Search results - CEJSH

1

IMPROVING THE SPEECH IN YOUNGER PUPILS

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Cvetanović Z., Negru M.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 3(57)

347-355

EN

The main objective of the mother tongue teaching is the development of speech of pupils involved in steady of education. Regular, clear, meaningful, well-designed speech with elements of artistic expression, is a result of continuous exercise and training. Younger pupils learn how to speak properly and clearly. The basics for a successful speaking are defined in the culture of speech and rhetoric. The paper presents the following characteristics of proper and good speech that are the foundation for improving speech of younger pupils in the classroom. They can permanently improve their speaking only by constant practice with instructions, requirements and defined criteria for oral expression. The aim is to determine the appropriate methodological guidelines for the introduction of speaking skills in pupils and their progress in this area.

2

ФОРМУВАННЯ МОВЛЕННЄВОЇ КУЛЬТУРИ МАЙБУТНЬОГО ВЧИТЕЛЯ МАТЕМАТИКИ В СИСТЕМІ МЕТОДИЧНОЇ ПІДГОТОВКИ

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Годованюк Т.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 2(56)

209-218

EN

The mathematics teacher’ language and speech is an indicator of his/her pedagogical culture, a means of self-expression and self-affirmation of his/her personality. From the wealth of vocabulary, the level of speech culture and speech technology depends largely on his/her professional skills and success in teaching activities. That is why great importance should be paid to the formation of speech culture of future teachers of mathematics during their studying at Pedagogical University. Thus, we should not assume that training of speech culture doesn’t belong only to the preparation of the language teacher as teaching of each discipline is important in this case. The aim of the article is to highlight the importance of speech culture formation in the system of methodological training of future mathematics teachers at Pedagogical University. Research results which are obtained by analyzing the literature on the research problem, teacher monitoring of the process of students studying, systematization and generalization of pedagogical experience indicate that speech activity of mathematics teacher is to some extent an art that is not given naturally to a man but which should be taught. Speaking of future teachers, including mathematics, should stand out such qualities as correctness, accuracy, consistency, richness, purity, appropriateness, adequacy, clarity, expressiveness, consistency and so on. Methodological training of future mathematics teachers is considered as one of the alternative ways of formation of speech culture in the article. So methodological training of students for professional activities should include teaching students’ proper pronunciation, writing and use of mathematics terms, phrases, numerals etc. The practical significance of the study lies in the development of guidelines on the formation of speech culture of students and their practical use in the educational process. The article states that the problem of improving speech culture of future teachers of mathematics at this stage is not covered enough.

3

Facilitation of Child Language Development through Using Finger Plays in Toddler's Age

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Zīriņa T.

Ad verba liberorum

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2009

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vol. 1

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issue 1

57-61

EN

Introduction Toddler's age is a period which includes children development from 1 to 3 years of age. This is a period when a child needs a lot of support from parents and understanding from caregivers. It is also a period when coordination of fine movements and language develops. The main factor facilitating the process is a positive communication between the child and an adult. Therefore one of the most successful means ensuring both positive communication with an adult and the development of the language is finger plays or a folk-songgame from the Latvian folklore. The experience coming from other nations also emphasizes the significance of the finger games in the development of children's language.Aim of the study To analyze the influence of finger plays to the development of language in toddler's age (1 - 3 years).Materials and methods Latvian folk songs constituting the part of the folklore of the toddler age have been analysed in the research. Also, research on Latvian children's folklore has been done. Research on finger plays in English has been also done, and the features characteristic to both Latvian and English culture have been analysed.Results The development of speech is a highly important indicator in the child's development. It seems that the above issue has been topical many centuries ago too as we can find so many wonderful finger plays in folklore that have attracted children's attention for centuries. As one can find very scarce information on finger plays in literature, the major way enabling generations to pass this national treasure on to the next generation is verbal communication.While playing finger plays the development of children's communication skills are encouraged. The foundation for successful development of interaction is being laid when the child has to cooperate not only with the immediate family but also peers. Speaking skills and the development of interaction are closely linked as successful interaction is not possible without well-developed language skills and other children might not understand their playmate and thus communication barriers may emerge.Toddler's folklore mostly consists of folksongs introducing the child with its nearest and more distant surroundings. That is extremely important for enlarging the lexicon of the child as this is exactly the age when the stock of words grows very rapidly due to the development of cognitive processes, and many of the words from the passive knowledge are now actively used.Finger plays is a gratifying means that can be included into various activities of the daily regime at a preschool institution. It will be useful both during the morning hours when you meet the children as well as during the time when you work with a child individually. There are no space related restrictions for using the play as well as no auxiliary materials required.Through using finger plays in toddler's age a child is successfully prepared for the next stage in its development: preschool age where one of the most important preconditions for success is well-developed language. Despite the fact that children's shops offer the most various toys aimed at encouraging children's development from the very first months of their lives, one should not forget about the children's development means known and proven through centuries as they possess one important quality: they have to be played together with relatives, and that, in turn, develops the child's emotional sphere and activates language much more successfully than any toy bought in a shop.Conclusions The impact of finger plays on the development of a child is very manifold. The following aspects are being developed:- child's speech as well as other cognitive processes: thinking, memory, imagination, attention, perception;- interaction skills;- coordination of finger movements;- feeling of safety.

