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1

Lotyši, Lotyšané, Lotyšci a Lotychové očima letonistovýma

100%

Škrabal M.

Naše řeč (Our Speech)

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2017

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vol. 100

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issue 4

275-279

EN

This article focuses on selected nonstandard variants of the Czech demonym Lotyš (Latvian) and their usage.

2

Budapešťská rýha v dráze Richarda Messera (Meszlénye)

51%

Michal Topor M.

Svět literatury – Časopis pro novodobé literatury (World of Literature – Journal for Modern Literatures)

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2021

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vol. 31

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issue 1

59-75

EN

It seems most likely that Richard Messer (born in 1881 in Pančevo, died in 1962 in Prague) came to Budapest in 1900; in any case, at the end of that year he had his surname officially changed to Meszlény. This is how he subsequently signed his — apparently somewhat sporadic — contributions to Budapest-based Hungarian-language journals and newspapers: the prose piece “Egy boldog pár” (Happy Couple) was published in the review Otthon (Home, 1901); a series of critical sketches were printed in the journal A Színház (Theatre, 1904); a couple of texts appeared in the review Művészet (Art, 1905, 1908) and since 1908 he also wrote occasional pieces for the daily Pester Lloyd. After all, as “Meszlény” he graduated in philological studies from the University of Budapest (continuing in Grenoble, Heidelberg and Cluj-Napoca) and it is also how he signed his final, doctoral thesis about Heinrich Wilhelm von Gerstenberg (Gerstenberg költészete. Irodalomtörténeti tanulmány, 1908). The present study traces precisely these roots of Messerʼs philological and artistic-critical habit.

3

BARIERY W NAUCE JĘZYKÓW OBCYCH – PERSPEKTYWA UCZĄCYCH SIĘ

41%

Smuk M.

Neofilolog

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2016

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issue 47/2

171-185

EN

This article’s main aim is to present the results of research concerning the barriers in foreign language learning. It analyses various obstacles indicated by 342 students from both philological and non-philological departments. Those factors have been subdivided into three groups, each dealing with a different type of barriers: external objective barriers, barriers associated with behavior and competence of the teacher as well as concerning language courses, and, finally, cognitive, affective, and personality related barriers.

4

Czego pragną przyszli filolodzy... Wyniki badania pilotażowego na temat świadomości wyboru i oczekiwań studentów filologii

41%

Smuk M.

Neofilolog

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2020

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issue 55/2

195-207

EN

The main of this article is to present the results of a pilot study car-ried out among 476 students of selected foreign languages at War-saw University. The research covered the following issues: (1) students’ interest in various courses included in philology studies (literature, linguistics, foreign language didactics, etc.); (2) the dominant motivation for undertaking philological studies and (3) students’ initial career plans. The research is diagnostic and descriptive and it will be continued at over a dozen Polish universities. The main goal of this project is to build a social representation of foreign language studies in Poland today. The Polish Association of Modern Languages (PTN) is a patron of the study.

5

Dvě lekce studia literatury aneb o pomalosti

26%

Málek P.

Slovo a smysl - Word & Sense

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2018

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vol. 15

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issue 29

13-56

EN

Drawing on the considerations of Karlheinz Stierle, who claims that one of the key tasks in thinking about literature is to oppose the technical totality of modernity and its repressive mechanisms with the substantiality of the slow and the already past, this study aims — in the reading of Franz Kafka, for example, by German thinker, literary theorist and critic Walter Benjamin, and that of Karel Čapek by Czech literary historian and critic Jiří Opelík — to present a form of thinking about literature and its studies that would belong in some ways to the ‘slow reading culture’. At a time when the predominant view of the status of the discipline has grown skeptical, when one has come to doubt the meaning of literature, it is useful to return to the sources and principal questions that comprise our basic attitude towards literature and its study. The question of the current state of thought about literature is reflected here by the prism of slowness and the culture of slow reading, together with a study of literature that opens our way to something we might have otherwise abandoned in the ‘rhythm of constantly renewed acceleration’. The first part of the study, dedicated to Benjamin’s reading of Kafka, focuses on several motifs, grouped around the idea of study and the idea of the image. He develops his interpretation of Kafka’s short stories, The New Advocate, and his reading of the photographic portrait of little Kafka, by reflecting on Benjamin’s tendency to introduce the subject in a circular manner, and through a method of interpretation that gradually approaches, interrupts and postpones, the methodological equivalent to slow reading, revolves around the conviction that the center of the thinking about literature is the understanding of literary works, his open movement, which can never reach a culminating understanding. The second part of the study, devoted to Opelík’s reading of Karel Čapek, deals with the philological footprint and philological impulse in the literary-historical works of Jiří Opelík: at the epicenter of literary research he inserts the poetic word, which like the history of his stratification is also a model of the historicity of understanding and the experience of time slowing down. Slowness, in the context of Opelík’s Čapek, receives numerous synonyms, some immediately implied (continuity and stability), others emerging from his Čapek reading spontaneously (service), and still others seeming to suggest themselves: loyalty. Loyalty to the author, a service rendered not only to him but also to the readers, to ongoing research, to the constancy of the contemporary reader’s interest. Opelíkʼs methods remain an element of confidentiality in relation to the studied work, which is both first and last instance of understanding, confidentiality based on the slow experience of reading.

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Lotyši, Lotyšané, Lotyšci a Lotychové očima letonistovýma

Budapešťská rýha v dráze Richarda Messera (Meszlénye)

BARIERY W NAUCE JĘZYKÓW OBCYCH – PERSPEKTYWA UCZĄCYCH SIĘ

Czego pragną przyszli filolodzy... Wyniki badania pilotażowego na temat świadomości wyboru i oczekiwań studentów filologii

Dvě lekce studia literatury aneb o pomalosti