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Albowiem nie mamy tu miasta trwającego, ale przyszłego szukamy. Przyjaciele złączeni wygnaniem: o korespondencji Czesława Miłosza z Thomasem Mertonem

100%
Ward J.
Przekładaniec. Półrocznik Katedry UNESCO do Badań nad Przekładem i Komunikacja Miedzykulturowa UJ
|
2011
|
issue 25
177-188
EN
This article considers the decade-long correspondence of Czesław Miłosz and Thomas Merton, published first in a Polish translation in 1991, and only later, in 1997, in the original English. Though Merton offered to write in French, a language that Miłosz at the time knew much better than English, Miłosz chose to use the latter. The article concentrates on Miłosz’s side of the correspondence, comparing the impression of struggle and incomplete command that his letters evoke in the original version with the linguistic elegance and control implied by the Polish translation. Miłosz’s slightly foreign English seems a reflection of the theme implied by the English title of the correspondence, Striving Towards Being. The article also suggests that writing in English, despite the constraints that it imposed, enabled the Polish poet to discover a childlike freedom of expression and to meet his “correspondent”, a fellow-sufferer from spiritual homelessness, in sympathetic understanding, though the external experience of the two was very different. Each partner, searching for someone who “spoke the same language”, found his interlocutor, paradoxically, in a person who, in the literal sense, did not.
2
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DEVELOPING WRITING STRATEGIES OF POOR LANGUAGE LEARNERS AT THE LEVEL OF JUNIOR-HIGH SCHOOL

81%
Droździał-Szelest K., Domińska M. A.
Neofilolog
|
2016
|
issue 46/1
59-77
PL
Although language learning strategy research has been going on for almost forty years and has provided both theorists and practitioners with an abundant body of knowledge on the subject, there are still areas that need further investigation. One such area is the use of strategies in language skills development, with the skill of writing being singled out as deserving special attention. It is suggested that in order to better understand the processes involved, we need more information concerning the development of the skill by learners, as well as more data revealing the effects of strategy based instruction, especially with reference to children and adolescents in different foreign language learning contexts.   Hence, this article makes an attempt to contribute to the ongoing discussion by focusing on a special group of learners – poor language learners, at a risk of educational failure – who are learning a foreign language (English) in the context of junior high school. The article consists of two parts: its theoretical sections focus on some issues related to poor language learners, with emphasis on factors impacting their school problems in general and learning of the writing skill in particular. Then, based on the literature review, some research findings concerning writing strategies and the effects of strategic training are discussed. The second part presents and comments on the data obtained during the course of an informal study carried out in a junior high school within the framework of an educational project which was remedial in character.
EN
Although language learning strategy research has been going on for almost forty years and has provided both theorists and practitioners with an abundant body of knowledge on the subject, there are still areas that need further investigation. One such area is the use of strategies in language skills development, with the skill of writing being singled out as deserving special attention. It is suggested that in order to better understand the processes involved, we need more information concerning the development of the skill by learners, as well as more data revealing the effects of strategy based instruction, especially with reference to children and adolescents in different foreign language learning contexts.    Hence, this article makes an attempt to contribute to the ongoing discussion by focusing on a special group of learners – poor language learners, at a risk of educational failure – who are learning a foreign language (English) in the context of junior high school. The article consists of two parts: its theoretical sections focus on some issues related to poor language learners, with emphasis on factors impacting their school problems in general and learning of the writing skill in particular. Then, based on the literature review, some research findings concerning writing strategies and the effects of strategic training are discussed. The second part presents and comments on the data obtained during the course of an informal study carried out in a junior high school within the framework of an educational project which was remedial in character.
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