4

Pravda a řeč

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Čapek J.

Filosofický časopis (Philosophical Journal)

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2010

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vol. 58

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issue 5

663-673

EN

The article focuses on the relation between speech and truth, elaborated by Heidegger in the period of Being and Time. It argues that Heidegger’s notion of truth is a deeply linguistic one. The basic language unity is not the proposition (statement), but the situated act of speech. The author reconstructs Heidegger’s reading of the Aristotelian theory of statement as well as Heidegger’s appropriation of Husserl’s analysis of truth. The conclusion arrived at is that if speech is in early Heidegger to be true, it must be context-bound and interpretative.

5

Speech Therapy Care in Mental Illnesses – Theoretical Issues

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Hrycyna E.

Logopedia Silesiana

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2019

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issue 8

51-70

PL

The article focuses on the theoretical frame of the speech therapy care problem in various mental illnesses. It presents psychiatric disorders particularly associated with speech and communication problems and diversifies the character of speech disorders in psychiatry, indicating that they can oscillate between variously intensified language pathology and different ways of thinking and speaking; as such, they may be permanent or may disappear spontaneously after the episode of the disease is managed. The study defines the relationship between speech and mental disorders, and lists their short- and long-term effects in mental illnesses. Subsequently, it proceeds to circumscribe the place of a speech therapist in an interdisciplinary team, specifies what the logopaedic diagnosis in the process of a mental disorder is, and indicates other roles of a speech therapist in the broadly understood diagnostic and therapeutic process, e.g. the preventive one. The article formulates general goals and guidelines for speech therapy in mental disorders and discusses those aspects of the treatment which are closely related to the patient and the place of speech therapy care. The article concludes that speech pathologists in psychiatry have a chance to consolidate their position. The conditions which have to be met in order to do so are: the profound description and interpretation of speech disorders in psychiatry, the balanced assessment of diagnostic and therapeutic possibilities, and cooperation within an interdisciplinary team.

6

Exploring Communicative Gestures in Czech Persons with Diagnosed Aphasia

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Janečka M.

Research in Language

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2021

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vol. 19

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issue 1

15-32

EN

In my investigation, I worked with 6 persons with diagnosed aphasia. I introduce some possible perspectives on the exploration of the extent of speech damage in persons with aphasia and the various ways in which they substitute for language deficiency with the aid of gestures. From the viewpoint of data processing methods, on the one hand, I explore the parameters of spoken language, such as the quantity of words, and, on the other hand, the parameters of gestures, such as the quantity of gestures, diversity of gestures, etc. In aphasic persons speaking Czech, I verify the following assumption established by Jakob et al. (2011): the more speech-limited an aphasic person is, the more gestures he/she produces during the interpretation of a story. It was found that the number of words produced by aphasic persons varies, partially dependent on the specific type of aphasia. This is particularly true on both ends of the scale – people with large speech distortion use the highest quantity of gestures, people with low speech distortion use gestures to a lesser extent. Within the classification of semantic gestures, I focus particularly on iconic and deictic gestures. In addition, I presume that symbolic gestures (i.e. emblems) do not occur in aphasic persons’ speech, because aphasic persons prefer gestures that display the plot in the most concrete way. My data correlate with other studies dealing with this topic – aphasic persons do use gestures intentionally to substitute for their verbal deficiency. At the same time, they mostly use very concrete (iconic) gestures, which enable them to transmit a large volume of information.

