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A comparison of the 1979 and 2008/2009 volumes of the Onomastica journal reveals a decrease in the number of critical reviews in favour of shorter discussions and reviews of a more reporting character. Smaller difference is to be found in the two volumes between the papers classified as rozprawy (‘dissertations’). The primary focus remains on place and personal names (fore-, nick- and surnames) and relevant etymological, motivational and wordformative comments, but also on common nouns captured in Polish proper names. Innovation is observed both in studies on new proper names, and in a new choice of auxiliary sciences (the interdisciplinarity of onomastics: the old, manifest in the adduced fragments of reviews – and the new, apparent in the paper Co onomasta ma z religioznawcą? Ku onomastyce interdyscyplinarnej (na przykładzie nazw Kościołów i związków wyznaniowych w Polsce) (‘What does an onomast have in common with a student of religion? (On the example of the names of churches and religious associations in Poland)’)).
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David L. Gold (2009: 578sq.) is right when he supposes that s(h)trulkes, a Yiddish name of a certain children’s game, is a reflex of a Polish name such as *sztrulki ~ *strulki. Indeed, both those Polish forms exist and thus do not need to be asterisked. Several other Polish variants exist too, such as sztulki and sztule, as does an entirely different Polish name of this game, hacele ~ hacle ~ hancle. The present author shows that both strulki and hacle originally designated a kind of ‘horseshoe stud or screw’ used in the game (in the course of time the screws were replaced mostly by small stones). In both cases, the name of the game is formally a plural noun (thus meaning ‘studs, screws’) < sing. *s(z)trulka ~ *s(z)trulek ~ *sztula ~ sztul and hacel, respectively. Whereas hacel seems to come from Polish ocel ‘horseshoe stud’ < Czech ocel (or, maybe, rather < Slovak < Hungarian < Czech) ‘steel’ (<< Latin), the word *s(z)trulka presumably derives from Polish sztul ~ *sztula, which either reflects German Stolle(n) ‘horseshoe stud’ or is a blend of that German word and German Stuhl ‘girder, support; underlayment, bottom layer’ (lit. ‘chair’) (DWG).
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The goal of the paper is not so much to discuss Maria Honowska’s achievements in Slavonic derivatology – this has already been done by Ludwig Selimski – but rather to highlight the individuality of her thought in word-formational research of the sixties and seventies. The focus is on those fragments of her work which proved prognostic, such as underlining the importance of derivational chains in decoding word formations, indicating the value of generativist approach to word-formational analysis, or emphasizing the significance of non-serial phenomena which often have a pragmatic function (as Honowska wrote about ‘word formational advertising’). Some of her postulates are still yet to be realized, as is e.g. the regarding of word formation as a part of morphology rather than as a separate level in the language system.
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In the present paper, I distinguish after O. Jäkel five types of metaphorical transfer: 1) concrete - abstract, 2) abstract - abstract, 3) abstract - concrete, 4) abstract/concrete - concrete, and 5) concrete/ abstract - abstract. The focus is on the second kind, abstract - abstract. For illustration, I chose the abstract source domain of grammar. I present the functioning of this metaphor and introduce the target domain of ethics (morality) as the explanandum, together with other domains related to cognitive activity such as art, language, dance, emotions etc. An analysis of these metaphors reveals that the domain of grammar is simpler than other abstract domains, and a perfect ground to blend the cognitive and ornamental skills employed in various types of discourse.
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The objective of textology (text linguistics) is to analyse and describe interpersonal communication in all its aspects, as it happens now and did in the past, in various discourse communities. The basic categories of so defined textology are: text, utterance and discourse, regarded as different perspectives on the phenomenon of interpersonal communication. This phenomenon manifests itself in established works, with their specific semantic and syntactic structure, but also in genre affinity, in interactive events fixed in a widely understood situational context, and in social, cultural and linguistic norms which regulate communication activities in individual human communities and make interpersonal communication possible. These three categories can be said to reify in definite communication phenomena: in written and recorded text, and in spoken utterances, i.e. in actualized discourses.
