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Orthografie und Sprache der Banater bulgarischen Bücher

Author(s): Péter Király / Language(s): German Issue: 2/2008

In 1688, the inhabitants of Catholic towns and territories in Bulgaria rebelled against the Turks. A part of these people settled in the Bánát area in Hungary. They were allowed to found schools and print books in Bulgarian. These books were published first in the Latin alphabet in complex-letter Hungarian and Kajkavian Croatian orthography, then in diacritical Croatian spelling. Their historical significance is manifested by the fact that the authors of these books gave the local Bulgarian dialect literary status and, showing an example to follow, moved away from the conservative Cyrillic-letter Old Church Slavonic which had been in use for centuries and largely departed from the vernacular.

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Судьба палатализованного л’ в русинском говоре села Комлошка

Author(s): Gergely Benedek / Language(s): Russian Issue: 1(2)/2007

А specific feature of the Carpato-Rusyn dialect of the village Komloska in the north-east region of Hungary is the change of palatalized ľ to j, е. g. aprij, vorobej, zejizo, jid, пеd'ija, okujary, chjib, jubyty. The Proto-Slavic origin of ľ is: *ľ; *lj>ľ; *lь>ľ; *lě>ľi, *lę>ľа.

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Употребление омеги в украинских рукописях XVI века

Author(s): Mihály Kocsis / Language(s): Russian Issue: 1(2)/2007

The author of the article examines a few 16th century Ukrainian manuscripts kept in Hungary with the intention of finding the reasons for the writing of the omega. He comes to the conclusion that the use of this Greek letter is mostly explained by orthographic motives, but it can also reflect the lengthening of the etymological voice o.

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Lexicography in Styria before the End of the 19th Century

Author(s): Marko Jesenšek / Language(s): English Issue: 1-2/2005

Contemporary research on the history of the Slovene language have proved the existence of Central and Eastern Slovene (Eastern Styrian and Prekmurje) standard norms. The Eastern Styrian standard language is the result of a somewhat belated enlightenment in that part of Slovenia and already before Dajnko there were tries to standardise it. The wave of Svetourban was not successful, Primic’s Graz wave (Slovene society) also failed due to the unhappy fate of the initiator, that is why the third attempt, this time carried out by Dajnko, was successful. In Styria, the lexicographical work was intensive, despite the fact that before the renowned Pleteršnik only two dictionaries had been published—by Čebul (1789) and by Murko (1833). The oldest preserved manuscript dictionary is Apostel’s (1760), which was followed by an etymological attempt by Popovič (1789) and a dictionary by Zagajšek (1773−1790/91), in the 19th century followed Harmann’s lexicographical attempt (ca. 1803), Alič’s notes in the Adelung (ca. 1840), dictionary by Penn (1854), Miklošič’s dictionary material (1849−1855) and a rich Styrian vocabulary by Caf (1834–1874). In addition to these dictionaries, a lot of fragmental dictionary material was produced, which in the 19th century rounded up the efforts of Styrians for linguistic reference books of this type. The Styrian lexicography had always taken a positive direction in attempting to unify the standard norm in Slovenia.

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TIBETAN MDO

Author(s): Hoong Teik TOH / Language(s): English Issue: 4/2002

This paper addresses the problems surrounding mdo, a Tibetan word occurring in varied contexts (religion, jurisprudence, geography, medicine etc.); and several difficult Tibetan passages are also discussed.

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Карпатское языкознание и «Общекарпатский диалектологический атлас»

Author(s): G. P. Klepikova / Language(s): Russian Issue: 4/2003

Constituing of the Carpathian Linguistics (= CL) dates back to the second half of the 20th century. Being a new trend in the areal and typological linguistics, the CL allows to describe and interpret the results of the long-existing contacts and interference of the languages (dialects) within a genetically heterogeneous Space of the Carpathian zone and the neighbouring regions, primarily the Balkans. Due to this fact, the CL always considers the scientific data obtained in the Balkan zone when analysing the dialectological manifestations. The CL emerged inside the Slavic science, and scholars’ attention was always drawn to studying the dialectal elements borrowed from the Rumanian, Hungarian, other languages. Prof. S. Bernstein was the first one who identified the goals of the CL in 1960s-1970s. These goals included: 1) dialectological research of the Carpathian zone as a whole; 2) the Carpathian toponymy research; 3) attention to the theoretical aspects and issues of the CL; etc. Nowadays, the first of the above-mentioned goals has been achieved, and as a result the international team of scholars has created “The Atlas of the Carpathian Dialects” (= ACD) that might be described as a polylingual, heterofamilial, regional Atlas. The ACD materials allows to conduct various research, such as: identifying how the individual dialects of the area contribute to forming its unified base of lexical, semantical units; or — studying specific features of the development of the Carpathian dialects in the zone — and similar issues. It is important now, that the Carpathian scientific studies should be continued in future by a new generation of linguists.

