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In addition to a shared alphabet, the two countries also have a decade-long history of collaboration on Arctic research.
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Samu Czambel established his theoretical knowledge while studying with the most famous contemporary Slavists. He attended O. Asbóth’s lectures at the university in Pest, F. Mikosich’s and V. Jagić’s readings in Vienna, and M. Hattala’s lectures in Prague. After graduating he got work as a legal translator at the Hungarian Ministry of Home Affairs. He became perfectly bilingual and gained a practical attitude during his work that he went deeply into when collecting Slovak dialects in the country. In the center of his interest was to define the place of the Slovak language within the Slavic language group. He considered important to research the Slovak–Hungarian as well as Hungarian–Slovak language contacts, especially the borrowing of words but – while studying phraseology – he also dealt with morphological and syntactic phenomena. He approached the phenomenon of bilingualism in a sensitive way, and he raised several problems when referring to the Middle Slovak language area and Palots dialects. These problems are to be cleared even today. Considering the importance of Slovak– Hungarian and Hungarian–Slovak language contacts, Samu Czambel formulated the need for a relatively big bilingual dictionary.
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This paper deals with the etymology of the word vodka . The author cites both strictly linguistic and extra linguistic evidence in support of his argument that this word, which has penetrated numerous languages throughout the world, is of Polish origin
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This paper focuses on variation of substantive forms used in the end of 19th century in the Slovak literary language and its nature. Some of them were present in Ľ. Štúr’s codification yet, but others penetrated into Slovak literary language later. There were diverse sources of forming variation: previous codification of Slovak literary language, West Slovak dialect, Central Slovak dialect, Czech language, etc. Such variety of homonymic forms was superfluous and it was abolished in consequence of S. Czambel’s codification.
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The aim of the present paper is to reconstruct the linguistic picture of the concept ‘mother’ formed in real social realia used by speakers of Polish and Hungarian. The questionnaires contained the following five topics: 1. Who is ‘mother’? (to give a definition of 'mother'); 2. What features can be attributed to ‘mother’? (to list only adjectives); 3. What actions are typical of ‘mother’? (to list only verbs); 4. Describe your mother in a few words; 5. What kind of associations and emotions (both positive and negative) are evoked in you by the concept of ‘mother’? The questionnaires were filled in by 103 Polish and 139 Hungarian respondents.
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Hiador Sztripszky is known to the Hungarian scientific world as a bibliographer, as an ethnographer and as a literary historian. However, little is known about his linguistic and belletristic works. His interests for scientific work were formed in the Ferenc József University in Kolozsvár and later in the museum of this town. As a student of the Ferenc József University in Kolozsvár he spent the winter semester of 1897/98 in Lemberg (Lviv/Lwów/Lvov). Later he worked as a court interpreter of Russian, Rusyn, Slovak and Polish. Studying Hiador Sztripszky’s works about Ruthenian philology I ended up in Nagyszombat (Trnava) in the Literary archive of the St. Adalbert society where his posthumous papers are kept. In this collection, which unfortunately was kept for a long time under unsatisfactory conditions resulting in the loss of many manuscripts, I found an unfinished plan of a Hungarian-Polish dictionary which he started to write in the 1920s. Being an interpreter he must have felt the practical necessity of such a dictionary and as a philologist he fully understood that it would be a bridge between the two languages and cultures.
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The article presents a discusssion of some Hungarian loan words in Polish. The emphasis is put on the role played by the Hungarian language in the transmission of Oriental words into Polish and Carpathian languages. It is also stressed that there needs to be a cooperation between etymologists of various philologies and language areals to show the wanderwörter against the broadest linguistic background possible.
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The paper focuses on aspects of word relations in verbo-nominal collocations in Czech, based on the names of some emotions. In case of Czech I used the material from The Czech National Corpus (ČNK/SYN2000) only. Theoretical fundament of my research is based on conceptions of phraseology and semantics of D. O. Dobrovoljskij and Fr. Čermák. Collocations are usually considered between free word combinations and idioms and they are generally studied in phraseology. According to my opinion, however, if collocations are only studied by phraseologists they are viewed as lexical anomalies. The results of my research show that they are regular word combinations and are only one way of nominations among other usual methods. In case of collocations the following question might arise if usage of their components is semantically motivated by the meaning of the words or not. The results based on the corpus which are frequency-oriented show that word combinations are always semantically motivated. In my opinion, however, if a certain noun expressing an emotion needs to be combined with a verb, semantic motivation is not predestinated but both the noun and the verb are able/must modify their meanings in order to express a necessary content.
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Frequently confused words or so-called ‘paronyms’, when they are used in everyday communication, can be challenging for native speakers of Polish. Sometimes language users find it difficult to decide which word they should choose in a given context. There are also situations in which speakers make unconscious errors in the use of a word, assuming that its meaning is exactly what they expect it to be and that the specific word is appropriate in a given situation. Inaccurate usage of paronyms is a perennial problem that language users face daily. This paper presents the results of a questionnaire-based survey on the understanding and use of paronyms conducted among students and graduates of Gdańsk University of Technology and the University of Gdańsk. The study was conducted online in March 2017. On the basis of the collected data, the present author attempted to describe issues related to the phenomenon of paronymia and mistakes made in everyday communication of educated speakers of Polish.
