyjna) lingwistyka (stosowana) i kulturologia (stosowana)

41%
Grucza F.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2012
|
issue 6
5-43
EN
Anthropocentric linguistics vs. paradigmatic (traditional)(applied) linguistics and (applied) culturology
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