7

Speech Therapy Care in Mental Illnesses – Theoretical Issues

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Hrycyna E.

Logopedia Silesiana

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2019

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issue 8

51-70

PL

The article focuses on the theoretical frame of the speech therapy care problem in various mental illnesses. It presents psychiatric disorders particularly associated with speech and communication problems and diversifies the character of speech disorders in psychiatry, indicating that they can oscillate between variously intensified language pathology and different ways of thinking and speaking; as such, they may be permanent or may disappear spontaneously after the episode of the disease is managed. The study defines the relationship between speech and mental disorders, and lists their short- and long-term effects in mental illnesses. Subsequently, it proceeds to circumscribe the place of a speech therapist in an interdisciplinary team, specifies what the logopaedic diagnosis in the process of a mental disorder is, and indicates other roles of a speech therapist in the broadly understood diagnostic and therapeutic process, e.g. the preventive one. The article formulates general goals and guidelines for speech therapy in mental disorders and discusses those aspects of the treatment which are closely related to the patient and the place of speech therapy care. The article concludes that speech pathologists in psychiatry have a chance to consolidate their position. The conditions which have to be met in order to do so are: the profound description and interpretation of speech disorders in psychiatry, the balanced assessment of diagnostic and therapeutic possibilities, and cooperation within an interdisciplinary team.

8

Does Language Determine Our World’s Borders? The Deaf Beyond the Pale

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Szpilman M.

Colloquia Humanistica

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2019

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issue 8

EN

Does Language Determine Our World’s Borders? The Deaf Beyond the PaleThe limits of our language are the limits of our worldLudwig Wittgenstein“If not in words, how did she organize her thoughts?,” asks contemporary American writer André Aciman thinking of his deaf mother. In other words, how did she organize her world – one could ask, since even if not consciously, it is often assumed that “the limits of our language are the limits of our world.” Taking Ludwig Wittgenstein’s well-known dictum as a starting point, I would like to present an interdisciplinary approach to the subject, set on the border of comparative literature, linguistics, and medicine. In my paper, using the works of Plato (Cratylus), Denis Diderot (Paradox of Acting), Étienne Bonnot de Condillac (Philosophical Writings of Etienne Bonnot Abbé de Condillac), Oliver Sacks (Seeing Voices: A Journey into the World of the Deaf), and others, I focus on how people perceive the borders (limits) of our world through the prism of language. Is language just a prosthesis, a grafted limb one can live without? Do hands speak more intimately than words? Or maybe deafness is more of a disability than blindness? Is hearing essential for creating memory, allowing comparison, judgment and association of ideas? From a medical point of view, it is impossible to develop speech without hearing. So how does not hearing and therefore not speaking limit our world? Does it at all? Czy język określa granice naszego świata? Głusi poza nawiasemGranice naszego języka są granicami naszego świata.(Ludwig Wittgenstein)Jeśli nie w słowach, jak organizowała swoje myśli? – pyta współczesny amerykański pisarz André Acimana w eseju o swoje głuchej matce. Innymi słowy, można zapytać - jak organizowała swój świat - bo nawet nieświadomie wierzymy, że: granice naszego języka są granicami naszego świata. Biorąc za punkt wyjścia słynne powiedzenie Ludwiga Wittgensteina oraz wykorzystując dzieła Platona (Kratylos), Denisa Diderota (Paradoks o aktorze), Étienne’a Bonnota de Condillaca (Traktat o wrażeniach zmysłowych), Olivera Sacksa (Zobaczyć głos) i innych, analizuję postrzeganie granic świata przez pryzmat języka, w ujęciu interdyscyplinarnym, z pogranicza literatury porównawczej, językoznawstwa i medycyny. Czy język to tylko proteza, bez której można żyć? Czy ręce mówią dokładniej niż słowa? A może bycie głuchym to niepełnosprawność znacznie bardziej ograniczająca niż bycie niewidomym? Czy słyszenie jest naprawdę ważne, ponieważ odgrywa kluczową rolę w tworzeniu pamięci, umożliwiając porównywanie, ocenianie i tworzenie skojarzeń? Słyszenie, z medycznego punktu widzenia, jest niezbędne do wykształcenia mowy. Jak zatem niesłyszenie, a zatem niemówienie ogranicza nasz świat? Czy ogranicza?

