Deminutywa w języku irlandzkim oraz w irlandzkiej odmianie języka angielskiego

Udostępnienie publikacji Wydawnictwa Uniwersytetu Łódzkiego finansowane w ramach projektu „Doskonałość naukowa kluczem do doskonałości kształcenia”. Projekt realizowany jest ze środków Europejskiego Funduszu Społecznego w ramach Programu Operacyjnego Wiedza Edukacja Rozwój; nr umowy: POWER.03.05.00-00-Z092/17-00

Ironia w socjolekcie uczniowskim

Article appeals to lexical and idiomatic material outstanding pupil’s dialect among other types of slang in Polish language. Analyse of selected components of structural and semantic neologisms register, lead to conclusions relating mechanisms of creation derivatives (of extending of lexical supply) in youth jargon. In structural word-formation exist system and out of system formants added to characterised by emotionally of formative bases. Semantic derivation leans on associations releasing schema SOMEBODY / SOMETHING SMALL / SMALLER (LESS) VALUES. In effect, collection of structural and semantic neologisms is dominated by words and idioms ironically (often vulgarly) characterised. Using of metaphors, appealing e.g. to military, prison, eschatological association and stereotypes, simplifying estimation of people and facts, helps to bringing to light by jargon users ironical relation to realities. Pupils’ environment creates specific community of fun, founding ironical treatment of people, facts or events, because of some reason in relation to introducing SMALL/SMALLER (LESS) VALUE

Radość uczenia się, czyli jak sprawić, by uczeń najmłodszy pokochał edukację polonistyczną i szanował język ojczysty

Edukacja małego dziecka to wielka odpowiedzialność i ogromne wyzwanie dla nauczycieli przedszkoli, klas początkowych, rodziców, dziadków, wychowawców, katechetów i wszystkich dorosłych, w których świecie wzrasta i rozwija się najmłodszy uczeń. Nieustannie toczą się dyskusje, jak stymulować i wspomagać rozwój naszych dzieci, by wraz z rozpoczęciem edukacji w szkole nie zgasić ich ciekawości, otwartości, energii i entuzjazmu, by edukacja mogła toczyć się z „sukcesem w tle”, a dziecko przychodziło do szkoły chętnie, doświadczało radości i zadowolenia, uczyło się pokonywać przeszkody, wzrastało wśród wartości i stawało się powoli dojrzałym człowiekiem, Polakiem, Europejczykiem (Fragment tekstu)

Linguistic-cultural changes in a rural area on the basis of expressions connected to children

Artykuł zawiera wnioski z badania kwestionariuszowego dotyczącego ekspresywizmów stosowanych na określenie dzieci, przeprowadzonego w 2011 r. w Małopolsce wśród gimnazjalistów z trzech szkół, a następnie wśród najstarszych krewnych tych uczniów. W zebranym materiale (głównie u najstarszych respondentów) znajdują się leksemy gwarowe, odnoszące się do minionej kultury, związane z zakorzenionym na wsi systemem wartości oraz (głownie u młodzieży) elementy nowe, odzwierciedlające zjawiska i mody kultury masowej. Ekspresywizmy podawane przez najstarsze osoby krytycznie oceniają pochodzenie dziecka spoza związku małżeńskiego, negliż oraz zbytnią dbałość o urodę. W leksyce najstarszego pokolenia brakuje określeń wartościujących pozytywnie. Dla odróżnienia: w języku młodzieży pojawia się wiele nazwań czułych, pieszczotliwych, kwestie moralne nie są ostro oceniane, zaś eksponowanie walorów ciała spotyka się z aprobatą. Ponadto w nazwach ekspresywnych wymienianych przez młodzież widać silne wpływy języka angielskiego oraz współczesnej kultury popularnej.The article presents the conclusions from the materiał gathered among students of three junior high schools and their eldest relatives. The research, in the form of a ąuestionnaire, was done in Małopolska County in 2011. The analysis of the data allows noticing that the eldest generation usually uses dialectical terms connected to values deeply-set in rural backgrounds for centuries. Meanwhile young peoples’s lexicon reflects modern popular culture. The dialectical expressions used by the eldest generation criticise illegitimate children, negligee and attaching importance to taking care of beauty. There is no positive assessment in their vocabulary as opposed to the language of the youth’s, who freąuently use words of endearment, approve exposing of a body and who are not as strict with morał values as elder people. Moreover, their language is rich in English terms and those of modern popular culture

Czy potrzebny był nowy przekład baśni Andersena?

