scholarly journals Foreign cuisine in Poland. Adapting names and dishes

Author(s):  
Jolanta Tambor

One of the more interesting layers of vocabulary in Polish are lexical items related to cuisine, sometimes, though rarely, referred to as gastronyms. In this text I intend to mainly discuss the names which exist at the crossroads of languages and cultures, as I believe they may, often after various transformations and adaptations, constitute Polish culturemes. I consider them distinctive indicators of a culture. Those include not only bigos [sour cabbage stew], pierogi and schabowy [pork chop], but also fasolka po bretońsku [“Breton beans”, beans, bacon and sausage in tomato sauce] and śledź po japońsku [“Japanese herrings”, pickled herring, hard-boiled egg and pickle salad], as well as bogracz [a stew], a word which despite having Hungarian origins does not operate in Hungarian as the name of a dish. I shall also focus on the methods of Polonising some borrowed names. The problems which I shall discuss offer an opportunity for teachers of Polish as a foreign/second language to help their students more easily accept the cultural differences at the intersection of Polish culture and their own cultures.

2018 ◽  
Vol 1 (1) ◽  
pp. 126-136
Author(s):  
Irina Petrovska

This paper deals with the politeness strategies potential in subject specific fields and highlights the role of learning politeness strategies as a powerful cognitive tool fundamental to further enhancing the second language learner’s ability to cope with this specialized verbal characteristic in hospitality industry discourse. The paper explores the close interplay between social (extra-linguistic) and structural (linguistic) factors shaping the linguistic idiosyncrasies of English and Macedonian politeness strategies in hospitality industry discourse. It has been argued that the awareness of cross-cultural differences concerning politeness strategies may be exploited as a valuable teaching resource for classroom interaction.


Author(s):  
Mai Samir El-Falaky

Second language learning requires more than memorizing rules and vocabulary detached from contexts. Language teachers have to encourage the exposure to real context to enable their students to ‘acquire' the language in the same way they acquire their first language. This could entail an unconscious induction called ‘analogy'. Analogy may enable language learners to create neologisms for the purpose of communicating. This could also enable them to obtain a better understanding of lexical items in context. This chapter highlights the benefits of direct exposure to neologisms in journalistic texts, which influences learners' morphological choice. Mass media in general and journalism in particular are thought to be a perfect means of learning any language in its natural context.


2014 ◽  
Vol 6 (2) ◽  
pp. 266-304 ◽  
Author(s):  
Florent Perek ◽  
Martin Hilpert

The present paper investigates the question whether different languages can be categorized into ‘constructionally tolerant’ languages, which grant speakers considerable freedom to combine syntactic constructions with lexical items in non-conventional ways, and ‘valency-driven’ languages, which impose stronger restrictions on the way in which constructions and lexical items can be combined. The idea of such a typological distinction is sketched for instance by Rostila (2014). In order to explore possible effects of constructional tolerance, a grammaticality judgment task is administered to speakers of English and French, which are two languages that differ with regard to this phenomenon: English verbs can be used across different argument structure constructions with relative ease, French verbs are more constrained. Both populations of speakers are exposed to stimuli sentences of varying creativity in a second language, namely German. The paper advances the constructional tolerance hypothesis, which states that speakers of a constructionally tolerant language should judge non-conventional examples in an L2 with more lenience than speakers of a valency-driven language. The experimental results are in line with this hypothesis, but they also suggest that grammaticality judgments are influenced by the availability of a productive L1 construction that shows functional overlap.


2013 ◽  
Vol 35 (2) ◽  
pp. 389-415 ◽  
Author(s):  
Patti Spinner ◽  
Susan M. Gass ◽  
Jennifer Behney

Eye-trackers are becoming increasingly widespread as a tool to investigate second language (L2) acquisition. Unfortunately, clear standards for methodology—including font size, font type, and placement of interest areas—are not yet available. Although many researchers stress the need for ecological validity—that is, the simulation of natural reading conditions—it may not be prudent to use such a design to investigate new directions in eye-tracking research, and particularly in research involving small lexical items such as articles. In this study, we examine whether two different screen layouts can lead to different results in an eye-tracking study on the L2 acquisition of Italian gender. The results of an experiment with an ecologically valid design are strikingly different than the results of an experiment with a design tailored to track eye movements to articles. We conclude that differences in screen layout can have significant effects on results and that it is crucial that researchers report screen layout information.