9

The parallel development of the form and meaning of two-handed gestures and linguistic information packaging within a clause in narrative

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Sekine K., Kita S.

Open Linguistics

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2014

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vol. 1

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issue 1

EN

We examined how two-handed gestures and speech with equivalent contents that are used in narrative develop during childhood. The participants were 40 native speakers of English consisting of four different age groups: 3-, 5-, 9-year-olds, and adults. A set of 10 video clips depicting motion events were used to elicit speech and gesture. There are two findings. First, two types of two-handed gestures showed different developmental changes: those with a single-handed stroke with a simultaneous hold increased with age, while those with a two handed-stroke decreased with age. Second, representational gesture and speech developed in parallel at the discourse level. More specifically, the ways in which information is packaged in a gesture and in a clause are similar for a given age group; that is, gesture and speech develop hand-in-hand.

10

Ojczyzna w homiliach i przemówieniach Jana Pawła II wygłoszonych podczas pielgrzymek do Polski w latach 1979‑1987

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Gaszyńska‑Magiera M.

Politeja : Pismo Wydziału Studiów Miedzynarodowych i Politycznych Uniwersytetu Jagiellońskiego

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2014

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issue 3(29)

401-418

EN

Although the place of the notion of homeland in John Paul II’s teaching has been studied in numerous publications, most of them adopted a theological perspective. However, it seems worthy to refer it also to reflections of lay researchers. The present analysis concentrates on Pope’s homilies and speeches given during three pilgrimages to Poland between 1979 and 1987. Thirty texts in which the word homeland appears have been taken into account. It turns out that John Paul II often alluded to visions of homeland fixed in the Polish culture. However, he did not share with his contemporaries the image of homeland with ethnicity, history and tradition in its centre. Homeland, in his vision, should not separate inhabitants of a country, but rather unite them. It should not induce to contemplate national triumphs and failures, but incite to look towards the future.

11

Граматичната категория лице във форумното общуване на bg-mamma

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Тодорова [Todorova] Б. B.

Studia z Filologii Polskiej i Słowiańskiej

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2017

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vol. 52

EN

The grammatical category of the person in bg-mamma forum communicationThe main purpose of the paper is to present some grammatical features of computer-mediated communication (CMC), in particular the verb category of the person. The specifics of grammar use in CMC texts are not preferred by researchers as they are more difficult to investigate. The grammatical system is more stable and conservative and the differences in grammar use are less discernable. A lot of investigators claim that CMC occupies the middle position between speech and writing. Hewing and Coffin (2004) consider that in speech the first and the second person use is preferred; in writing the third person has more frequent use. This research thus aims to investigate the use of personal forms of verbs in some discussions in the largest Bulgarian forum platform – bg‑mamma. The results show that in the corpus the third person appears more often than others. The second person has lowest use. Gramatyczna kategoria osoby w komunikacji na forum internetowym bg-mammaPodstawowym celem artykułu jest przedstawienie pewnych gramatycznych właściwości komunikacji zapośredniczonej komputerowo (computer-mediated communication, CMC), tyczących się zwłaszcza czasownikowej kategorii osoby. Specyfika gramatyki tekstów CMC nie należy do tematów często podejmowanych przez badaczy, teksty te należą bowiem do trudniej poddających się analizie. System gramatyczny jest tu bardziej stabilny i charakteryzuje się większym konserwatyzmem, co utrudnia notowanie różnic gramatycznych. Wielu badaczy postuluje, że CMC plasuje się w połowie drogi między mową a pismem. Hewing i Coffin uważają, że w mowie częściej używa się pierwszej i drugiej osoby, w piśmie zaś – trzeciej. Wychodząc z tego założenia, podjęto analizę użycia form osobowych czasowników w niektórych wątkach dyskusyjnych największego bułgarskiego forum internetowego bg-mamma. Jej wyniki wskazują, że w korpusie najczęściej występują czasowniki w trzeciej osobie, najrzadziej zaś – czasowniki w drugiej osobie.

