![„Oto więc służyłem…”. Wspomnienie o Profesorze Tadeuszu Zgółce](/api/image/getissuecoverimage?id=picture_2023_81750.jpg)
„Oto więc służyłem…”. Wspomnienie o Profesorze Tadeuszu Zgółce
In memoriam Professor Tadeusz Zgółka.
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In memoriam Professor Tadeusz Zgółka.
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The paper provides an overview of attitudes (stated explicitly or implied) that are present in the works of Polish linguists who deal with literary studies. The analysis of their meta-scientific statements, research goals and assumptions, is a starting point for the delineation of the functions that literary studies serve within theoretical linguistics. The focus of the paper is a discussion of the five basic uses of literary linguistics that were outlined in the researched material. They are as follows: 1) literature provides data for linguistic research; 2) literature can illustrate an ideal or, at least, representative use of language; 3) literature reveals phenomena that are barely visible or completely obliterated in the standard variety of language; 4) literature is a source of methodological inspiration for the knowledge about language; 5) literature allows us to get acquainted with the most unusual, creative users of the language.
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The number and scope of the existing studies on artistic language are impressive. One might enumerate dozens of researchers examining literary language as well as numerous writers and poets whose literary output has been analysed in a linguistic perspective. The diversity of research approaches also commands respect. The article – due to the richness of research material and the word limit imposed by the Journal – has been designed as a reconnaissance that signals the methodological and formal-thematic diversity of research on literary language. The paper focuses on the following issues: the beginnings of studies on the language of literary authors, dictionaries of literary language, research methods used in the study of the language of literary authors (e.g. the semantic field theory, linguistic worldview theory, statistical methods).
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The aim of the article is to present point of view as a narrative and cultural-linguistic category, which has been found useful not only in analyzing literary texts but also in linguistic research. The article is a review of the most important concepts in literary and, above all, linguistic studies, in which point of view plays a crucial role. Theoretical considerations are complemented with exemplifications of the profiles of Europe, created in various texts. In literary studies, point of view is discussed in relation to focalization, narration and cultural studies (cf. e.g. research conducted by M. Czermińska and M. Rembowska- -Płuciennik). The category addressed in this paper is used in cognitive linguistics (cf. R. Langacker’s, L. Talmy’s, G. Fauconnier’s propositions) and in linguistics that incorporates the cultural dimension in the description of language (cf. cognitive ethnolinguistics developed in Lublin). Within the linguistic conceptions referred to in this paper, point of view is always considered as part of a wider range of notions which are used for a precise and multidimensional description of conceptualization, both in relation to particular language structures and to the images of particular objects and phenomena (revealed in a linguistic worldview). It is therefore justifiable to consider the cultural dimension as a common denominator in literary and linguistic research. In ethnolinguistics, point of view is used specifically in the process of profiling. This paper juxtaposes and compares selected profiles of Europe, which are present in Polish public discourse (home, community, fortress), in W. Jagielski’s reportage entitled Wszystkie wojny Lary (‘All Lara’s Wars’) (fortress) and in poems by A. Adamowicz, published in Animalia (living being / animal). Profiles present in media texts can be characterized as social, but also spatial, whereas the profile of Europe as a living being is an original poetic creation, which is part of the “human” – “non-human, animal” perspective. Using different points of view is a way of shaping various visions of a particular phenomenon and, as a consequence, of the various ways of perceiving the world.
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A review of: Długosz, Natalia & Andreana Eftimova. Postcovid Syndrome in the Language. A Polish-Bulgarian Case Study (Experimental Research Report) [original title in Polish: Syndrom postcovidowy w języku. Polskobułgarskie studium przypadku (raport z badań eksperymentalnych)]. Poznan: Adam Mickiewicz University Press, 2023. ISBN: 9788323242062, 9788323242079 (pdf), 140 pp.
