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1
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Błysk w oku – kilka słów o dokonaniach i kierunkach rozwoju polskiej translatoryki okulograficznej

100%
Grucza S.
Studia Translatorica
|
2019
|
issue 10
25-39
EN
The name “eye-tracking translatorics” is used more and more frequently in scientific deliberations within the field of translation studies as well as in the results of eye-tracking analyses of translation. It is explicitly used by the authors to nominally single out a certain area of scientific interest within translation studies. The present paper gives some remarks on the landscape of the eye-tracking translatorics in Poland at the dawn of the second decade of the 21st century. The paper presents also most important achievements in institutional eye-tracking research in Poland.
2
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Terminologia (antropocentryczna) – jej przedmiot badań i zadania poznawcze

100%
Grucza S.
Applied Linguistics Papers
|
2019
|
issue 26/3
1-13
PL
Many misunderstandings about what terminology does and what its cognitive tasks are, are a consequence of insufficiently precise treatment of the terms “term” and “terminology”, and, consequently, incorrectly delineating the subject of study and cognitive tasks of terminology. The purpose of the considerations presented here is to try to organize these issues based on the main assumptions of anthropocentric linguistics (see F. Grucza 2012, S. Grucza 2013a, 2013b, 2017). In the first part of the paper a proposal to clarify the meaning of the term “term” will be presented, i.e. an attempt to answer the question about the ontological status of referred by the term “term”. In the second part a proposal to clarify the meaning of the term “terminology” will be given, and in the third part a proposal of general description of the subject of the study and in the fourth part proposal of s description of cognitive tasks of terminology.
3

Lingwistyka antropocentryczna a badania okulograficzne

100%
Grucza S.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2011
|
issue 4
149-162
EN
The consequence of acknowledging that language abilities are an inherent property of man is that the actual speaker/ listener has come to the foreground of linguistic deliberations and thereby the emphasis in these reflections and in the research has been shifted to what is happening in the brain as far as language processes are concerned. The last few decades, due to increasingly modern technologi­cal solutions, have brought about the possibility of more detailed and in-depth explorations of human brain functioning and its properties. In the first part of the present article, the characteristics of the object of research in linguistics are presented, and in the second, the possibilities of its exploration are described. Special attention was focused on the possibilities of using eye-tracking research in applied linguistics. Summing up the observations, it should be admitted that in order to make progress in linguistics and to be innovative, experimental research carried out using apparatus must be incorporated and started. However, it must be emphasized that this type of experimental research in linguistics, including obviously eye-tracking studies, is scientifically relevant only to the point that it really contributes to the creation of new knowledge or the verification of scientific knowledge gained earlier, and only if it contributes to the scientific exploration of the object of linguistics.
4

Nowe narzędzia dydaktyki translacji: Lingwistycznie Inteligentne Systemy Transzo- i Glottodydaktyczne (LISTiG)

100%
Grucza S.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2010
|
issue 3
167-176
EN
In the didactic chain, the teacher influences the student with the help of specified utterances (here: texts) and specified didactic methods in such a way as to shape specific skills of the student. More precisely, the teacher influences the student in such a way that the student develops the skills which constitute the aim of the science. Thus, the didactic chain is characterised by interactivity that takes place between the teacher and the student. The process of language and translation competence must, on the one hand, develop an ability to understand other texts (linguistic utterances) and, on the other hand, produce his/her own texts (linguistic utterances). In the process of (foreign) language and translation learning, texts constitute the key didactic material that enables the language learner to develop specific language skills (competences). When dealing with the effectivisation of the didactic process, one can pose a question if – and if yes then to what a degree and with the help of what kind of didactic platforms (tools and software) – the "teacher-student" direct interaction can be replaced by the "didactic platform-student" interaction, the latter being indirectly initiated by the teacher. The Internet didactic modules for the purposes of teaching languages and translation have been marked by a low degree of interactivity so far. Tests have been proven and assessed automatically by an operating system, solely according to the answers entered to the system beforehand. Unlike the previous systems, the aim of the preparation of the Linguistically Smart Software System for Glottodidactics and Translation Didactics is to enable an automatic assessment of all full sentences written by the students themselves. From the scientific point of view, the main goal of the given project is to prepare a productive, linguistically smart software consisting of standard didactic modules concerning Polish-German linguistic issues. From the point of view of academic didactics, the main goal of this project is to prepare software which can be used at Polish and German universities on a large scale in order to teach a given language and translation effectively.
5

