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Głoska. Próba definicji dla potrzeb badań wymowy cudzoziemskiej

100%
Rogoziński Ł.
Studia Linguistica
|
2015
|
issue 34
125-150
EN
The aim of the article is to propose a phonetically-driven definition of the so called ‘głoska’ phenomenon in Polish linguistics. The kind of definition that would made studies on segmental foreign pronunciation more effective. The term ‘głoska’ can be considered a Polish counterpart of such terms as ‘phone’ or ‘speech sound’ but its most popular definitions often show some significant differences when compared with one another. There can be 6 main descripancies found among the most popular definitions of the term. Many of the definitions are somehow phonologically-driven and reflect mainly on the fact that ‘głoska’ is an articulated phoneme which is an oversimplification. The definition of ‘głoska’ in this paper is based on Tworek’s method for subdividing ‘głoska’ into a quadruple phonetic (articulated) phenomenon which consists of primary, secondary, individual, contextual features. This approach to ‘głoska’ as a basic and most important part of segmental speech continuum may be very productive in phonetic research, especially on non-native pronunciation.
2
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Mobile phone owners' health behaviors

100%
Kordecka A., Łukaszuk C., Kraszyński M., Kraszyńska B., Krajewska-Kułak E.
Progress in Health Sciences
|
2016
|
vol. 6(1)
130-140
EN
Introduction: The consistently growing number of mobile phone users has contributed to increasing interest in the effects of mobile phones on human health. Purpose: To assess the preferred health behaviors of mobile phone users. Materials and methods: The study included 175 mobile phone users and used standardized tools, such as the Multidimensional Health Locus of Control (MHLC) scale and the Health Behavior Inventory (HBI). Results: Most respondents had an impact on their own health (avg. 26.9 points). Respondents showed the highest level of health behaviors in relation to attitude, whereas the lowest level towards health practices. We distinguished three groups in the study population: with high (14.9%), low (47.4%), and average (37.7%) levels of health behaviors. We cannot unequivocally state that there is a statistically significant correlation between the occurrence of certain fungal genera/species on mobile phone and hand surfaces and the health locus of control. Conclusions: The respondents themselves mainly had an impact on their own health, and those in favor of this opinion attached greater importance to washing their hands. Respondents showed the highest level of health behaviors in relation to mental attitude, whereas the lowest level towards preferred health practices. Almost half of the respondents showed low levels of health behaviors, whereas almost every seventh respondent had high levels of health behaviors. No significant relationship was shown between the preferred health behaviors and the frequency of washing hands, the number of colonies and the isolation frequency of fungal strains collected from the surfaces of mobile phones and the hands of their owners.
3
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Kilka uwag o pisowni polskiej w Przewodniku do języka polskiego Michała Kusia (1646)

86%
Frączek A., Just A.
Linguistica Copernicana
|
2015
|
issue 12
287-309
EN
The subject of this article is the Przewodnik do Języká Polʃkiego [Guide to the Polish Language] by Michał Kuś published in 1646. This guide is made up of two parts - an extensive dictionary and a grammar - a course book for learning Polish that is more than a dozen pages long. The article's introduction brings to light the silhouette of the author of Przewodnik and describes the structure of his work. In further paragraphs the authors focus on issues concerning the seventeenth-century Polish spelling. The article presents the most typical and interesting features of spelling used in the guide, cotrasts them with the view and recommendations of grammarians conteporary to Kuś, and compares the features with the spelling characteristics of the authors of several other seventeenth-century Polish-German and German-Polish dictionaries.
4
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Fonoholizm – uzależnienie naszych czasów