12

Wybrane cechy rozwoju języka u dzieci z niepełnosprawnością wzroku

100%

Kucharczyk I.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2016

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issue 14

89-113

PL

This review of research literature presents the difﬁculties encountered by blind children at individual developmental stages of speech. This report aims to appraise recent peer reviewed literature relating to communication and language development in children with VI. The language and communication developmental characteristics may assist speech-language therapists to build a knowledge base for parti- cipation in early intervention for young children with visual impairment.

13

The Tongue in the Oral Cavity: Resting Position, Inter-Speech Posture and Tongue Bracing

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Łuszczuk M.

Logopedia

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2019

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vol. 48 EN

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issue 1

5-20

EN

The tongue in the oral cavity can be defined in various contexts. Three of its activities are described in this article: resting position, inter-speech posture and tongue bracing and their relations to the primary functions of the orofacial complex are indicated. The tongue bracing was a special subject due to the fact that it has not yet been described in the Polish linguistics literature. The results of the study concerning Polish speech with the use of the instrumental method were also included.

14

Child Speech Development at Pre-school and at School: Aspect of Successive Learning

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Anspoka Z.

Ad verba liberorum

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2011

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vol. 3

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issue 1

46-59

EN

Whilst living in today's contemporary and diverse environment of visual information, people draw too little attention to verbal information, textual perception, listening, reading and writing. However, language is not only a means of communication. Language is also a means of acknowledging human thinking, self-affirmation and ethnicity. Since the main goal of education is to raise a creative personality, the mutual relationship between language and speech becomes the most important means to this end.In order to effectively address children's speech development issues within the pedagogical process at pre-school and at school, one must be aware of the necessity for an individual approach to each child, as the levels of their speech development differ. The causes of this might be found in our current socio-economic environment, in which a child grows and develops. Speech development of a child is closely related to his or her upbringing as a personality. As early as at pre-school, a child needs to learn to control and to manage his or her behaviour, to be able to listen, to perceive the meaning of what he or she has heard and to act accordingly, to observe certain rules and to precisely and consistently obey to the cultural norms of a listener and a speaker. A child needs to acquire the skill to concentrate his or her attention, to make observations of the surrounding environment, to narrate the seen and the heard, to perceive objects, to compare and to contest them, to question, to answer, to conclude, to be able to recognize a word that has been used to signify an object, an event or a process, to understand its meaning in a specific context, to recognize the phonetic qualities of a word, to analyze the sounds in the word, etc. The aforementioned qualities are further developed at school level by deepening the contents and form. As pre-school children and early school age children perceive the world in an emotional way, a positive emotional context is important for a positive speech development. This process requires a kind of study content and a methodological provision that links a child's associations to his or her experience. During the period of pre-school and early school a child may experience difficulty to concentrate, especially if a child is not interested in the study contents, if the contents are vague and do not stimulate thinking. The more complex thought operations a child has to employ in the process of speech development, the more complete and precise his or her speech becomes. Since at pre-school and at early school ages a child is not result-driven psychologically, it is important to ensure an educational process, in which, by successively and playfully passing from one action to another, a child indirectly acquires speech and experiences positive emotions as a response to his or her achievements.

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Przemowa z okazji nadania godności doktora honoris causa Uniwersytetu Śląskiego w Katowicach, 23 października 2018 roku

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Coetzee J. M., Pawlicki M.

Śląskie Studia Polonistyczne

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2020

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vol. 15

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issue 1

EN

The presented text is the verbatim record of the address delivered on 23rd of October 2018 by John Maxwell Coetzee on the occasion of conferring on him a title of doctor honoris causa by the University of Silesia in Katowice. The theme of the speech in question is the significance of the English language in contemporary world.