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Patterns of Variance in the Russian Verb: the Infinitive

Author(s): Jonathan E. M. Clarke / Language(s): English Issue: 3-4/2002

Variant (or parallel) forms occupy an important position within the grammatical structure of Russian. They represent an area of the language which is poorly defined and in which the process of codification is not yet complete. Even reference works fail to show consistency in identifying variant forms. The present investigation is concerned with variance in the Russian verb. It examines variant forms in the infinitive as the leading element in the verbal paradigm. The intention of the study is descriptive and analytical. It identifies three types of variance—prosodic, phonological and morphological—and establishes a system of classification that generates 23 = 8 groups of variants. The point of departure for the investigation is A. A. Zaliznjak’s unique work, Грамматический словарь русского языка.

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Данные к истории венгеро-славянских межъязыковых контактов

Author(s): István UDVARI / Language(s): Russian Issue: 1-2/2001

The language of the Rusyns in Bács-Szerém (Yugoslavia) became a literary language at the beginning of the twentieth century. In the Hungarian loanwords of this literary language in the place of the standard é phoneme we found i, e and ei variants. The reason for this can be found in the phonological system of the Hungarian dialects the words are taken from. The modern standard Hungarian é phoneme in the northeast dialects is an opening ië or a closing ëi diphtong. The Rusyn i originates from the Hungarian ië diphtong and the Rusyn ei from the Hungarian dialectal ëi diphtong.

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Акцентологічні та фонетичні архаїзми однієї української говірки Румунії

Author(s): Oxána Kovács / Language(s): Ukrainian Issue: 1-3/2003

The paper analyses the phonetic and stress system of the Maramure- dialect of the Ukrainian language spoken in the village of Rona de Sus in Romania. The study is based on the material gathered during a fieldwork expedition in 2002. The paper focuses on the development of Proto-Slavic nominal and verbal stress paradigms a, b, and c as well as that of nominal stress paradigm d in the dialect which has retained free stress. Phonetic vowel lengths found in the analysed dialect can be considered quite rare—maybe a unique phenomenon in Ukrainian dialects. In the study special emphasis is laid on the connection of these phonetic vowel lengths to Proto-Slavic intonations.

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DYSLEKSJA NA LEKCJI JĘZYKA POLSKIEGO JAKO OBCEGO

Author(s): Urszula Bielecka / Language(s): Polish Issue: 21/2014

The article presents the influence of dyslexia on the process of the Polish language acquisition as well as a student’s psychical attitude during the process of learning. The author offers some helpful exercises and also attempts to answer to the question about the teacher’s input in supporting students and helping them to succeed despite helping their specific disorders.

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ELEMENTY LUDYCZNE W NAUCZANIU CUDZOZIEMCÓW JĘZYKA POLSKIEGO (NA MATERIALE SERIALU ŚWIAT WEDŁUG KIEPSKICH)

Author(s): Rafał Maćkowiak / Language(s): Polish Issue: 21/2014

This article shows how to use the fragments of the sitcom Świat według Kiepskich in teaching Polish as a foreign language. The author presents and analyzes the ludic elements of the sitcom. The material was divided into eight groups: rhymes, proverbs and idioms, intertextuality, lexis of young people, phonetics, neologisms, humorous names and ambiguity.

