„PORADNIK JĘZYKOWY”

KOLEGIUM REDAKCYJNE RADA REDAKCYJNA HISTORIA PORADNIKA ZAWARTOŚĆ PISMA W LATACH 1901- 2000
NUMERY BIEŻĄCE INFORMACJE DLA AUTORÓW SPRZEDAŻ I PRENUMERATA KONTAKT POWRÓT

Rok 2007, zeszyt szósty

SPIS TREŚCI

ARTYKUŁY I ROZPRAWY

RECENZJE



CONTENTS

ARTICLES AND DISSERTATIONS

REVIEWS

Jednym z przedsięwzięć zorganizowanych z okazji Roku Języka Polskiego było opracowanie broszury zawierającej podstawowe wiadomości o języku polskim, podane w przystępny sposób, przetłumaczenie jej na języki Unii Europejskiej, opublikowanie i dystrybucja wśród najważniejszych instytucji europejskich, w środowisku tłumaczy UE i wśród Polonii europejskiej (za pośrednictwem odpowiednich instytucji polskich). W realizację zadania były zaangażowane Rada Języka Polskiego i Towarzystwo Kultury Języka; sfinansowanie przedsięwzięcia umożliwiła pomoc Ministerstwa Kultury i Dziedzictwa Narodowego, Senatu RP oraz wydawnictwa Langenscheidt Polska. Autorem tekstu broszury jest prof. dr hab. Walery Pisarek; autorzy tłumaczeń to bądź pracownicy naukowi (w większości), specjaliści obcych filologii, nierzadko obcokrajowcy, bądź zawodowi tłumacze. Prace nad broszurą rozpoczęły się w połowie 2006 r., kiedy Unia Europejska liczyła 25 państw członkowskich, a obowiązywało w niej 20 języków urzędowych, dlatego tekst przełożono dotąd na 19 języków. Autorzy tłumaczeń to: Marta Usiekniewicz (j. angielski), Teresa Piotrowska-Małek (j. czeski), Andrzej Zalewski (j. duński), Aarne Puu (j. estoński), Sirkka Ojaniemi (j. fiński), dr Wanda Fijałkowska (j. francuski), Przemysław Kordos (j. grecki), Magdalena Adamczyk (j. hiszpański), dr Ana Romančuk (j. litewski), Ieva Palaša (j. łotewski), Carmel Azzopardi (j. maltański), Agnieszka Bienias (j. niderlandzki), Andreas W. Meger (j. niemiecki), Agata Adamska (j. portugalski), prof. Marta Pančíková (j. słowacki), Jasmina Šuler-Galos (j. słoweński), Grażyna Tatar (j. szwedzki), Ildikó Kozak (j. węgierski), Maciej Jaskot (j. włoski). W związku z rozszerzeniem UE o kolejne 2 państwa (Bułgarię i Rumunię) i zwiększeniem liczby języków urzędowych (o bułgarski, rumuński i irlandzki) w 2007 r. planuje się kolejne przekłady broszury.

The booklet containing basic knowledge about the Polish is a result of one of the undertakings organized on the occasion of the Year of the Polish Language. The aim of the booklet's authors was to popularize basic knowledge about the Polish (in an accessible way), translate the booklet into the languages of European Union, to print and distribute it among the main european institutions, the translators of EU and Polish community abroad (through appropriate polish institutions). Involved in the project were The Council for the Polish Language (Rada Języka Polskiego) and Society for Grammar and Style (Towarzystwo Kultury Języka). Funding the booklet was possible thanks to Ministry of Culture and National Heritage, the Senate of the Republic of Poland and Langenscheidt Polska. The author of the booklet's text is prof. dr hab. Walery Pisarek; the contributors are either academics (in the majority), the philologists, often foreigners, or professional translators. Work on the booklet started in the middle of 2006 year, when there were 25 countries in European Union and 20 official languages, therefore there are 19 translations until now. The translators are: Marta Usiekniewicz (English translations), Teresa Piotrowska-Małek (Czech translations), Andrzej Zalewski (Danish translations), Aarne Puu (Estonian translations), Sirkka Ojaniemi (Finnish translations), dr Wanda Fijałkowska (French translations), Przemysław Kordos (Greek translations), Magdalena Adamczyk (Spanish translations), dr Ana Romančuk (Lithuanian translations), Ieva Palaša (Latvian translations), Carmel Azzopardi (Maltese translations), Agnieszka Bienias (Dutch translations), Andreas W. Meger (German translations), Agata Adamska (Portuguese translations), prof. Marta Pančíková (Slovak translations), Jasmina Šuler-Galos (Slovenian translations), Grażyna Tatar (Swedish translations), Ildikó Kozak (Hungarian translations), Maciej Jaskot (Italian translations). Because of expansion of UE - there are 2 new countries (Bulgaria, Romania) and 3 new official languages (Bulgarian, Irish, Romanian) - we plan to translate the booklet into the new languages in 2007.

