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This article reexamines the connection between the Slavic ornithonyms for ‘nightingale’ (Luscinia sp., esp. L. megarhynchos)’, *solṷьcь, *solṷьь, and so on, and Hittite šaluwai-, šaluwaja-, šalwini-, which Blazek (1998) already briefl y drew attention to.
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Part one of this paper is a brief description of the contemporary changes in the teaching of foreign languages related to the CEFR and CEFR/CV publication and the birth of the action-oriented approach and influence of the European language policy on teaching Polish to foreigners in the 21st c. Part two discusses the genesis and concept of a textbook promoting the action-oriented approach, i.e. Dydaktyka i metodyka nauczania języka polskiego jako obcego i drugiego (Didactics and methodology of teaching Polish as a foreign and second language) (Warszawa 2020) by P. Gębal and W. Miodunka. This part synthetically describes the main topics covered in the book, such as: the place of didactics and methodology of teaching Polish as a foreign and second language within Polish glottodidactics, traditions and contemporary problems of such teaching, Polish language didactics across the world, its promotion and language policy, teaching of Polish as a second language and the latest directions in foreign language didactics, methodology of developing linguistic competences and language activities, teaching of Polish culture, the use of new technologies in teaching Polish, planning of the course and classes, and language assessment. Part three of the paper presents the comments inspired by the reading of P. Gębal and W. Miodunka’s publication.
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The number of students with the experience of migration has been growing year by year in Polish schools. They need to learn Polish relatively fast for educational purposes. This paper presents, based on a pilot glottodidactic experiment, the observations of how foreign children could be helped to learn Polish using simple math exercises. The demonstrated outline of the didactic innovation is aimed at showing how the repeatability of language sequences in the narration of the exercises affects the development of students’ grammatical and lexical competence.
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Review of: Lenka Garančovská, Slovensko-rumunský frazeologický slovník/ Dicționar frazeologic slovacromân, Editura Universităţii din Bucureşti, 2013, 284 p. ISBN 978-606-16-0412-8 (Dagmar Maria Anoca)
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Analysis of the oldest hydronymia from southwestern Slovakia shows that: 1st part of them arised from the layer of old Slavic lexical fund that keeps most older Slavic state, 2nd part arised from petrified vocabulary, which gradually changed its original semantic structure in the Slavic languages, 3rd part arised from the lexicon. In the process of development of Slavic base it was penetrated to the edge of the vocabulary of the language or disappeared.
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Žitný ostrov is the historical and geographical perspective important and specific area of southwestern Slovakia. Ethnic population of this area since the Middle Ages were very colorful. Originally Slovak dominant ethnic group began to expel the Hungarians and later Germans, too. Although most of the first documented names is already marked of graphics majority of the principal ethnic group, which was in medieval Hungary, later also German ethnicity, origin of many of the oldest names in this area is arguably Slavic. Slavic names, however, foreign ethnic groups have adapted to their language and in many cases, the name evolved by adapting developmental patterns of the ethnic group.
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Scientific life: Maria Cotetz Şendroiu la aniversarea a 80 de ani (Anca Irina Ionescu)
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The Civil Code dedicated to profane people is a legal work of Great Moravian origins and its authorship has been assigned to Saint Constantine (Cyril), nowadays it is attributed to Metod who was a lawyer. From the text analysis it is possible to deduce the relationship of its articles and clauses to the Common Law of Great Moravia. The Civil Code specifies the nature of contemporary most dangerous crimes and delicts like theft, robbery, incendiarism and adultery. As a result, the vocabulary of contemporary language contained denominations that clearly indicated the qualitative evaluation of behaviour on the axis the good – the bad.
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Motivation is one of the most important parts within the process of teaching foreign languages. Only motivated students can be successful in learning a foreign language. Every teacher faces a big challenge to find the right path - a path at the end of which stands a student with appropriate motivation. When teaching foreign languages at the basic level, the motivational phase is of crucial importance. Internationalisms represent one of the useful ways to show students that they can understand many words despite the fact they never learned them before. This article focuses on the problem of making use of internationalisation processes in teaching Slovak language to foreigners (based on the example of Slovak and Romanian). It also stresses several words, which are understood incorrectly based on an identical orthographic and/or phonetic form of Slovak and Romanian expressions.
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The paper briefly presents the main tendencies in aspectology as developed over the last decades, and also the specific situation in Czech as compared to English or, very briefly, with Hungarian. The author approached the topic on several occasions, quite extensively in Paliga 2011, especially pp. 101 sq., but also on previous occasions beginning with 1980. The situation is Slavic aspectology lacks a clear definition, is still chaotic and would require consensus in what may be labeled a terminological reform or, at least, a clarification of terms used in particular situations v. general situations. The authors shares the little spread view that Czech has three, not two aspects, and discusses some relevant examples. The tendency of the language will probably towards a larger tri-aspectual structure, a process in full development.
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Scientific-life: Profesorul Corneliu Barborică octogenar (Dagmar Maria Anoca)
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Scientific-Life: Tri stretnutia s tvorbou Cornelia Barboricu
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This paper is an attempt to present a few types of phrases and forms part of a study of the dialects of the towns of Spišské Vlachy and Spišské Podhradie and from the villages Letanovce, Vydrník, Spišský Štvrtok, Smižany, Studenec, Chrasť nad Hornádom, Klčov and Markušovce located in the center of Spiš region. The author divides the phrase in terms of their construction into three categories: complex sentences, sentence-like constructs, and syntagmatic expressions. The material for this paper comes from the author’s own research of the Spiš’s dialects and from the corps of the Slovak dialects from the Dialectological department of the Ľ. Štúr Institute of Linguistics, Slovak Academy of Sciences.
