Glottodidactica. An International Journal of Applied Linguistics
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Bezeichnungen für Menschen mit Behinderungen in polnischen und tschechischen Presseberichten über die Paralympics 2014 in Soči. Terms denoting people with disabilities in Polish and Czech press reports about the Paralympic Games in Sochi in 2014.
Get PDFThe present article deals with Polish and Czech terms that denote people with disabilities placing a particular focus on the structure of these terms and the frequency of their use in current language. The study is based on articles about the XI Paralympic Winter Games in Sochi published in the online issues of Polish and Czech newspapers from March 2014. The texts show a tendency to use alternate, euphemistic terms instead of the more established ones
The compatibility of positive psychology and the Ludic strategy in foreign language education
Get PDFThe Ludic strategy, an approach to foreign language teaching (FLT), popularised by the present author since the 1990’s which acknowledges the value of a humanistic approach, yet also emphasises an emergence of positive feelings, while engaging in the ludic tasks for FLT purposes, is in line with the claims of positive psychology. For the analysis the most popular model of the well-being theory, Seligman’s PERMA model will be used. Referring to research in FLT on language competence, I will analyse the benefits of applying LS in the FL classroom, and by using the PERMA model I will show that LS can be treated as a useful tool for FLT congruent with the claims of positive psychology, and that the model can be used in planning FLT research
Translation in film. Film ‘in translation’ Tim Burton’s Alice in Wonderland, 2010.
Get PDFThe article describes fundamental issues relating to translation problems in the art of moving images (base perspective): subtitles, voiceover in the film, dubbing. It also presents the method of translation of the spoken (dialogues, monologues) and written word (poetry, prose) in selected audiovisual material, Alice in Wonderland by Tim Burton (2010)
Applied linguistics as a manifestation of exo-, meso- and endo-symbiosis
Get PDFAn assumption is made that applied linguistics may be viewed as an outcome of an interplay of a dichotomy of endogenous and exogenous symbionts, mediated by important mesogenous symbionts acting jointly within the domain of language and communication. All of them form a system of bifurcations which may generally be called ‘a flow tool-language design’ or The Bifurcational Model of Symbiosis (BiMoS). In this model, bifurcations form a ‘grammar of bifurcations’ whose power is symbiotic in the overall functioning of language. Furthermore, the occurrence of the above mentioned types of symbionts on the language side allows for a division of ‘linguolabourese’ (or the whole ‘life of language’ as opposed to ‘instrumentolabourese’, or the whole ‘life of tools’) into three more or less distinct and interconnected areas of symbiosis: the exogenous area, the mesogenous area, and the endogenous area, respectively. The afore mentioned areas further justify a division of linguistics into three respective types: exogenous (exo-) linguistics, mesogenous (meso-) linguistics, and endogenous (endo-) linguistics. Their subdomains of interest vary but are highly interconnected, blended and synergistic. Applied linguistics is viewed here as belonging predominantly to (or taking theoretical and practical interest in) the mesogenous and endogenous areas of linguolabourese, though it is strongly supported by the underlying exogenous area.An assumption is made that applied linguistics may be viewed as an outcome of an interplay of a dichotomy of endogenous and exogenous symbionts, mediated by important mesogenous symbionts acting jointly within the domain of language and communication. All of them form a system of bifurcations which may generally be called ‘a flow tool-language design’ or The Bifurcational Model of Symbiosis (BiMoS). In this model, bifurcations form a ‘grammar of bifurcations’ whose power is symbiotic in the overall functioning of language. Furthermore, the occurrence of the above mentioned types of symbionts on the language side allows for a division of ‘linguolabourese’ (or the whole ‘life of language’ as opposed to ‘instrumentolabourese’, or the whole ‘life of tools’) into three more or less distinct and interconnected areas of symbiosis: the exogenous area, the mesogenous area, and the endogenous area, respectively. The afore mentioned areas further justify a division of linguistics into three respective types: exogenous (exo-) linguistics, mesogenous (meso-) linguistics, and endogenous (endo-) linguistics. Their subdomains of interest vary but are highly interconnected, blended and synergistic. Applied linguistics is viewed here as belonging predominantly to (or taking theoretical and practical interest in) the mesogenous and endogenous areas of linguolabourese, though it is strongly supported by the underlying exogenous area
Elżbieta Dziurewicz. Korpusbasierte Analyse der Phraseologismen im Deutschen am Beispiel des phraseologischen Optimums für DaF. PHILOLOGIA Sprachwissenschaftliche Forschungsergebnisse Bd. 206. Hamburg: Verlag Dr. Kovač. 2015, 260 S.
Get PDFVater Heinz [übersetzt und bearbeitet von Jarosław Aptacy]. Wprowadzenie do lingwistyki. Wrocław: Oficyna Wydawnicza Atut. 2015, 360 S.
Get PDFLiterarische Ausdrucksmittel bei der Übersetzung von Werbung aus didaktischer Perspektive. Literariness of the advertisement in the translation training.
Get PDFThe author shows the methods, technics and principles of the developing oft the translatory competences on the concrete translation of the advertisement with the outstanding intertextuality. His didactic model of the transtatory training gives accent on the unambiguous definition of the target recipient of the advertisement and the connection both of them the esthetic and persuasive functions in the target text for the target culture, which is impossible without the creative mind and creative language performance of the translator
Jan Iluk (Hrsg.). Nauczanie języków obcych w przedszkolu i na etapie wczesnoszkolnym na przykładzie języka niemieckiego. Podstawa programowa – założenia teoretyczne – zasady nauczania – efekty – kompetencje nauczycieli – opinie. Katowice: Wydawnictwo Uniwersytetu Śląskiego. 2015, 124 S.
Get PDFL’exploitation d’outils d’observation et d’évaluation élaborés pour les discussions asynchrones dans l’enseignement de l’expression argumentative en langue étrangère. Use of observation and evaluation tools elaborated for online discussions in teaching and learning argumentative tasks.
Get PDFThe main problem of the paper is if tools elaborated to observe and evaluate online discussion tasks can be also applied in face-to-face context and b-learning scenarios. I will discuss the main features of those tools (Henri 1992; Gunawardena et al. 1997; Garrison et al. 2001; Newman et al. 1995; Wozniak et Silveira 2004) and focus specifically on those features which allow the negotiation of the aims and the course of the argumentative, thus inviting critical argumentation
Geschichte erleben im DaF-Unterricht – aber wie? Zu den Zielen und Möglichkeiten der Förderung von Erinnerungserlebnissen durch den Einsatz von Filmen (am Beispiel des Kurzspielfilms „Spielzeugland“)
Get PDFIntercultural learning requires learners not only to acquire knowledge about everyday life in other countries but also to explore the history of those countries. History is not just a collection of facts about the past. Instead, history is a way of viewing and interpreting those facts. Thus, exploring history must involve people reflecting about the relevance of certain items or events for cotemporary individuals and communities. The aim of this paper is to discuss possible ways to involve learners personally and actively in the process of reflecting on places of memory (Pierre Nora) as well as ways to use film as a pedagogical starting point.Intercultural learning requires learners not only to acquire knowledge about everyday life in other countries but also to explore the history of those countries. History is not just a collection of facts about the past. Instead, history is a way of viewing and interpreting those facts. Thus, exploring history must involve people reflecting about the relevance of certain items or events for cotemporary individuals and communities. The aim of this paper is to discuss possible ways to involve learners personally and actively in the process of reflecting on places of memory (Pierre Nora) as well as ways to use film as a pedagogical starting point