16

Hate Speech in Media Discourse

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Drożdż M., Pontifical University of John Paul II F. o. S. S., michal.drozdz@upjp2.edu.pl

Acta Universitatis Lodziensis. Folia Litteraria Polonica

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2016

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vol. 35

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issue 5

EN

This article is an attempt to seek answers to the question of whether so-called hate speech in the media constitutes a reporting of facts and reflects real social and cultural life or pursues other aims, for example: the persuasive and manipulative creation of a desired reality innate in the functioning of a commercial and persuasive media. The author attempts from the axiological perspective of the media, as well as from the semiological and linguistic perspectives, to answer the question of what the role of media language is in shaping and promoting real attitudes of hostility and hatred, and conversely, how cultural and media tendencies shape hate speech in the media. The author does not analyse the material aspect of language, but rather tries to look critically at certain trends shaping new forms of media language that bear negative values.

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Intertextuelle Relevanz bei Franz Kafk

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Sadziński R., Universität Łódź P. F.

Acta Universitatis Lodziensis. Folia Germanica

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2014

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vol. 10

PL

Teksty są co najmniej w dwójnasób transcendentne. Z jednej strony poprzez język, tworzywo tekstu, który konstytuując się w diachronii i funkcjonując w synchronii, transcenduje (transzendiert) – żeby użyć sformułowania Karla Jaspersa – (za)przeszłą rzeczywistość w postaci powstałych wtedy znaków i ich znaczeń w nieznaną z tamtej perspektywy przyszłość, a więc i w naszą teraźniejszość. Z drugiej zaś istniejące już teksty wchodzą z sobą w interakcję, co powoduje, że tworzą się niejako hiperteksty w czasie i w przestrzeni. Jest jeszcze i trzeci wymiar – to autor tekstu i czytelnik (każdy z osobna), którym tekst pozwala – jak mówi Gerhard Kurz – wyjść „poza siebie”, bo tylko wtedy odczuwamy potrzebę powrotu do „własnego ja”, odrzucając po drodze kolejną maskę (gr.łac. persona). W artykule pokazano to na przykładzie tekstów Franza Kafki. Spośród wielu poruszonych tam wątków ograniczmy się tutaj jedynie do toposu syren, które zniewalały żeglarzy swym śpiewem. U Kafki syreny już definitywnie nie śpiewają, wobec czego Odyseusz niepotrzebnie kazał zatykać sobie uszy woskiem. Kafka stawia tylko kropkę nad i, bo już i we wcześniejszej literaturze niemieckiej ten śpiew cichł coraz bardziej. I tak w znanej pieśni Heinego Loreley poeta już nie jest pewny skuteczności śpiewu syren – on jedynie chce w to wierzyć: „Wierzę, że fale w końcu pochłoną i żeglarza i łódź”. Bo w czasach nihilizmu śpiew – i sztuka w ogóle – traci swą moc. W balladzie Rybak Goethego syrena wprawdzie jeszcze tryumfuje, ale to nie za sprawą śpiewu. Śpiew bowiem dominuje w drugiej zwrotce („Śpiewała do niego, mówiła do niego”), natomiast rybak pogrąża się w odmętach morza dopiero w czwartej zwrotce, gdzie dominuje perswazja słowna („Mówiła do niego, śpiewała do niego”). Ta inwersja – notabene brak jej w polskim tłumaczeniu Hanny Januszewskiej w Dziełach wybranych J. W. Goethego (PIW 1983) – nie mogła być u Goethego przypadkowa: symbolizuje ona typową dla lustrzanego odbicia odwróconą proporcję – rybak tak naprawdę ujrzał własne odbicie w wodzie, biorąc je za postać syreny. Śmierć w odmętach morza była ceną za brak samowiedzy. Nie darmo zatem napis na świątyni Apollina w Delfach głosił: „Γνῶθι σεαυτόν (Gnothi seauton) – Poznaj samego siebie”.