58%
Sarnowski P., Stelmaszczyk A.
Kultura i Wychowanie
|
2022
|
vol. 21
|
issue 1
101-123
EN
The article presents a relatively new addiction, namely: phone addiction. It covers the unsafe use of the mobile phone and the Internet. It introduces the issue of addictions, their types, mechanisms of action and social conditions. It places phone addiction as a behavioural addiction related to new media. It introduces the causes and shows the effects of phonoholism. It shows the relationship between changes in the communication model and the emergence of new media and addiction to them. It shows the impact of addiction to the phone on relationships and the social changes taking place in connection with the progressive development of technology.
PL
Artykuł przedstawia stosunkowo nowe uzależnienie, jakim jest fonoholizm. Omawia niebezpieczne korzystanie z telefonu komórkowego i Internetu. Przybliża zagadnienie uzależnień, ich rodzaje, mechanizmy działania i uwarunkowania społeczne. Sytuuje uzależnienie od telefonu jako uzależnienie behawioralne związane z nowymi mediami. Przedstawia przyczyny i pokazuje skutki fonoholizmu. Wykazuje związek zmian modelu komunikacji z powstaniem nowych mediów oraz z uzależnieniem od nich. Pokazuje wpływ uzależnienia od telefonu na relacje oraz zmiany społeczne zachodzące w związku z postępującym rozwojem technologii.
5
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Po co i jak (nie) uczyć cudzoziemców fonetyki języka polskiego?

58%
Badyda E.
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
|
2019
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vol. 26
197-208
EN
Communicative language teaching does not focus its attention on phonetics, but it should be noted that student’s communicative efficiency also depends on his ability to reproduce the phonetic shapes of words correctly. The student’s difficulties with the correct pronunciation in a foreign language are the result of shaping his phonological hearing and automation of movements of the articulators by his native language. That is why just exposure to the sound of the L2 may not be enough. The author argues that identifying Polish phones and their correct production should be focused on from the beginning. This allows the teacher to refer to correct patterns of phones in any prospective case of wrong pronunciation and also helps prevent the formation of erroneous student’s habits of speech. In the work on phonetics, particular attention should be paid to the most characteristic phonological oppositions in Polish, also taking into account those important from the point of view of inflection. It would be advisable to introduce phonemes simultaneously with the alphabet, as in classroom learning conditions a student acquires phonic and graphic forms of words at the same time. Equipped with the knowledge about the relationship between pronunciation and spelling, he will be able to correct his own pronunciation referring to the spelling of the words and also – to write them as they are heard. It also prevents a student from reading newly learned words according to the spelling rules of another language. In the future, it will allow the student to pronounce those proper names, which are learned in graphic form, correctly.
PL
Fonetyka nie jest eksponowaną płaszczyzną w nauczaniu języka polskiego jako obcego o nastawieniu komunikacyjnym, jednak skuteczność komunikacyjna zależy też od umiejętności odwzorowania przez studenta prawidłowej postaci brzmieniowej wyrazu, zwłaszcza w zakresie relewantnych fonologicznie cech głosek. Trudności studenta z prawidłową wymową wynikają z ukształtowania jego słuchu fonemowego i zautomatyzowania ruchów artykulacyjnych zgodnie z wymogami jego języka rodzimego, dlatego ogólna ekspozycja na brzmienie języka polskiego może być niewystarczająca. Uzasadnione jest skoncentrowanie się na różnicowaniu słuchem głosek polskich i prawidłowej ich wymowie już na początku nauki. Umożliwia to późniejsze odwoływanie się do wprowadzonych wzorców fonetycznych i zapobieganie powstaniu błędnych nawyków wymawianiowych. W pracy nad fonetyką należy skupić się zwłaszcza na najbardziej charakterystycznych opozycjach fonologicznych w języku polskim, z uwzględnieniem tych, które są istotne z punktu widzenia fleksji. Zasadne jest wprowadzanie fonemów w powiązaniu z alfabetem, ponieważ w nauce języka obcego student zapoznaje się z kodem fonetycznym i graficznym równolegle. Pozwala to na późniejsze wykorzystanie postaci ortograficznej do przypomnienia wymowy, poprawne zapisywanie wyrazów ze słuchu, a jednocześnie uniknięcie odczytywania nowych polskich wyrazów zgodnie z konwencją ortograficzną obcego języka. Ponadto umożliwia w przyszłości operowanie w mowie nazwami własnymi poznawanymi w postaci graficznej.
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