Was a New Polish Translation of Hans Christian Andersen’s Fairy Tales and Stories Necessary? A positive answer to the above question seems obvious after a critical analysis of the history of the reception of Hans Christian Andersen’s fairy tales and stories in Poland in the second part of the 19th century and in the fi rst part of the 20th century. On the one hand, over a hundred years ago the writer was classifi ed as an author of exclusively children’s literature due to intended or unintended misinterpretations of the spirit of his prose. This classifi cation was then inherited by next generations of readers and translators. On the other hand, a huge number of various kinds of mistakes in translation depleted Andersen’s unique style. The analysis shows how Andersen’s narration was changed to traditional literary style (especially when it came to dialogues); how humour and irony were either overlooked, misunderstood or judged improper for children; how translators miscomprehended Danish grammar and vocabulary; and how little attention was paid to the consistency of the text. The effect is a narration which is “too sweet,” often lengthy, boring, and at times illogical. The analysis compares selected examples from the most recent complete edition of 167 fairy tales and stories translated from Danish by Boguslawa Sochanska (2006) with the previous complete edition (of 155 fairytales and stories) translated from German by Stefania Beylin and Jarosław Iwaszkiewicz, whose work has enjoyed high recognition for 50 years. The detailed discussion of mistakes and misunderstandings in Polish translations done from German also illustrates typical diffi culties that appear when translating Andersen’s prose. Therefore, the article points out similar problems with giving Andersen’s prose its proper shape in the most recent Polish edition

Języki Obce w Szkole Nr 1/2011 - Nauczanie wczesnoszkolne

czasopismo dla nauczyciel

Stereotyp czarownicy i jego modyfikowanie : na przykładzie tekstów dla dzieci i wypowiedzi dziecięcych

The research interest of this monograph focuses on demonstrating, on the example of a mythological representation — a witch, what contents of a stereotype do the children starting cultural and social education encounter and how they deal with its complex contents in a cognitive and linguistic aspect. Therefore, an important part of the monograph is the presentation of the cultural context (beliefs and the language) which may influence the conceptualization of an image by children. The stereotype of a witch emerging from the tradition was shown as drawing from a few prototype patterns (a witch, a harridan, a hag), a conglomerate, unusually rich in contents, consisting of numerous sub-schemes and a script of features, “nested” and “integrated” into a whole. Strong, criterial features confirmed by system data (such as being a woman and sorcery, ugliness, bad temper) and numerous connotative, text features, which confirm certain beliefs (evaluation, specific behaviours and places, dissimilarity, loneliness, attributes, means of transport), have been separated in it. Against the above background, the diversified profiles of an image of a witch were presented — the traditional ones from folk and literary tales and the modified ones — from modern tales and fantasy works. Such stereotype images — cultural and literary, were compared with the image from children’s utterances formulated in accordance with the cognitive definition in a facet system. The results of analysis of the shape of the mythological image, conducted on the basis of younger and older school children’s utterances, indicate that the stereotype of a witch in their imaging remained almost unchanged, regardless of small — deliberate attempt to modify it. The research also confirm that very early, at 7-year-old children, the stereotype of a witch is well crystallized, although it is more strongly rooted at 9-10-year-olds than the children aged 7, particularly boys. With older school children the mythological image slightly fades — the oldest pupils (particularly girls) tended to evaluate witches positively. The children’s image of a witch shows the durability of the cultural stereotype. It is not significantly different from the one that is fixed in the language and culture. The only differences are: a more sensual manner of conceptualization, specific (children’s) point of view in evaluating the witch’s bad deeds and particular drawing on the components of the fixed in literature prototype of a hag when children create a profile of “a genuine witch”