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Legal acts of the regional councils represent the legal and official style. These documents containnumerous references to the sacred, which is the result of the communication convention in force in theMiddle-Polish period and Sarmatian culture, represented by the participants of this communication.The Sejmiks were most often held in the church. The dating of documents also contained religious ele-ments. Officials applied temporal terms determined by the liturgical calendar. The sacral motifs appearin many acts of speech, both polite (in titles, wishes, thanks) and performative (in oaths). The image ofGod in documents is similar to God’s image in literary works. God is seen above all as a creator, donor,ruler, guardian and judge. His traits are, for example, justice, kindness and mercy.
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Review of: Alen Kalajdžija: Etnolingvistički slojevi bosanske leksike (na primjeru građe jugoistočnobosanskog govornog tipa – lokalitet Pazalje). Sarajevo: Univerzitet u Sarajevu, Institut za jezik, 2021, 167 str.
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Our paper proposes a compared analysis of the main methods to solve neological and terminological necessities in Spanish and Romanian during the COVID-19 pandemic, a period marked by accelerated language change, especially regarding the quick social acceptance of lexical innovations. We wish to outline, with this approach, that neological creation tools – ex nihilo creations, word formation by means of morphological, syntactic, phonological or semantic resources and loans – are generally the same, especially in the case of typologically related languages.
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The present work is composed of two parts: a theoretical part, in which some critical and personal considerations on the incident constructions are exposed, and the second part represents a qualitative-quantitative approach to the moments and sketches of I.L. Caragiale. In the theoretical part, the aim is to present incident constructions, especially in relation to GALR, where a complex and up-to-date classification of them is made from a semantic-functional point of view, into: allocutive incident constructions, direct speech reporting constructions, metadiscursive incident constructions, incident constructions with the role of pragmatic connectors, incident constructions with expressive function, with conative function, and verbal automatisms. However, according to the three basic features of incidents, namely the representation of an additional syntactic structure, the lack of syntactic links to the underlying utterance, and the provision of information of the type comment, explanation or direct speech reporting, it can be seen that not all the categories listed above fall into the narrow class of incidents, which is why we hypothesised that those categories that do not exhibit all three defining features of incidents belong to paranthetic constructions, a superclass of incidents. After this theoretical presentation, I carried out a quantitative and qualitative analysis of the incident constructions with expressive function in Caragiale’s moments and sketches. The analysis was carried out manually and with the software Voyant Tool. From the category of incident expressive constructions, we first considered interjections and imprecations, as these are the most representatives for Caragiale’s work. As far as interjections are concerned, we made an inventory of them according to the number of occurrences, which showed that the most frequent interjections in Caragiale’s work are the interjections: a!, as!, ei! and uf!, followed by ah!, ei aș! o! aoleu! and ehei! Taking contexts and representative examples from Caragiale’s moments and sketches, we have analysed their semantic valences, highlighting the fact that interjections known positively in Caragiale’s work receive many more semantic nuances than those known negatively. Using concrete examples, the main semantic nuances identified were admiration, determination, disappointment, disapproval, dissimulation, exaltation, hesitation, anger, irritation, irony, melancholy, satisfaction, puzzlement, dissatisfaction, disbelief, fear, hope, surprise, suspicion, confusion, disappointment, indifference, irony, joy, boldness or even suffering. The semantic analysis of the interjections identified in Caragiale’s work was followed by a quantitative and qualitative analysis of the imprecations, which produced an impressive list of imprecations that suggest the linguistic inventiveness of the Romanian prose writer and support the orality of his style. Interestingly, most of the imprecations are found in the texts "Întârziere" and "Un pedagog de școală nouă", in the speech of a female character and a teacher, characters often associated with elevated language. Taken as a whole, all these incident expressive constructions, whether interjections or imprecations, are intended not only to emphasise the characters’ feelings, but are also evidence of their attitude and relationship to the world, to other characters and to society in general. Through the variety of semantic nuances they update and the multitude of forms identified in Caragiale’s texts, they acquire a central role in the articulation of the message and meanings.
