scholarly journals Obrazowość jako cecha stylistyczna szesnastowiecznego pamfletu politycznego Uwagi o Acrostichis własnego wyobrażenia Kniaża Wielkiego Moskiewskiego Walentego Neothebela

Author(s):  
Artur Rejter

The main subject of the study is to point out the language and text exponents of picturesqueness as a style feature of historical pamphlet of XVI th. century. The observations were made on the example of the work Acrostichis własnego wyobrażenia Kniaża Wielkiego Moskiewskiego by Walenty Neothebel. One can indicate a few determinants of picturesqueness, they are: discontinuous words structures, proverbs and idioms, comparisons, enumerations and large and extensive description contexts. In general distinguished devices are not imaginative or exquisite, frequently being allied to simple, even colloquial language. In that the analyzed text is clearly vivid and evocative. The applied devices serve pragmatic effectiveness of the work, wich is its most important component. In the analyzed piece of work one can distinguish the features of more than one literary genre, e.g. pamphlet, morality play or dialogue, but the pragmatic aspect leads primarily to critical texts of political subject which are close right to the pamphlet. Furthermore, one can mark that Walenty Neothebel due to negative picture of tsar Ivan the Terrible presented in Acrostichis preserved the negative stereotype of Russians in Polish language and culture.

2020 ◽  
pp. 129-148
Author(s):  
Halyna Маtsyuk

The article is devoted to the formation of a linguistic interpretation of the interaction of language and culture of the Polish-Ukrainian border territories. The material for the analysis includes nomic systems of Ukrainian and Polish languages, which are considered as a cultural product of interpersonal and interethnic communication and an element of the language system, as well as invariant scientific theory created in the works of Polish onomastics (according to key theoretical concepts, tradition of analysis, and continuity in linguistic knowledge). The analysis performed in the article allows us to single out the linguistic indicators of the interaction of language and culture typical for the subject field of sociolinguistics. These are connections and concepts: language-territory, language-social strata, language-gender, language-ethnicity, social functions of the Polish language, and non-standardized spelling systems. Linguistic indicators reveal the peculiar mechanisms of the border in the historical memory and collective consciousness, marking the role of languages in these areas as a factor of space and cultural marker and bringing us closer to understanding the social relations of native speakers in the fifteenth-nineteenth centuries.


2019 ◽  
Vol 5 (1) ◽  
pp. 55-72
Author(s):  
Marzena S. Wysocka

The article offers an insight into problematic issues the advanced learners of Polish as a FL cope with in terms of grammar in speaking and writing. It opens with a brief insight into teaching literature, poetry including, in a FL classroom. What follows includes types of poems and their potential to be used in the teaching context, mainly when teaching grammar. Having presented  the scope of linguistic problems experienced by the users of Polish as a FL, the type and frequency of grammatical problems are discussed. Polish grammar-based issues the foreigners struggle with constituted the main area of the research conducted among 146 students of the Polish Language Course attending the School of Polish Language and Culture at the University of Silesia in Katowice, Poland. The findings come from oral and written assignments produced by the sample in question, and, most frequently, reflect grammatical mistakes that are persistent and difficult to eliminate from the linguistic repertoire. Given that,  ways of using poetry as a means of a “grammar refresher” are suggested. These include a few examples of activities based on poems to be used  when trying to overcome particular linguistic difficulties, together with implications for teachers raising students’ language awareness and developing reflection on language per se.


2012 ◽  
Vol 32 (2) ◽  
pp. 75-100
Author(s):  
Filomena Calabrese

In the period 1490-99, Leonardo da Vinci (1452-1519) wrote nearly three hundred literary writings that were later compiled by scholars into four primary collections: the Bestiario, Favole, Facezie, and Profezia. This article takes Leonardo’s Profezia as its main subject in order to give due recognition to the generic nature of this collection. Specifically, it examines the texts in the Profezia as examples of mixed genre in an attempt to demonstrate how ethos, context, and generic convention yield to the greater moral statement made by Leonardo in the writings themselves. Unlike Leonardo’s other three literary collections, which subscribe to an easily identifiable literary genre, the Profezia texts are hybrid writings that enjoin its readers to consider instead why and how the mixture of forms might be a necessary means of expression to convey a truth and reality.