Przesłanki prowadzenia akademickiego kształcenia w zakresie zarządzania komunikacją projektową

100%
Grucza S.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2014
|
issue 9
1-18
EN
Corporate communication happens on multiple levels within different communities of practice and modally differentiated communication activities. In order to participate in these activities, the members of those communities of practice need to demonstrate specific competencies. In consequence, this entails various scopes of tertiary preparation for efficient participation in corporate communication. Project communication exemplifies a neglected area of corporate communication, both scientifically and didactically. This article puts forward arguments for introducing tertiary education to PMO employees and PMs in the field of project communication management. As a result of our discussion, the following demand has been expressed: Examining core competencies of a project manager in the area of project communication, as well as developing (on the basis of the research results) tertiary curricula regarding (multicultural) project communication management, is an urgent research task of applied linguistics.
6

Główne tezy antropocentrycznej teorii języków

100%
Grucza S.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2010
|
issue 2
41-68
EN
The anthropocentric theory of human languages was created as a consequence of a question posed by F. Grucza concerning, firstly, the ontological status of what expressions such as „human language(s)" apply to, i.e. a question how exists this what we call in such a way, and secondly, a question, how the so-called „acquisition of language" takes place. From the ontological point of view these things need to be divided into two categories: (a) actual human languages (idiolects), i.e. languages of concrete people, (b) intellectual constructs (ideal models). Also the things that we refer to as „languages for special purposes" should in the first line be divided into two categories: (a) actual languages for special purposes, i.e. languages of concrete specialists, and (b) the mentioned general languages for special purposes (intellectual constructs, ideal models), also called „trade" languages for special purposes or „field" languages for special purposes.
7

Język a myślenie. Kilka krytycznych refleksji dotyczących rozważań tej relacji

100%
Grucza S.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2012
|
issue 5
155-173
EN
This article is a reflection on the current discussion concerning the relation ‘language vs thinking'. It has been inspired by the book ‘O relacji między myślą a językiem. Studium krytyczne stanowisk utożsamiających myśl z językiem' [On the Relation between Thought and Language. A Critical Study of Approaches that Identify Thought and Language] by Arkadiusz Gut (published by Towarzystwo Naukowe Katolickiego Uniwersytetu Lubelskiego Jana Pawła II in 2009). The paper consists of three parts. The first part presents the history of dealing with the relation ‘language vs thinking' within philosophy, language philosophy and cognitive linguistics. The second part outlines the remarks on the modern discussion concerning this relation. It refers in particular to the fallacies of this discussion which ignores the ontological questions concerning language and thinking. The last part suggests, on the basis of the anthropocentric theory of human languages, the manner of putting the relation of ‘language and thinking' in order
8

Z kalendarium Polskiej Szkoły Lingwistyki Stosowanej

100%
Grucza S.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2009
|
issue 1
15-18
9

Cele i zadania „Lingwistyki Stosowanej"

100%
Grucza S.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2009
|
issue 1
7-11
10

Lingwistyka Stosowana – perspektywy i strategie rozwoju

100%
Grucza S.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2010
|
issue 3
7-8
11

Lingwistyka Stosowana – aktualne paradygmaty badawcze

100%
Grucza S.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2011
|
issue 4
12

O nieporozumieniach w sprawie siły lingwistyki.