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The article discusses Polish adverbs denoting manner of doing. A semantic analysis has revealed the existence of three levels of the notion of manner of doing. The first is the level of rating; it comprises those adverbs which express subjective opinions on the given event, and thus it refers to the whole of the situation. The second is the level of qualification; it contains those adverbs which compare a specific manner of doing to how this kind of actions is usually performed. Finally, the third one is the level of quasi-description; adverbs of this type depict an action being a part of a more complex event (as e.g. the position or movement of the body while engaged in doing something), and hence their function in the sentence is that of description.
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The article evaluates J. Karłowicz’s Słownik gwar polskich (‘Dictionary of Polish dialects’) a hundred years after the publication of the sixth volume in 1911. The discussed work refers to European positivism and attempts to engage the theory and methodology of 19th c. ethnography in lexicography. Further, the paper discusses Karłowicz’s methodological assumptions laid out in his 1871 Poradnik dla zbierających rzeczy ludowe (‘A guide for collectors of ethnographic material’), and revises the severe and critical review by K. Nitsch, a supporter of linguistic geography. Finally, the conclusion is being justified that, after a hundred years, Słownik proves to be an innovatory work which directed the research towards cultural linguistics.
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The paper aims to present the formal-syntactic and semantic properties of a Polish linguistic unit około (‘circa, approximately’), classified by M. Grochowski as an adnumerative operator. Both in that author’s studies and most dictionaries of Polish, two homophonic lexemes około are distinguished: one that requires genitive and one that does not govern any particular case. However, the approximator około has in all contexts the same semantic meaning of comparison of sets X and Y, where set X may be a little less, more or exactly as numerous as set Y. The entirely asemantic genitive occurs relatively rarely after this word, and is ignored by speakers, among others, in the process of seeking the proper quantitive characteristic of the subject of the sentence (e.g. after a ‘thinking-pause’). In such contexts, the unit około is an ‘operator’ of the topic-comment structure. It can also precede an exact number (e.g. in the information on a box of matches: około 37 sztuk ‘ca. 37 pieces’), and then become the comment-related unit not involved in the process of chosing the comment. There is only one approximator około which accounts for the presence of a speaker and the speaker’s choices when building a sentence.
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The paper is an edition of ten letters and two postcards sent by Jan Karłowicz to Seweryn Udziela in years 1880–1900, stored in S. Udziela Ethnographic Museum in Cracow.
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The paper collects the author’s personal memories of Maria Honowska, a linguist, Slavist and professor of the Jagiellonian University.
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This paper is a penultimate piece of assessing and explaining a Montague grammar as introduced in (Montague 2002). In (Kułacka 2011b) I discussed its syntax providing examples and presenting some ungrammatical expressions that may be generated by it. The paper was followed by (Kułacka 2011a), in which I showed an artificial language serving as an intermediary between the syntax and semantics of the grammar. To conclude this part of the presentation I will discuss a link between these two fragments by translation rules, and this is achieved in the current paper.
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Based on the material collected from printed works in Słownik polszczyzny XVI wieku (‘Dictionary of 16th c. Polish’), and the newest research methods in historical linguistics, the paper attempts to answer what the status was of word units which derive from Old Polish and are used as arguments in the discussion on the genesis of the literary language in the Middle Polish era. That is to say, to what degree, if any, the regional word properties adduced in the discussion, were true differential regionalisms, and to what degree, by increasing their territorial reach, they became in the beginnings of the Middle Polish era regional properties only due to their frequency of use. Also, it appears that even a verification limited to 16th c. material can prove useful for acedemic teaching, where the question of the origin of literary Polish is one of the most important ones, and which, in connection with the advance in the field of historical regional differentiation of Polish, is now taught in a somewhat archaic way.