Agata Hącia (Uniwersytet Warszawski)

Cognitivist and Pragmalinguistic Analysis of Certain Names of Values

Summary

The article presents an analysis of 100-word speeches of young Polish language users (students aged 15-25) on relations between values defined with lexemes pieniądz (money) and miłość (love). H. Balzak's sentence "Money gives everything, even the love of children" was a hint for them. Defining preliminaries of both lexemes have been excerpted from the speeches. The respondents' defining attempts may be used in lexicographic practice (especially in works based on the cognitivist or pragmalinguistic approach), but also in detailed research on the language of values and in psycholinguistic works. Apparently, there is a connection between emotional characteristics, illocu-axiological value and the stricte semantic meaning.
Tłum. M. Kołodzińska

Polish and Russian Phraseologies of Biblical Origins

Summary

The presented study features Polish and Russian phraseologies originated from the Bible. In the study, those with identical or similar meaning in both languages are presented. They have been divided into enunciations, expressions and phrases. The authors, quoting phraseologies, are elucidating them along with listing the sources (including entries), that they were using. The article is finished with a short comparison about using quoted phraseologies in Polish and Russian.
Adj. M. Kołodzińska

Lexeme Functional Paradigm versus Formal Paradigm - Difficult Relations

Summary

In the view of the semiotic concept of inflectional paradigms developed by R. Laskowski (Morfologia 1998) - perceived as a synthesis of functional and formal paradigms - this article offers an independent look at noun paradigms (primarily functional ones) with regard to both the semantic number and the syntactic number (opinions on countable pluralia tantum such as nożyczki are divergent) as well as an independent look at the formal paradigm with regard to the case and the number (which leads to an increase in the defectiveness threshold on account of the case and the exclusion of paradigms like museum). The implications between particular types of functional and formal paradigms are not bilaterally symmetrical: the formal paradigm is "determined" by the functional one rather than the other way around. The most incomplete functional paradigm (the so-called fragmentary paradigm, not discussed in Morfologia, e.g. dzięki, ręku) must correspond to the complete formal paradigm, whilst the most defective formal paradigm, i. e. the zero paradigm, does not converge only with the fragmentary paradigm. As a result of this functional and formal asymmetry of inflectional paradigms, the range of formal paradigms is limited to an undesirable circular sequence: the zero paradigm "borders" on the complete paradigm for the latter one can only comprise one textual form, too.
Adj. M. Kołodzińska

Teaching Materials Design versus Linguistic and Intercultural Competence in Foreign Language
Teaching (based on the Polish course-book by M. Majewska-Meyers)

Summary

The article gives an overview of trends in foreign language teaching materials design with special emphasis on ways of developing language proficiency and intercultural competence. The development of both concepts is here analyzed against the background of dynamically changing communicative needs and the linguistic policy of the Council of Europe and the European Union. Implications are then sought for FLT materials design and an analysis follows typical difficulties and shortcomings in course-book content and structure. Criteria for materials design are discussed as built around the theory of language status and range based on a distinction between languages taught as linguae francae and those taught as non-international languages as well as around the assumptions connected with the relation of language and culture in language teaching. Efficient and educationally valuable solutions are then presented as demonstrated in M. Majewska-Meyers's course-book for the learning of Polish as a foreign language to self-learning adult German speakers.
Adj. M. Kołodzińska

Unification of Defining Vocabulary Based on Selected Verb Definitions from Słownik języka polskiego (Polish Language Dictionary) Edited by M. Szymczak

Summary

The article presents an attempt to unify defining vocabulary which belongs to the lexical classes of verbs and nouns, and which is used in Słownik języka polskiego edited by M. Szymczak (1998). The analysis has used the electronic version of the dictionary - Komputerowy słownik języka polskiego (1998), where 1069 verb definitions have been excerpted from. It aimed at decreasing the capacity of rare vocabulary and increasing the amount of frequently used one - theme words - by changing lexemes into their hyperonyms according to the principle of defining series formation or by their replacement with synonymous lexemes, as an additional method. The article presents the issue related to statistic linguistics. It reports on the way of frequency of vocabulary usage list formation and the way of division into frequent and rare vocabulary. Then, it describes methods of rare vocabulary reduction and presents figures resulting from unification of the vocabulary. In conclusion, there are initial and final lists of frequent vocabulary.
Tłum. M. Kołodzińska