Neofilolog ◽  
2019 ◽  
pp. 373-387
Author(s):  
Martin Blaszk

Second language education (SLE) must remain open to developments in the world if it is to be relevant to those who have an investment in it: learners, teachers and researchers. However, the broadening of the in-terdisciplinary nature of SLE that may occur because of this is not with-out its problems. New areas will bring ideas and terminology that will make SLE as a discipline even more complex. In addition, the ideas and terminology may be disputed in the fields from which they originate thus compounding the problem of complexity. The article looks at the example of the performative in SLE and how it supports an approach that is interdisciplinary and intercultural. It also looks at some of the problems this causes: the implications of implementing an SLE practice that is performative, the fact that there are different performative prac-tices, as well as variance between seemingly similar performative prac-tices because of national and cultural differences. The article concludes with the description of two studies which show the complex nature of performative SLE as praxis.


2021 ◽  
Vol 21 ◽  
Author(s):  
Halina Kurek

Polish Cities and Villages in the 21st Century: Blurring of the Borders, Languages and CulturesUp to the middle of the 20th century, big cities, as economic units and communities that were characterized by the very varied professional and social structure of their inhabitants, marked not only administrative borders but also clear linguistic and cultural borders for the traditional monolithic village. After the Second World War, due to various socio-economic processes which resulted in big cities absorbing the surrounding villages, the administrative borders also started to change. Migrations from villages to cities and improved education began the process of blurring cultural and linguistic borders in the 20th century. At the beginning of the 21st century, the phenomenon of linguistic-cultural unification was facilitated by the trend of inhabitants of big cities starting to move to suburban villages. However, the rapid intensification of this phenomenon was mainly influenced by the common availability of the internet. The English language and the American style of culture became the factors that unified the linguistic and cultural differences between Polish cities and villages. The first quarter of the 21st century marked the beginning of the process of blurring not only the cultural differences between the city and the village, but also the virtual borders between Polish culture and the foreign culture of the Western world. Polskie miasta i wsie XXI wieku. Zacieranie się granic, języków i kulturDo połowy XX wieku wielkie miasta jako organizmy gospodarcze i zbiorowości charakteryzujące się bardzo zróżnicowaną strukturą zawodową i społeczną ludności, oddzielały od monolitycznej, tradycyjnej wsi nie tylko granice administracyjne, lecz także wyraźne granice językowe i kulturowe. Po II wojnie światowej na skutek różnorodnych procesów społeczno-ekonomicznych, powodujących między innymi wchłanianie przez wielkie miasta okolicznych wsi, zmianom zaczęły też ulegać granice administracyjne. Migracje ze wsi do miast i wzrost poziomu wykształcenia ludności napływowej rozpoczęły w drugiej połowie XX wieku proces zacierania się również granic kulturowych i językowych. Na początku XXI wieku zjawisko unifikacji językowo-kulturowej znacznie przyspieszyła moda na osiedlanie się w podmiejskich wsiach mieszkańców dużych miast. Gwałtowne nasilenie się omawianego procesu nastąpiło jednak przede wszystkim na skutek powszechnej dostępności Internetu. Język angielski i kultura w stylu amerykańskim stały się czynnikami unifikującymi zróżnicowania językowe i kulturowe polskich miast i wsi. W pierwszej ćwierci XXI wieku rozpoczął się więc proces zacierania się granic językowo-kulturowych pomiędzy miastem a wsią, a także wirtualnych granic pomiędzy rodzimą kulturą polską a obcą kulturą świata zachodniego.


1987 ◽  
Vol 9 (2) ◽  
pp. 233-252 ◽  
Author(s):  
Josh Ard ◽  
Susan M. Gass

This paper investigates what has traditionally been viewed as syntactic acquisition, with the goal of questioning whether what appears to be syntactic acquisition is more appropriately described as lexical or semantic acquisition. Data come from responses to a grammaticality judgment test by learners of English as a second language at two proficiency levels. Four syntactic structures were examined. The sentences tested varied in the verbs used (e.g., John donated/gave Mary a present; John donated/gave a present to Mary). The results suggest that less proficient subjects use syntactic strategies, more proficient learners use more semantic based strategies, and there is more lexical differentiation at the lower levels of proficiency. Thus, as learners gain in proficiency, there is an increased influence of the semantic relatedness of lexical items.


Gesture ◽  
2008 ◽  
Vol 8 (2) ◽  
pp. 219-235 ◽  
Author(s):  
Marion Tellier

This article examines the impact of gesture on second language memorisation in teaching to very young learners. Twenty French children (mean age 5;5) took part in an experiment. They had to learn eight words in a foreign language (English). One group of children (N = 10) were taught words with pictures and another group (N = 10) words with accompanying gestures. Children in this group had to reproduce the gestures while repeating the words. Results show that gestures and especially their reproduction significantly influence the memorisation of second language (L2) lexical items as far as the active knowledge of the vocabulary is concerned (being able to produce words and not only understand them). This finding is consistent with theories on multimodal storage in memory. When reproduced, gestures not only act as a visual modality but also as a motor modality and thus leave a richer trace in memory.


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