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INTERNACJONALIZMY I INNE ZAPOŻYCZENIA W NAUCZANIU JĘZYKA POLSKIEGO JAKO OBCEGO

Author(s): Kamil Szafraniec / Language(s): Polish Issue: 18/2011

The aim of the paper is to present internationalisms and loan words in the context of teaching Polish as foreign language. The first part of article defines internationalism and loan words, basing on various (mainly German) classifications. The difference between an internationalism, a loan word, and a false friend is shown in the paper. The second part of the article handles not only possible problems that can occur while learning Polish as a foreign language, but also helpful suggestions, which can be used in teaching phonetics, morphology, and the vocabulary of the Polish language.

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PROBLEMY FONETYCZNE SŁOWEŃCÓW UCZĄCYCH SIĘ JĘZYKA POLSKIEGO

Author(s): Maria Wtorkowska / Language(s): Polish Issue: 18/2011

The article shows certain phonetic difficulties encountered by Slovene students during the initial stages of learning Polish. These learners face a number of pronunciation-related problems resulting from various phenomena occurring in Polish, including variation across different registers (cf. standard pronunciation fízyka ‘physics’, vernacular pronunciation fizýka), the realization of nasal vowels (cf. wziął ‘he took’, pączek ‘doughnut’, wąs ‘moustache’ [vźoÁ, poŠček, v“s]), word-final devoicing of voiced consonants (obraz ‘picture’ [obras]), or assimilations within consonant clusters (dziewczyna ‘girl, girlfriend’ [Þ'efčyna]). Furthermore, problems arise due to the differences between the native and the target language, as e.g. in the case of Polish sounds absent from the native Slovene system, such as ą, ę, or ł, di- and trigraphs corresponding to single sounds, cf. chłopak ‘boy, boyfriend’ [χÁopak], dziadek ‘grandfather’ [Þ'adek], or various graphic representations of the same phoneme, e.g. [u]: kura ‘hen’ – góra ‘mountain, top’; [χ]: hak ‘hook’ – chodzić ‘to walk’, [ž]: rzeka ‘river’ – Ŝaba ‘frog’, [ć]: ciocia ‘aunt’ – ćwiczenie ‘exercise’ – miedź ‘copper’. The article employs a comparative approach to the issues at hand and may therefore prove useful for teachers of Polish working with Slovene students.

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Fonetyczne cechy języka ukraińskiego w Naukach Parafialnych (Науки парохiяльнiя) – zabytku piśmiennictwa ruskiego z końca XVIII wieku

Author(s): Joanna Getka / Language(s): Polish Issue: 13/2013

The aim of this article is to present a selected set of phonetic features of Ukrainian Nauki Parochialnyja sermons, the authorship of which is attributed to Julian Dobryłowski. The monument appeared three times (1792, 1794 and 1797) in the Basilian printing in Pochayiv. According to the author’s assumptions, the monument is written in a language that was meant to be understood by all audiences. Therefore, it perfectly captures the features of the Ukrainian spoken language of the late eighteenth century.

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Wyrazy japońskie w tekstach do nauki języka polskiego dla Japończyków

Author(s): Bożena Sieradzka-Baziur,Tomasz Majtczak / Language(s): Polish Issue: 17/2010

Język polski i język japoński reprezentują dwa diametralnie różne systemy językowe pod każdym niemal względem: fonetycznym, gramatycznym, składniowym, słownikowym i graficznym (por. np. Sieradzka-Baziur, Majtczak 2008). Japońscy studenci, rozpoczynający naukę języka polskiego, szybko uświadamiają sobie trudności związane z tym zróżnicowaniem i może to w pewnym stopniu wpłynąć na nich deprymująco. Celowe wydaje się więc zapoznanie ich z japońskimi elementami leksykalnymi, obecnymi w języku polskim, co zapewne umożliwi im przezwyciężenie niektórych potencjalnych trudności związanych z zakładaną i rzeczywistą obcością języka, który zaczynają poznawać.