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Humour is a part of contemporary mediated political struggles. At times, humour itself becomes politicised, turning into public controversies or humour scandals. This study explores how humour scandals have become intertwined with the Finnish political public sphere during the last three decades. Quantitative mapping, based on journalistic articles retrieved from two nationwide media, reveals that between 1990 and 2020, 26 national humour scandals in Finland were reported in the national public sphere for at least five days. The number of scandals increased exponentially, from just two such scandals in the 1990s to 15 in the 2010s. Our qualitative analysis of three humour scandals from different decades demonstrates how humour controversies relate to the changes in political and media environments and moral order. While in the 1990s and early 2000s humour scandals often dealt with clashes between popular TV satires and leading politicians, from the 2010s onwards the topics of humour scandals diversified, including issues related to political campaigning, artistic performances, and racism
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Modern Georgia is actively establishing diplomatic relations with multiple European and Asian countries. Diplomatic relations represent the most challenging form of intercultural communication, necessitating interdisciplinary studies. This article presents a translation of correspondence between Japanese and Georgian official entities and specific politicians, requiring analysis of linguistic, cultural, sociolinguistic, and pragmatic aspects mentioned in the source text. The empirical data from diplomatic correspondence is sourced from the official website of the Embassy of Japan (https: //www.ge.emb-japan.go.jp).The research revealed intriguing aspects in the official Japanese-Georgian correspondence: differences in the type and format of diplomatic letters; unique aspects of Japanese and Georgian etiquette; specific cultural nuances that may be opaque to representatives from other cultures, necessitating pragmatic adaptation for Georgian-speaking readers. Such adaptation can enhance mutual understanding and boost the effectiveness of cultural communication.
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When considering how the Western Balkans and their current circumstances have been imagined by outsiders, the linguistic and semantic difficulties begin with the very naming of the region(s) under scrutiny. Neither previously published reference guides nor analytical essays serve adequately to clarify the nuances of contemporary usages and the complex, shifting state of affairs they refer to. Working from a lexicological perspective and an ‘outsider’ stance, this article highlights some contemporary issues by citing examples of keywords used recently in geopolitical, diplomatic and popular discourses. The article tracks transitions that have taken place in representation, focusing in turn upon the language used to describe progression towards Europeanization, upon terms which may be perceived differently by those within and those outside the speech communities in question, and upon changes in meaning and interpretation of key terms, as well as the generation of relevant new terminology taking place in the Anglosphere, but yet to be disseminated across global English. A conclusion briefly notes some lexicographical projects in preparation in the Western Balkans and suggests that these need to be complemented by further analysis of the lexicon of geopolitics and integration.
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With new sports emerging in the Croatian-speaking area, there was a need to publish manuals explaining the tactical and technical rules of each sport, which brought about the formation of sports terminology and its usage. Croatian sports terminology was (and still is) strongly influenced by the English language, as evidenced by examples of terms verified in the Official International Rules of Basketball manual published in 1933. This study aims to determine and describe the similarities and differences between the terms verified in the source used and those that are in active use nowadays. In accordance with that, two hypotheses have been formulated. The first one is that the terms taken directly from English, which have been substituted by domestic terms in present terminology due to processes of terminological development, planning, and standardisation, will be verified in the Manual. The second hypothesis is that some of the basketball terms verified in the Manual nowadays have the status of obsolete terms, i.e., they belong to the passive vocabulary, which is due to extralinguistic factors, primarily changes in the rules of the game of basketball. The collected terms are divided into several groups and observed according to the criterion of adapting certain terms to Croatian as the recipient language. Terms in active use are taken from the Official Basketball Rules authorised by the Association of Croatian Basketball Referees, compared to the official FIBA basketball rules in English.
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The study presents partial results of a larger research dedicated to the description of one9s own nation and country as presented by leading state representatives of various European countries in their New Year9s speeches. The aim is to create a kind of European map of national self-images. The study presents the national self-images of Germany, the Czech Republic and the Slovak Republic as they were expressed in New Year9s speeches between 2011 and 2022. The discourse analysis of the speeches revealed that each national self-image is individual in nature comprising a specioc set of civic and ethnocultural values. One could almost speak of a cultural ongerprint. There is obviously a (compelling) connection between the traditions of thought (the collective memory) of a society on the one hand and its current worldview and collective national identity on the other, as well as with the societal and economic systems they are based on.