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This author makes some remarks concerning a study by E. Rudnicka (2011), esp. the problem of the morphological structure of Latin absurdus ‘absurd’ vs. surdus ‘deaf’ and the semantic proportion between ‘deaf’ and ‘stupid’. The problem doubtless deserves a closer investigation, considering the fact that it occurs in some non-Slavonic languages, too, as well as that the semantic evolution has produced also some other meanings like Middle High German top ‘mad, rabid’ ~ English dumb, or, in non-IE languages: Tuvinian düley ‘deaf’ ~ Tofalar düley ‘calm, quiet’ ~ Chagatay düley ‘stupid’ = Middle Turkic tülek ‘blind’.
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The author’s comments and remarks on the new curricula for teaching Polish as a foreign language are preceded by the analysis of the curricula published in the volume Język polski jako obcy. Programy nauczania na tle badań współczesnej polszczyzny (1992a) [Polish as a foreign language. Curricula in relation to research on contemporary Polish language], which were based on the results of the vocabulary and grammar categories frequency studies for the Polish language. They were to find the answer to the question “What to teach while teaching Polish at the three levels of language proficiency?” Having discussed the most recent research into the structure of the Polish language, the author presented the European standards included in The Common European Framework of Reference for Languages (2001) in accordance with which the Polish language certification is conducted at levels B1, B2 and C2 since 2004. The author also described the changes in the circle of specialists in teaching Polish as a foreign language which took place in the last 20 years. The final part of the article is devoted to the process of designing new curricula which were prepared in the Center for Polish Language and Culture in the World of the Jagiellonian University and published in 2011. New curricula include the following parts: 1. curriculum’s basic goals for each European level, defining its users and the conditions of implementation, 2. aims of language instruction, 3. syllabuses: theme-based syllabus, grammar- and syntax-based syllabus, stylistic syllabus, notionalfunctional syllabus, sociolinguistic syllabus and cultural syllabus, 4. methods and techniques of developing particular skills and teaching the components of the language system, 5. method of evaluation of the learners’ progress.
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The paper presents an outline of scientific achievements of Prof. Maria Honowska in the field of Slavonic morphology. Considering their thematic and methodological diversity, it signals rather than analyses the issues she tackled. Much attention is devoted to research methodology. In her studies on modern morphology of the Slavonic languages, M. Honowska often stressed the importance of the historical aspect, and the need of a wide linguistic, grammatical and material context in considering various phenomena, while taking into account teleological tendencies and self-regulatory nature of language.
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This article aims at verifying the findings by Richard G. Wilkinson and Kate E. Pickett (2009) which point to a strong correlation between the income gap and the escalation of social problems. Wilkinson and Pickett’s thesis, described here as ‘the Spirit Level concept’, states that all kinds of social problems (ranging from drug abuse to lack of trust among people) are directly connected with the scale of social inequality in a given country. In this article we test this concept by analyzing the relation between the income gap in a particular country and four important problems: health condition, trust, social activity and cultural activity. We investigate this relation in European Union countries.
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The article presents one of contemporary forms of Polish migration to other countries enabling migrants to gain new skills and experiences, namely the migration of Polish women taking part in the Au-pair program. The analyzed data were gathered through in-depth interviews with former participants of the Au-pair program in Germany – one of the main destinations of this kind of migration from Poland.
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This is the first insight into effect of development of nonpublic and paid schools on social stratification in Poland. Logistic and multinomial regression of the Polish General Social Survey data 1998 is conducted to test hypotheses concerning effect of the fathers’s EGP category on access to various types of schools in secondary and tertiary education. Results confirm the hypotheses that respondents from intelligentsia families are overrepresented in both secondary and tertiary paid schools and have greater odds of entry in to public tertiary education in comparison to lower non-manual categories, owners, working class and peasants. Children of intelligentsia also have more opportunities to attend “better” stationary (than non-stationary) schools in comparison to other categories. This analysis provides support for the thesis about growing role of qualitative differentiation in education.
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Review from Piotr Burgoński: "Patriotyzm w Unii Europejskiej". Warszawa: Narodowe Centrum Kultury 2008, 589 s.
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