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Discourse is a fuzzy and vague concept in both everyday and specialized language. This paper is devoted to the polysemy of the term discourse in linguistics, as exemplified by data from Polish, Russian and English. In the introduction, the author describes the use of the lexemes dyskurs, discourse and дискурс in everyday language. In the second part, the author analyzes a number of definitions of the terms from the field of linguistics. The author lists the following sources of polysemy of the term discourse in the field of linguistics: the interdisciplinary nature of the notion; the use of the term by representatives of various schools of linguistics and various linguistic disciplines; the use of the term at different levels of generality; and linguistic fashion.
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The article presents the influence of dyslexia on the process of the Polish language acquisition as well as a student’s psychical attitude during the process of learning. The author offers some helpful exercises and also attempts to answer to the question about the teacher’s input in supporting students and helping them to succeed despite helping their specific disorders.
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The article discusses the use of newspaper headlines in teaching Polish as a foreign language. The discussed material consists of the headlines from the weekly Polityka, whose authors use rhetorical devices, consciously influencing the meaning of the text. For a non-native reader these headlines become a kind of linguacultural riddles. The analysis contains the examples of the use of metonymy, oxymoron, irony, and circumlocution. In the second part of the article, the author describes her research, which was carried among a group of students of the School of Polish for Foreignes at the University of Lodz. They took part in a discussion, during which they negotiated the meaning of some headlines.
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This article shows how to use the fragments of the sitcom Świat według Kiepskich in teaching Polish as a foreign language. The author presents and analyzes the ludic elements of the sitcom. The material was divided into eight groups: rhymes, proverbs and idioms, intertextuality, lexis of young people, phonetics, neologisms, humorous names and ambiguity.
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Taken as multifunctional tool, branding is nowadays ready to use not only for material products or various services. Firstly used during the process of territorial marketing, it was also claimed to be appropriate strategy to empower image of languages. This kind of concept leads the theorists to the point when they need to transform their thinking about products. According to this, this article should be also considered as a study in which the author explains in what way Polish language came to be a product in the opinions of young Poles. The essence of the study is dedicated to particular part of branding – parallel image, and particular kind of medium – the Internet. The author gives examples of shaping the image of Polish language in parallel style. In conclusion, he attempts to explain why internet users – so called “vulgarians” – make Polish brand weaker by exposing vulgar, brutal and non-official vocabulary – hate speech, why they search for names and phrases appropriate to express only negative emotions and finally, why they teach it to foreigners.
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In the article, the author presents the problems of communicative language teaching and of a task-based method of teaching Polish as a foreign language (jpjo). He defines the problems basing on his own research (including the content of communicative textbooks for jpjo, communication tests completed by the students of Saturday’s schools in the Ukraine) as well as based on observation of teaching and on the analysis of I. Janowska’s book Task-based approach towards teaching and learning foreign languages. The author indicates the defects of the method. In the second part of the article he demonstrates that the implementation of the cultural programme in jpjo teaching meets the criteria of the task-based approach and of task-based method. He proves this based on the example of cultural tasks completed by the students of Polish studies in Lviv in 2011.
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The article discusses culture in foreign language teaching. This issue is extremely interesting and the presented research complies with modern tendencies in pragmatic, lingua-cultural and intercultural research. The research is based on Robert Galisson’s theory of lexiculture. The authors collected and analysed data on the understanding of some language items by the native speakers of Polish. In the article they present an experimental lesson of Polish as a foreign language as an example of the implementation of the theory of lexiculture.
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The author considers the possible application of the cognitive approach to teaching Polish grammar to Ukrainians, both in its theoretical and practical aspect. She points to the differences in realization of grammar categories in Polish and Ukrainian and analyzes the relationship between the distinctions of categories in these languages and common system errors made by the Ukrainians speaking Polish. The author puts particular emphasis on those errors that can disturb communication between Poles and Polish speaking Ukrainians.
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The article makes a hypothesis that, based on the syntactic characteristics of a language, we can define the mentality (the linguistic worldview) of language users. In the first part of the article, the author presents the current situation of the Polish language in Ukraine. The second part of the article attempts to present the stereotype of a Polish language learner in Ukraine, based on teacher observations and the theory of cultural behaviour description of people around the world. The third part is an attempt to match language errors (resulting from the remains of the dialect of the south- -eastern borderlands of Poland and from the interference of the Russian and Ukrainian languages) with theoretically created cultural stereotype of Polish language learners.
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The aim of the article is to present Polish sketch comedy scenes (skecz kabaretowy) in the perspective of cultural linguistics and foreign language teaching. The author describes difficulties in the analysis of these particular texts of popular culture. Their untranslatability is caused by the use of stereotyping, colloquial language, languages of subcultures, ambiguity, and idioms.
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This socio-cultural analysis will be focused on defining logical criteria serving the authors of press articles for labeling different ethnic groups connected with the School of Polish for Foreigners at the University of Łódź who live in Dormitory No. 14 (the so-called ‘Babel Tower of Łódź’, i.e. BTŁ). Also, the naming strategies applied in the description of dark-skinned people and the press image of foreign students’ residence will be discussed, as embodied in conventionalized expressions and metaphors. The collection of press texts consists of 150 articles written between 1989–2003 such as news, reports, and essays in which the main or subordinate topic is either the inhabitants of the Babel Tower of Łódź or the Babel Tower itself. This analysis shows that journalists, by repeating the same patterns of labeling ethnic groups, are most responsible for producing negative mental scripts in the readers’ minds.
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