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Jak uporządkować terminologiczny chaos w glottodydaktyce i po co?

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Cockiewicz W.
LingVaria : Półrocznik Wydziału Polonistyki UJ poświęcony zagadnieniom języka i językoznawstwa
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2013
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issue 15
201-213
EN
The terminology used in language pedagogy does not constitute a coherent system because it is not based on definitions of terms but rather on descriptions of prototypes and illustrating them with examples. As a result, different terms overlap. This is disadvantageous for discourse in language pedagogy, because it enforces terms to be redefined anew in every statement. The current article proposes a way to order and systematize terminology referring to, on the one hand, languages as viewed from the perspective of language pedagogy, and on the other, to the phenomenon of bi- and multilingualism. Based on five systematically employed criteria, a discrete set of terms has been obtained which reflect the language pedagogical (i.e. prepared from the point of view of language pedagogy) classification of languages. The first criterion allows also a bi- or multilingual person to be unambiguously distinguished from a polyglot. The first term describes someone who has acquired two or more native languages, while the second a person who has learned several or many foreign languages. The criteria of competence or of circumstances of use, which have so far been in common use, do not allow for such a clear distinction.
2
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WARA OD MIOTŁY? Odpowiedź na polemikę profesora Władysława Miodunki

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Cockiewicz W.
LingVaria : Półrocznik Wydziału Polonistyki UJ poświęcony zagadnieniom języka i językoznawstwa
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2014
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issue 17
253-259
EN
This text is a reply to prof. Władysław Miodunka’s polemic on the proposition previously put forward by this author, to systematize the basic language pedagogical terminology. The opponent resents the use of the phrase “terminological chaos”. The author explains why he had used it, and answers several other minor objections. In this case, terminological chaos results not from that one term has multiple meanings, as this is the relatively widespread situation in many disciplines, but from that the terms used in language pedagogy are not defined in the classical sense, and therefore do not discretely distinguish the respective phenomena. Instead, definitions describe prototypes. Adopted from cognitive linguistics, this custom has the undesirable effect that everything that is not prototypical, eludes the terminology – even if such descriptive definitions do provide many important pieces of information on the essence of the respective phenomena.
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O wierności i uciążliwości, a o metaforze całkiem przy okazji (odpowiedź na krytykę pani profesor Elżbiety Muskat-Tabakowskiej

100%
Cockiewicz W.
LingVaria : Półrocznik Wydziału Polonistyki UJ poświęcony zagadnieniom języka i językoznawstwa
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2014
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issue 18
293-300
EN
The present paper is a reply to a polemic published by prof. Elżbieta Muskat-Tabakowska under the title Pies wierny, ale uciążliwy, czyli o metaforze (Leśmiana i nie tylko) (‘A dog loyal but tiresome: on metaphor in Leśmian’s poetry and beyond’), in which she critically reviews this authors book Meta foryka Leśmiana. Analiza lingwistyczna (‘Metaphors in Leśmian’s poetry (A linguistic analysis)’). Most importantly, this paper rejects the principal accusation that the book is but a manifestation of its author’s dislike of the cognitive theory of metaphor. It also rebuts a series of minor complaints by showing that they are based on subjective interpretations and arbitrary assessments which are inconsistent with the letter of the text, and not supported by any proof. The author explains why he believes that the cognitive theory of metaphor is unhelpful in the empirical analysis of data.
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