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Le but de la présente contribution est d´identifier les unités lexicales et les noms topographiques entrés en slovaque pendant la colonisation valaque. L´auteur a effectué la confrontation surtout avec les mots survivants en roumain, même si les noms entrés en slovaque pendant la colonisation valaque n´étaient pas uniquement d´origine roumaine. L´origine protoslave ou illyrienne de certains en n´est pas exclue. La colonisation démarra à cause de la famine et des exodes, lourd héritage des Tartares ravageant la Slovaquie du Nord vers la moitié du 13ème siècle. Les rois de Hongrie firent alors venir les valaques de Bucovine, Ucraine subcarpatique etc. (pas encore les Roumains; le nom Roumain n´apparaît qu´au 19ème siècle) qui introduirent l´élevage ovin, la production des fromages typiques et le traitement de laine. De nos jours une cinquantaine de mots seulement rappele le mode de vie des valaques mais la topographie et le folclore en témoignent davantage. Le mot valaque vient du germanique Walh ce qui signifia un Gaulois romanisé ou un voisin roman. De la même manière furent formés les termes Wallons, Wales, Welsch/Welschschweiz (Suisse romande); en polonais Wloch, Wlochy, en hongrois Oláh/országh, ce qui signifie „Italien”, „Italie” etc. Chose bizarre: en français apparaissent aussi les noms propres issus du mot valaque: Bloch, Blaise à côté d´un nom commun, incontestablement dû a l´élevage: hongre.
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The article presents the outcomes of research conducted during the period of 2007-2009 through surveys. All Departments providing the education for young people fulfilling our preconditions have participated on research. These preconditions meant that students should have Hungarian citizenship and come from a minority group. There were 30 such students. This article represents an outline of particular outcomes of research. It focuses on language attitudes and stereotypes connected with bilingualism. Bilingualism of Slovaks in Hungary is a complex phenomenon, mainly when determining the dominant language. It is probable that students were departing from their practical life and from their surroundings. There are great differences in the levels of mastering of Slovak language. The dominant position of Hungarian language in the bilingualism of Slovak minority living in Hungary depends not only on age, but also on the type of the settlement and the change of cultural model. Since the students come from various parts of the country, each of them has different experience, which might be the reason for ambiguous answers. It has been proved that the place where students learn the language is school, and family comes only after. Approximately from 1960s, Slovak language has been losing its dominance, and therefore, natural bilingualism was replaced by school bilingualism. Students who were interrogated were born after 1985; therefore the majority of them learned Slovak language in school.
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Reviews: Miroslav Dudok, Zachránený jazyk. State o enklávnej a diasporálnej slovenčine Vydavateľstvo Ivan Krasko. Nadlak, 2008. 208 p. [Limbă salvată. Articole despre limba slovacă din enclave şi diasporă.] Zuzana Kováčová, Význam jazykovej analýzy textu pre formovanie komunikačnej kompetencie. FF UKF, Nitra, 2010. Mária Žiláková, Ľudové liečenie Slovákov v Maďarsku. Vydavateľstvo Ivan Krasko, Nadlak, 2009.450 p+12 p.[Medicina populară la slovacii din Ungaria]. Reviews by Dagmar Maria Anoca.
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The author presents a brief history of the department of Slovak language and literature, founded in 1949, followed by the enumeration of the main areas of activity: the teaching and methodology area (mentoring both students and teachers of Slovak language teaching schools in Romania), the scientific and research activity in the field of Slovak and Slavic studies such as: Linguistics, Dialectology, Literature, Culturology, Romanian-Slavic cultural relations, mirrored in scientific or cultural publications in various forms of propagation of the Slovak culture and promoting intercultural dialogue between Romania and Slovakia (conferences, symposia, translations etc.), ending with portrait medallions of the professors who worked in the department: the founding generation, Prof. dr. doc. Pandele Olteanu (1908-1995), Lect. dr. Silvia Nita-Armas (1931), Prof. Cornelius Barborica (1931), Prof. Gheorghe Calin (1935), teaching assistant Anton Tanasescu (1933). The author also mentions the work of younger professors and Slovak assistant professors, as well.
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One of the specific features of the Slovak verb represents the strictly aspectual prefixes, by means of which new grammatical forms are made up within one and the same meaning of one and the same lexeme unlike other Slovak verbal prefixes creating different lexemes. It actually outlines the essential difference between the verbal aspect and the verbal action mode. Teaching the Slovak verb to Romanian students is a challenge because of the Slovak verbal aspect, a grammatical category specific of the Slavic languages, reproduced by suffixes (imperfective verbs) and by prefixes and suffixes (perfective verbs), which shows the way the verbal action is perceived by the speaker. Since the Romanian students do not have the necessary linguistic intuition, there should be a special teaching approach involving not only the formal criteria for identifying the verbal aspect, but also a good understanding of the grammatical and semantic characteristics specific of this grammatical category.
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Începând cu Ferdinand de Saussure şi celebra Şcoală de la Praga, lingviştii au acordat tot mai multă atenţie aspectului verbal, componentă semantică a verbului în complementaritatea mai cunoscutelor categorii specifice, timpul şi modul.
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Scientific life: Corneliu Barborică la 75 de ani (Dagmar Maria Anoca)
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