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The reflexes of the Greek nautical term ναύκληρος in the Slavic vernaculars of the Eastern Adriatic can be traced from medieval (navьklerь, navkir) and early modern (naukijer, naukir) to present-day attestations found in modern dialects of Dalmatia (naukir, navukir, nakir). It seems unproblematic to assume that these forms do not descend directly from Greek, but there is no consensus on the near source of borrowing. Different authors have so far proposed Medieval Latin (Maretić), Italo-Romance (Vasmer) or Dalmatian-Romance (Vinja, Skok) as possible sources, yet most of these authors do not take into consideration the particularities of phonetic development in the Eastern Adriatic and ItaloRomance material. This paper discusses phonetic issues concerning the hypothesis of Italo-Romance or Dalmatian-Romance origin of the Eastern Adriatic forms and considers a range of possible solutions.
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Language acquisition is often more effective and motivational outside the classroom, as it allows the use of the target language in real life situations adding the aspect of relationship building and networking. A good way to improve one’s language skills is through leisure activities as it provides an opportunity to communicate with people with similar interests in a target language environment. However, in Estonia recreational activities are quite segregated. Within an interdisciplinary project course at Tallinn University the project "Unnoticeable Language Learning" (ULL) was carried out in 2019–2022. The main objective of the project was to develop a new language teaching strategie, which can be used to teach and learn Estonian unnoticeably in the course of some gripping recreational activity. The project also aimed to propagate the modern approach to language learning and increase native speakers’ consciousness in supporting language learners and to indicate the importance of non- and informal language learning. Tis article gives an overview of a design study of ULL which aims to articulate the ULL as well as to describe its development and testing. The participants of 2019–2021. ULL projects had to form groups, find a recreational activity to be used to teach Estonian unnoticeably to a target group, then to determine what activities and strategies could be used in order to achieve the objectives. First the participants learned about modern language learning methods to get some inspiration, most of it came from Total Physical Response, Natural Approach and Task-Based Language Learning. Next the activities were planned and tested on the target group, outcomes were documented and analysed. Whereas in the course of the 2022 ULL project the material of previous years was compiled, analysed and the ULL methodology was formulated and introduced via Facebook, seminars and website. The content of the ULL comes from (recreational) activity, it’s best suited to sporting activities (e.g., sports, exercise, hiking), but also works with other activities (e.g., cooking, crafing). Based on ADDIE model (Fink 2013) we formed five main stages in the ULL: 1) Analysing the needs of a target group and possibilities that activity has to offer; 2) Design of activities and language material, it is crucial to design language learning material based on activity, not vice versa, since the focus should be on doing; 3) Developing specific tasks and the use of language, in some cases also preliminary work with the target group, e.g. introducing language material before activities. At this stage, it is important to be aware of the learner's ability to acquire new language material in a certain period of time and the need to repeat the language material often enough. 4) Implementation – engaging activities on which the attention of learners is focused, while tutors are using the chosen language material. The most important keywords here are keeping the recreational activity in focus, visualisation of the language material (commands and presentation of their execution; clarification of the language material by means of physical objects or images) and adequate repetition. Feedback about the acquisition of the language material can be obtained by observing the development of learners (e.g. learners no longer need presentation of the execution of commands, they start using the learned words/phrases), but also in different types of feedback sessions (e.g. showing objects or images and having learners name names of objects, giving them the task of repeating activities on their own and commenting it in Estonian, Kahoot games). (4) Evaluation aims to direct the teacher to develop activities. ULL also assumes that supervisors are ready to make changes if needed: as experience learning ULL must be flexible. However, the tutor should always remember that the attention of learners focus must on the main activity, should under no circumstances shift to the language learning; the learner's ability to acquire new language material is limited; to be acquired unnoticeably language material must be repeated many times; the learner needs a lot of visual support and demonstration. Experiments carried out within the framework of the project showed that the ULL methodology works and can be used successfully in recreational activities by supervisors of recreational activities and coaches.
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