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1
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The contributions of prof. dr hab. Stanisław Stachowski (1930-2021) to the development of Slavic, Turkic and Balkan studies

100%
Georgiewa‑Okoń, Jordanka
Rocznik Slawistyczny
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2022
|
issue LXXI
2

ПРОФЕСІЙНА ПІДГОТОВКА МАГІСТРІВ ГУМАНІТАРНИХ НАУК З ЛІНГВІСТИКИ В ЕДИНБУРЗЬКОМУ УНІВЕРСИТЕТІ v

100%
Комочкова О.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 5(59)
18-
EN
The article deals with professional training of Masters of Arts in Linguistics at the University of Edinburgh. The aim of the study consists in revealing peculiarities of Linguistics curriculum at the University of Edinburgh. Such methods as analysis, synthesis, systematization and generalization have been used. The author has characterized structural-organizational and content components of MA (Hons) Linguistics (full-time) at the University of Edinburgh. It has been found out that Scottish degrees differ from those elsewhere in UK. The author has outlined the following advantages of Scottish degrees: flexibility in courses choice, stipulating for students’ academic maturity; their academic mobility development; accumulation of core professional experience. It has been stated that during Year 1 students are introduced to foundations of linguistic theory, study regional and social variation of world languages, in particular English, as well as communication methods. During Year 2 students develop their knowledge of linguistic theory, research methodology, structure of oral and written English and other languages, the evolution of language and patterns of linguistic changes. Year 3 and 4 are based primarily on specialized courses (Linguistics Core: structure and Linguistics Core: others). In Year 3 students taking a Modern Language and Linguistics or English Language go abroad as an obligatory part of their degree programme. In Year 4 students have to write a dissertation (7000–10000 words) in language sciences. The author has also characterized strategies of teaching and learning applied during educational process at the University of Edinburgh. Most of courses are taught through lectures, tutorials, practicals or small-group project work. The University is keen to develop innovative approaches to teaching and learning, e.g. e-learning techniques, peer-assisted learning, clicker technology etc. Educational process of MA (Hons) Linguistics is based predominantly on independent student work (75 %). Based on the study results the author has systematized British experience of Masters of Arts’ in Linguistics professional training and has emphasized the expediency of its positive aspects implementation into professional training of linguists at the national universities. Prospects for further researches are seen in the analysis of Linguistics curricula at leading European universities.
3
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European Opportunities in the Field of Lawyer-Linguists – Irish Perspective

100%
Siekiera J.
Polish Political Science Yearbook
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2018
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vol. 3 (47)
581-586
EN
Multilingualism is now considered as the mean of achieving common goals on the European ground. This term can be referred to speaking several languages at the same time, and as to an official requirement for the employees of an organisation or a company who should communicate internally and externally by using more than one language and finally, as to multiculturalism which can apply to an individual’s capability to master several languages. But since the EU has extended equal treatment to 24 languages spoken in all of its member countries, there is a huge demand for translators, interpreters, linguists and lawyer-linguists. The Irish language, being a working one, while not yet a XX language is an interesting example of achieving the largest scope of multilingualism in the EU.
4

Linguistics Undergraduate and Postgraduate Courses: Experience of Lancaster University (UK)

84%
Komochkova O.
Comparative Professional Pedagogy
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2016
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vol. 6
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issue 1
61-66
EN
The article deals with peculiarities of undergraduate and postgraduate linguistic courses at Lancaster University. It has been stated that the latter is considered to be one of the best higher education institutions both in the UK and worldwide. Being a relatively new higher education institution (founded in 1964), it can already boast its academic reputation. According to data of British surveys it has been found out that Lancaster University is extremely popular among students. Speaking about linguistic achievements it should be mentioned that Lancaster University’s linguistic centre, spanning four generations of researchers, has been recently awarded The Queen’s Anniversary Prize for Higher and Further Education. It has been revealed that degree programmes at Lancaster University are flexible and provide students with the opportunity to master a wide range of subject areas to complement their main specialism as well as numerous optional modules selected to satisfy various education needs and inclinations of students. Teaching approach at the University is research-driven and research stimulated, that is why much curriculum time is dedicated to carrying out research projects. Students are significantly motivated towards self-study as most of study time (81–89 %) is dedicated to independent learning. Lectures, seminars and similar are given only 11–19 %. Positive aspects of British experience in professional training of future linguists have been outlined.
5
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Professor Wiesław Witkowski (1927–2022)

84%
Fałowski A.
Rocznik Slawistyczny
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2022
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issue LXXI
6

Undergraduate Courses in Linguistics at Universities of Great Britain

84%
Komochkova O.
Comparative Professional Pedagogy
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2015
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vol. 5
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issue 4
104-108
EN
The concept of linguistics as a branch of science has been considered. Key abilities linguists possess have been defined. The need to apply to foreign experience, in particular, British one, has been justified. Relevant information sources, namely, Benchmark Statement for Linguistics (2007), data on Education UK, the official website for international students launched by the British Council, programme specifications for linguistics at a number of British universities have been reviewed. The list of higher education institutions (65) offering undergraduate courses (424) in Linguistics has been presented. Study options for undergraduate courses in Linguistics have been described. It has been stated that curricula in linguistics provided by higher education institutions do not greatly differ from each other by the content; nevertheless they preserve their own originality. General characteristics of study years (primarily three-year curricula) have been given. Teaching and learning methods and techniques as well assessment methods generally used at British universities have been listed. Positive aspects of British experience in professional training of future linguists have been outlined. Perspectives for improving the Ukrainian curricula for professional training of future linguists have been justified.
7
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Jeszcze o popularyzacji nauki o języku dawniej i dziś

51%
Koper M.
TEKA Komisji Polsko-Ukraińskich Związków Kulturowych
|
2020
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vol. 6
|
issue Numer Specjalny
268-283
UK
У статті автор розглядає найважливіші питання, які стосуються популяризації науки про мову. Крім визначення терміна популяризація, називає головні детермінанти цього процесу, обговорює історію та сучасність популяризації науки про польську мову. Автор характеризує також новітні форми пропагування науки з урахуванням різноманітності світу засобів масової інформації. В останній частині статті в загальних рисах представлено популяризаторські досягнення проф. д-ра габ. Фелікса Чижевського.
EN
The author presents the most important issues concerning popularization of linguistic science. Apart from defining the term popularization, the author lists the basic determinants of effective popularization. He discusses the history and the present day of activities in popularizing the science of the Polish language. Moreover, the author elaborates upon the state-of-the-art methods of contemporary science popularization, such as those relying on the vast richness of the media universe. In the final part of the article, the author outlines the popularization achievements of Professor Feliks Czyżewski.
PL
W artykule autor przedstawia najważniejsze zagadnienia dotyczące popularyzacji nauki o języku. Poza zdefiniowaniem terminu popularyzacja wymienia podstawowe wyznaczniki dobrego popularyzowania, omawia historię oraz współczesność popularyzacji nauki o języku polskim. Ponadto charakteryzuje najnowsze formy upowszechniania nauki, uwzględniające zróżnicowane bogactwo świata mediów. W ostatniej części artykułu w ogólnym zarysie autor przedstawia dokonania popularyzatorskie prof. dr. hab. Feliksa Czyżewskiego.
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