EN

Texts are transcendental in a at least two ways. On one hand, they are transcendental through the language – the substance of texts – which by constituting diachronic relationships and functioning in synchrony transcend – to use Karl Jaspers’ term – past reality in the form of the then existing signs and their meanings into future then unknown from that perspective, and thus also the present as known to us. On the other hand, texts interact with each other and as it were, create hypertexts in time and space. There also exists a third dimension – the author and the reader (each independently) whom the text allows, to quote Gerhard Kurz, to go ‘beyond oneself’ because only then we experience the need to return to ‘one’s own I’, rejecting on the way a successive mask (Greek and Latin persona). In this article the concept is illustrated in the context of Franz Kafka’s texts. Among the multitude of themes presented, let us limit ourselves to the topos of the Sirens who lured sailors with their singing. In Kafka’s works the Sirens no longer sing, so Odysseus need not have asked to have his ears blocked with wax. At that point Kafka only completed the process of change, for already earlier in German literature the singing had grown quieter and quieter. Thus in Heine’s wellknown song “Loreley” the poet is no longer convinced about the effectiveness of the mermaid’s singing – he only wishes to believe in it: “I think that the waves will devour the boatman and the boat as one” (as translated by A.Z. Foreman). Because in times of nihilism the singing – and art in general – had lost their power. In Goethe’s “Fisherman” the mermaid still triumphs, but not because of her singing. Her song dominates in the second verse (“She sang to him, she spoke to him” as translated by John Storer Cobb), but the fisherman immerses himself in the abyss of the sea only in the fourth verse which is dominated by verbal persuasion (“She spoke to him, she sang to him”). This inversion – nota bene lacking in the Polish translation by Hanna Januszewska in “Dzieła wybrane” J.W. Goethe (PIW 1983) – could not have been accidental: it symbolizes the reversed image typical of a mirror reflection – in reality the fisherman had seen his own reflection in the water and mistook it for the image of a mermaid. His death in the abyss of the sea was a price paid for lack of selfknowledge. It was not without reason that the inscription on the Temple of Apollo in Delphi read: “Γνῶθι σεαυτόν (Gnothi seauton) – Know thyself!”.

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Metajęzykowe oblicze ironii

88%

Starodworskaja E.

Studia Rossica Posnaniensia

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2020

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vol. 45

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issue 1

PL

The paper deals with the problem of relations between verbal irony and metalinguistic features of the natural language. It is shown that the irony in the vast majority of situations involves the reaction to a real or imagined speech, which proceeds from the fact that the human mind, the main target of irony, is explicated in a manner making it possible to be examined and evaluated precisely in speech. The target of the irony is man, his intellectual abilities, ethic and aesthetic choices, his views and beliefs, while his speech (word, statement, text, manner of speaking) turns out to be the direct pretext for ironic utterance.

19

The Gender Aspect of the English Language. Should We Teach Gender Neutrality in the Classroom?

88%

Grigoryeva L., Nazmieva E.

Journal of Education Culture and Society

|

2023

|

vol. 14

|

issue 2

144-153

EN

Aim. This article is aimed at the study of different aspects of gender linguistics in the English language, namely, the grammatical category of gender, gender vocabulary and phraseology, male and female differences in using language, the problem of gender neutrality teaching in English. Methods. The article is based on the study and review of research works in the fields of cultural studies, linguistics, and sociology. The paper summarises the current state of understanding on the topic and makes contribution to the field. Results. In this paper the grammatical gender of English is studied, examples of lexical units, phraseology, proverbs, and sayings are given, and differences in speech between men and women are described, forms of gender-neutral English are presented. The results of research clearly show that in the past English used not to be a gender-neutral language. Nowadays, we can observe that changes in cultural views influenced by feminism in the English-speaking countries have led to changes in the language itself. Conclusions. English has become one of the first languages in the world in which gender neutrality has become predominant. We think since gender-neutrality is highly valued in the English-speaking society, it must be taught to learners of English in different countries since the primary aim of learning a foreign language is communication which always includes a cultural component.

20

ILPT as effective means of studies of persons of ripe years to the foreign speech

88%

TSYMBAL S.

Edukacja-Technika-Informatyka

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2014

|

vol. 5

|

issue 1

273-278

EN

It registers in the article, that the major psychical function of man is speech – basic means of intercourse of people. By means of speech a man passes to other people the opinions, feelings, desires, experience, induces them to those or other acts and actions.

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