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Zagadki dla dzieci w nauczaniu cudzoziemców fonetyki języka polskiego

Author(s): Michalina Jasińska / Language(s): Polish Issue: 17/2010

Nauczanie języków obcych powinno odbywać się zarazem efektywnie i atrakcyjnie. Zajęcia prowadzone różnymi metodami i technikami nauczania, coraz bardziej rozbudowującymi się w połączenia lingwistyczno-kulturowe, służą nauczaniu interdyscyplinarnemu, które zmniejsza czas akwizycji języka i intensyfikuje poznanie tradycji danego kraju. Interdyscyplinarne podejście do nauczania fonetyki zakłada jednoczesne korzystanie z pomocy dydaktycznych pod kątem ćwiczenia wielu umiejętności językowych, nie tylko percepcji czy artykulacji. Głównym zadaniem nauczania fonetyki cudzoziemców jest eliminacja zakłóceń komunikacyjnych, do których dojść może na skutek błędów w wymowie bądź akcentuacji. Wysiłek wkładany w naukę poprawnej wymowy procentuje więc sprawniejszą komunikacją czy udoskonaleniem innych sprawności, choćby poprzez rozwinięcie antycypacji (Dźwierzyńska 2001).

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Rytis Ambrazevičius, Asta Leskauskaitė. Priebalsių akustinės ypatybės: palatalizacija ir balsingumas

Author(s): Vytautas Kardelis / Language(s): Lithuanian Issue: 76/2017

Review of: Rytis Ambrazevičius, Asta Leskauskaitė "PRIEBALSIŲ AKUSTINĖS YPATYBĖS: PALATALIZACIJA IR BALSINGUMAS"; Kaunas: Technologija, 2014, 312 p. ISBN 978-609-02-1135-9 by: Vytautas Kardelis

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Cechy fonetyczne języka dzieci polskiego pochodzenia w Anglii, przygotowujących się do egzaminu z jezyka polskiego, tzw. Ordinary Level, utrwalone w tekstach wypracowań

Author(s): Barbara Staneckа-Туralska / Language(s): Polish Issue: 14/1986

The paper is a linguistic analysis of essays by children of Polish descent (from mixed Polish-English marriages) attending a Saturday school in London. On the basis of the written material the author analyses phonetically certain vocalic features (production of nasals in various positions, confusion of i and у as well as e both in internal and ultimate positions) and certain consonantal features ( assimilation with regard to palatalization and sonority, preservation of alternate hard and palatal, voiced and voiceless consonants, assimilation with regard to the place of articulation and the degree of openness, articulatory simplifications, assimilations, reductions).

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Jezik Bošnjaka u Crnoj Gori iz ugla bosanskohercegovačkih i crnogorskih lingvista

Author(s): Hasnija Muratagić-Tuna / Language(s): Bosnian Issue: 77-78/2018

Montenegrin locutions have always caught the attention of linguists, especially of dialectologists. Those are considered to be the most detailed described locutions in Slavic world. They were studied by dialectologists from Montenegro, as well as by those from other regions, and even by some of foreign scholars. Among other things, many of them have drawn attention to some linguistic features of the population of Muslim provenance. This paper analyse how the language of Muslims (Muslims, Bosniaks, sometimes called Turks) are interpreted by Bosnia and Herzegovinian, primarily Bosniaks’, and Montenegrin linguists.

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When and How to Teach Intonation?

Author(s): Jerzy S. Barski / Language(s): English Issue: 5/1983

Artykuł przedstawia szereg sposobów zwiększenia efektywizacji nauczania intonacji na różnych poziomach nauczania języka angielskiego. Przede wązystkim postulowane jest rozpoczynanie nauki intonacji już od samego początku nauki języka, najpierw metodą "nieświadomą" (tylko powtarzania, bez żadnych wyjaśnien teoretycznych), a następnie metodą “świadomą" (ćwiczenia plus teoria). Podstawową metodą stosowaną podczas nauczania fonetyki i intonacji jest metoda naśladowcza. Artykuł postuluje także wprowadzenie kilku nowych metod, na przykład: - poprzedzania wypowiedzi modelowych krótkimi nagraniami muzycznymi naśladującymi przebieg melodyczny ćwiczonych zdań - wprowadzenie dyktand intonacyjnych (dla zaawansowanych słuchaczy). Podkreślona jest również trudpa i ważna rola nauczyciela, który podczas nauczania fonetyki i intonacji powinien polegać nie tylko na sobie, ale szeroko stosować techniczne środki dydaktyczne oraz nagrania dokonane przez native speakers. Powinien on także zwracać szczególną uwagę na popełniane błędy, aby nie dopuścić do ich utrwalania, oraz starać się różnicować ćwiczenia w celu uniknięcia szybkiego znużenia słuchaczy.

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