100%
Grucza S.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2009
|
issue 1
99-113
EN
Recent readings concerning discourse analysis, its aims, tasks and explicative potential support the thesis that there has been a lot of confusion around discourse analysis, especially around its subject scope. It seems that the confusion is mainly caused by lack of understanding of what it is that we refer to as "language" and how it exists. By ignoring the ontological answers concerning language, the linguistic discussion on discourse is distorted, and often this ignorance also leads to taking refuge in psychological and/or sociological discussion. As a consequence, due to lack of understanding of what language is and how it exists, language (linguistic) issues are sometimes explained with help of psychological and/or sociological theories and approaches. If the formal definition of the subject of science has the form of the following set [O1 ... Ox; W1 ... Wy; R1 ... Rz], then the primary tasks of the critical discourse analysis should consist in answering the question which objects and which characteristics of these objects are in the center of its cognitive interest. Moreover, the critical discourse analysis should also give answer to the question how and on what grounds it tries to reconstruct (describe) the characteristics taken into consideration. On the grounds of texts understood as linguistic expressions, on the basis of discourses understood as sequences of texts produced materially by various participants of the given interaction, or on the grounds of other objects under observation?
13
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Okulograficzna analiza stopnia dostosowania podręczników szkolnych do nauki języka angielskiego do potrzeb uczniów z dysleksją rozwojową. Cz. II: wprowadzenie do badań okulograficznych

63%
Andrychowicz-Trojanowska A., Grucza S.
Applied Linguistics Papers
|
2018
|
issue 25/4
129-143
EN
The following article is devoted to the research conducted within the project financed by the Ministry of Science and Higher Education and devoted to the ways of developing language competence of school students suffering from developmental dyslexia. The project consisted of eye tracking study and psychological testing of some of the participants. In this article the theoretical background on the field of interest, i.e. textbooks and textbooks of English, dyslexia and eye tracking, is given. The final part of it constitutes the brief summary of the very first part of the project eye tracking study, its conclusions and impact on the second part the results of which are being analysed.
14
Publication available in full text mode
Content available

Okulograficzna analiza stopnia dostosowania podręczników szkolnych do nauki języka angielskiego do potrzeb uczniów z dysleksją rozwojową. Cz. I: opis problemu badawczego, metodologia i wyniki badań psychologicznych

51%
Bogdanowicz K. M., Wiejak K., Andrychowicz-Trojanowska A., Grucza S.
Applied Linguistics Papers
|
2018
|
issue 25/4
117-128
EN
There is a need for research concerning visual features of student friendly foreign language textbooks. Most dyslexia experts agree that dyslexic students experience problems in both their mother tongue and in foreign languages they study. Since the prevalence of developmental dyslexia ranges from 10 to 15%, this problem concerns a significant percentage of foreign language textbook users. As a result, dyslexic students may learn from textbooks which are not suitable for them. The primary goal of our project is to answer the question about the relationship between the level of performance in tasks used in dyslexia identification, English decoding and eye tracking with the use of English language textbooks. In the first (psychological) part of our research we have assessed our subjects’ literacy skills as an introduction to further research leading to conclusions about the ability to learn a foreign language based on foreign language textbooks.
15

LISTiG – Wsparcie e-learningowe praktyki glotto- i translodydaktycznej

51%
Grucza S., Szerszeń P., Dickel A., Burda U.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2012
|
issue 6
57-72
EN
In the didactic chain, the teacher influences the student with the help of specific utterances (here: texts) in such a way that the student develops the skills which constitute the aim of the (language or translation) competences. This means that in the process of (foreign) language and translation learning, texts constitute the key didactic material that enables the learner to develop specific competences. Thus, the didactic chain is characterised by interactivity that takes place between the teacher and the student. When dealing with the effectivisation of the didactic process, one can pose a question if – and if yes then to what a degree and with the help of what kind of didactic platforms (tools and software) – the "teacher-student" direct interaction can be replaced with the "didactic platformstudent" interaction, the latter being indirectly initiated by the teacher. The Internet didactic modules for the purposes of teaching languages and translation have been marked by a low degree of interactivity so far. The Linguistically Smart Software System is to enable an automatic assessment of all full sentences written by the students themselves, i.e. it is marked by a much higher degree of interactivity. The System consists of standard didactic modules concerning Polish-German linguistic issues, which can be used at Polish and German universities on a large scale in order to teach a given language and translation effectively.
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