2019 ◽  
Vol 63 (4(250)) ◽  
pp. 263-288
Author(s):  
Hanna Pułaczewska

The primary goal of the study is to assess the perception of self and the social environment in Polish teenagers from the so-called generation 1.5 in Germany, that is, people who moved to Germany as children and adolescents, accompanying adult immigrants. The secondary goal was to compare this group with teenagers of Polish origin born and socialised in Germany. The instruments of corpus linguistics such as listing of keywords and limited keyword-based contextual analysis were applied to analyse a corpus of 37 essays by respondents aged 13–17 and attending courses of the Polish language and culture in Regensburg and Munich, on the topic “German school, Polish home. People, cultures, languages and the role of Polish in my life.” A considerable difference occurred between both groups. Teenagers from Poland cast their essays in a narrative form reporting the process of immigration, their daily struggle for social adaptation, and their hopes for future improvement. The reports exposed tension and struggle caused by the difficulty to reach the intended goals, such as adequate school achievement, social acceptance and maintenance of bonds with Poland. Teenagers born in Germany cast their reports prevailingly in a static or iterative form, viewing themselves as exceptional in a positive sense, and took pride in their bilingualism and biculturalism. The analysis also revealed different roles played by attending the Polish classes in both groups.


Author(s):  
Li Yinan

Polish studies in China have a history of over 65 years. The oldest centre of Polish studies was established in Beijing (Beijing Foreign Studies University) in 1954. In the last decade, several centres teaching Polish language and culture have emerged in China. The development, implementation, and modifications of the curricula of teaching Chinese students Polish constitutes an important issue and a major challenge for centres of Polish studies in China. This article discusses the latest curriculum of teaching Polish at Beijing Foreign Studies University, with the oldest Polish courses in China, and presents the strategy and methods for implementing the curriculum using the example of translation classes. I shall answer the question of what role in the Chinese-Polish exchange Polish studies in China can play, and what the objective of producing Polish studies graduates in China is and how that is fulfilled.


Slavic Review ◽  
1987 ◽  
Vol 46 (3-4) ◽  
pp. 513-528 ◽  
Author(s):  
Oskar Gruenwald

They [prison and camp authorities] wanted to lower men to the animal level. And they succeeded. There, I realized that life should not be lived for its own sake. Life should be lived for the sake of a goal, faith, freedom, and truth.Radoslav Kostić-Katunac, Look, Lord, To the Other Side: Yugoslavia's GulagAleksandr I. Solzhenitsyn has immortalized Soviet camp literature. In contrast, Yugoslav prison and camp literature is virtually unknown. Yet, if literature indeed mirrors the human soul and even a nation's conscience—as Solzhenitsyn intimates— then it may also convey the human experience across time and space, language and culture. The question arises: Is camp and prison literature merely a sigh of wronged souls or is it a literary genre in its own right? If it is a genre, is it accessible at all to those not initiated in the Sisyphus-like context of human suffering etched into the world's Gulag archipelagos of prisons and forced labor camps? Let us assume for the sake of argument that it is, indeed, accessible to outsiders. The question still remains: Why bother with prison or camp literature— those heavy sighs of distraught creatures—rhyme or not? The answer is that if we forget camp literature, we might forget our own selves.


2014 ◽  
Vol 38 ◽  
pp. 108-125
Author(s):  
Vilija Sakalauskienė ◽  
Zofia Sawaniewska-Mochowa

Philology and identity. The Polish-Lithuanian dialogue on father Antoni Juszkiewicz (Antanas Juška), as author of translational dictionariesThe nineteenth-century lexicographical legacy of Fr. Antoni Juszkiewicz (Antanas Juška) is a common linguistic and cultural heritage of Poles and Lithuanians. The translational dictionaries, made by the bilingual author, document the spoken Lithuanian language (in dialectal and colloquial versions) and, as well, Polish regional language in the contemporary territory of Lithuania in the period of partitions of the Polish-Lithuanian Commonwealth. The dictionaries are treated as important sources that provide ethnolinguistic information on two phenomena:conceptualization of the world by the two nations at the time of crystallization of the Lithuanian identity,personal vision of the world presented by the lexicographer, the priest, remaining in the situation of a cultural Polish-Lithuanian bivalence.In the mid-19th century the Antanas Juška’s idea of documenting the folk colloquial vocabulary was a new and significant phenomenon in Lithuanian lexicography. The dictionary of Lithuanian-Polish language was a matter of importance for the society. Lithuanians needed the dictionary even more than Poles did. At first the author of this dictionary dedicated his attention to the intellectuals. The brightest minds of that time were going to Polish schools, so the Polish and Lithuanian languages were always used side by side.As a lexicographer, Antanas Juška understood that not only folk colloquial language but also ethnography was an important aspect of national cultural development. For a few decades he dedicated his inexhaustible energy to recording Lithuanian words, phrases, songs and customs of the country. He was attentive to the psychological, historical and traditional aspects of the culture as well as tried to describe the way people expressed their thoughts.Anatans Juška recorded more than 30,000 words of the spoken language. The ‘Lithuanian-Polish Dictionary’ in its different editions reflects the state of Lithuanian language in the second half of the 19th century. The words in this dictionary include loanwords, vulgarities and sentences that reflect the difficult human conditions of that time.‘The Lithuanian-Polish Dictionary’ by Antanas Juška is an important source of lexicography. The remaining manuscript and editorial processes reflect many difficulties leading to the final results. It is an important and valuable source for researching the development of Lithuanian literary writing. Filologia a tożsamość. Dwugłos polsko‑litewski o ks. Antonim Juszkiewiczu, twórcy słowników przekładowychXIX-wieczna spuścizna leksykograficzna ks. Antoniego Juszkiewicza (lit. Antanas Juška) stanowi wspólne dziedzictwo językowo-kulturowe Polaków i Litwinów. Układane przez dwujęzycznego autora słowniki przekładowe dokumentują litewski język mówiony (gwarowy i potoczny) i polski regionalny na Litwie w dobie rozbiorów. Traktujemy je jako ważne źródła, które dostarczają dwojakich informacji etnolingwistycznych:mówią o konceptualizacji świata przez dwa narody w momencie krystalizowania się tożsamości litewskiej,informują o indywidualnej wizji świata samego leksykografa, kapłana, pozostającego w biwalencji kulturowej polsko-litewskiej.Idea Antoniego Juszkiewicza, by gromadzić słownictwo ludowe i potoczne, była nowym, znaczącym fenomenem w litewskiej leksykografii połowy XIX w. Słownik litewsko-polski to swoiste novum dla ówczesnego społeczeństwa. Litwini potrzebowali takiego słownika bardziej niż Polacy. W pierwszym rzędzie, autor adresował ten słownik do inteligencji. Najświatlejsze umysły tego czasu uczęszczały do polskich szkół, więc języki polski i litewski egzystowały zawsze blisko siebie.Jako leksykograf, Antoni Juszkiewicz rozumiał, że nie tylko słownik języka ludowego, mówionego, ale również etnografia przyczynia się do rozwoju kultury narodowej. Przez kilka dziesięcioleci swą niewyczerpaną energię poświęcał zapisywaniu litewskich słów, wyrażeń, pieśni i zwyczajów ludowych. Podczas zbierania materiału zwracał baczną uwagę na aspekty psychologiczne, historyczne, tradycje kulturowe, a także na sposób, w jaki ludzie wyrażają swoje myśli, jak kategoryzują świat.Antoni Juszkiewicz zgromadził ponad 30 tys. słów z języka mówionego. Słownik odzwierciedla stan języka litewskiego w drugiej połowie XIX w. W zasobie leksykalnym litewskim znalazły się zapożyczenia, wyrazy pospolite i sentencje odzwierciedlające trudne warunki życia w tym okresie, gdy Litwa pozostawała pod władzą carów. Słownik Antoniego Juszkiewicza jest ważnym źródłem leksykograficznym, choć ciągle pod względem naukowym i poznawczym niedocenionym.  Proces przygotowywania rękopisów do druku przez wielu redaktorów był bardzo żmudny i nie doprowadził do wydania całości zbioru. Jest to jednak wciąż ważne i wartościowe źródło do badania rozwoju języka litewskiego.


Neofilolog ◽  
1970 ◽  
pp. 229-242
Author(s):  
Ewa Lipińska

The placement test is a special examination used to test students’ language proficiency so that they may be placed in an appropriate course. It should be relatively short, yet comprehensive. The test used in the Jagiellonian University Center for Polish Language and Culture in the World has been based on the standards set in two documents, namely the Common European Framework of Reference (2001) and the Polish Language Proficiency Standards (2003). It consists of 2 parts – written and oral. In the written part it concentrates on assessing students’ knowledge of grammar and vocabulary, as well as reading and writing abilities. The oral part assesses students’ productive and interactive skills. The article presents all the development stages of the placement test and its subsequent modifications. It also discusses the choice of testing tasks and the means of evaluating students’ production.


Author(s):  
Marzena Wysocka-Narewska

The aim of the paper is to suggest ways of using poetry as a defossilizing force motivating students to reflect on grammar and its most problematic issues. Having presented learners’ fossilized language competence in terms of grammar, involving examples of inaccuracies and/or understatements manifested by the advanced learners of Polish as a foreign language (146 students of the Polish Language Course attending the School of Polish Language and Culture at the University of Silesia in Katowice, Poland), suggestions for teachers of Polish as a foreign language and students themselves are offered. These include a few examples of activities based on poems believed to be perfect de-fossilizing teaching materials.


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