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This lecture series deals with the most important aspects of bilingual lexicography, both practical and theoretical. First, basic notions will be introduced, such as dictionary types and functions, their relative strengths and weaknesses, and the historical development of dictionaries as a genre. We shall also look briefly at the various definitions of the domain of lexicography, the division of labour between its different branches, and the relationship between lexicography and linguistics.
Throughout most of the course, our attention will be focused on bilingual dictionaries, with a view to examining both the dictionary-making process and the resulting products (that is, print and digital dictionaries). Emphasis will be put on problems related to the lexicographic presentation of meaning, especially those arising in the English-Polish context. Authentic illustrations will be provided from English-Polish and Polish-English dictionaries compiled in different periods.
Credits will be given on the basis of the results of a final test.
This monographic series will start with inspecting the simplest graphic guide to linguistics there is and enjoying it. Next we will pick the best quotes from Pinker’s (2014) The Sense of Style and decide how we can use them. For the remaining meetings I will make a selection of the talks I have delivered which I consider to be good enough to share with the audience. The topics will revolve around language acquisition, phonotactics and morphonotactics, endangered languages, English as a lingua franca as well as some other issues of interest to a linguist.
Successfully answered short quizzes and active participation in discussion will be the ground for the participants’ evaluation.
Selected bibliography:
Pinker, Steven. 2014. The Sense of Style: The Thinking Person’s Guide to Writing in the 21st Century. New York: Penguin Books. Start reading it for free: http://a.co/411WylF
Trask, R.L. & Bill Mayblin. 2012. Introducing Linguistics: A graphic guide. London: Icon Books Ltd.
http://han.amu.edu.pl/han/ebsco-ebook-introducing-linguistics-a-graphic-...
One of the shortcomings of conventional education, even at university level, is that the crucial elements of the scientific method are not taught explicitly. When choosing and then exploring their research topics, the students are usually left to their own resources as regards the formulation and testing of hypotheses or building scientific models. There is little emphasis on scepticism, creativity and critical thinking; instead students are often instructed to adhere to established models and theories, applying well-tried schemas and methods. Linguistic theory is taught authoritatively; to simplify the message, controversies and ongoing debates are glossed over. The purpose of this lecture is to view linguistics against the broader background of scientific pursuit and the general standards of scientific reasoning. We shall discuss the fundamental importance of such skills as the ability to analyse scientific publications and evaluate them critically, to think ‘out of the box’, and to discover linguistic reality by formulating one’s own hypotheses.
There is no required reading list for the lecture. Instead, numerous examples will be analysed and discussed. The students will be encouraged not to absorb the lecture passively but to contribute their own reflections and ideas. Ample time will be allowed for questions and discussion. Final credits will be granted on the basis of regular attendence and individual activity.
Despite remarkable advances in our knowledge of language families across the world, the Indo-European family remains the most widely studied and best understood. This seminar will introduce you to the field of Indo-European linguistics, including the philology and linguistic development of the oldest recorded Indo-European languages, the reconstruction of Proto-Indo-European language and culture, and an overview of the major debates and intellectual trends in Indo-European historical linguistics from the 19th century to the present day. We will discuss the basic principles of linguistic change, reconstruction, and subgrouping; the basic structure and principal developments of the major ancient and modern Indo-European languages; the reconstruction of such aspects of Proto-Indo-European as material culture or poetic language; and the outstanding problems in Indo-European linguistics today.
The class is oriented toward a maximally broad audience, including those interested in linguistic variation and change, sociolinguistics, language contact, typology, textual analysis, literary and cultural history, and the history of linguistics. No prior knowledge of older Indo-European languages is assumed, although some familiarity with Latin or German will be helpful. All required readings are in English; selected supplementary readings will also be available in German, French, and Polish.
Selected bibliography:
Fortson, Benjamin W., IV. 2009. Indo-European Language and Culture. Second edition. Chichester/Malden, Mass.: Wiley-Blackwell.
Clackson, James. 2007. Indo-European Linguistics: An Introduction. Cambridge: Cambridge University Press.
Beekes, Robert S. P. 2011. Comparative Indo-European Linguistics: An Introdocution. Second edition, revised and corrected by Michiel de Vaan. Amsterdam/Philadelphia: John Benjamins.
Szemerényi, Oswald. 1999. Introduction to Indo-European Linguistics. Translated by David and Irene Jones. Oxford: Oxford University Press.
Tichy, Eva. 2006. A Survey of Proto-Indo-European. Transalted by James E. Cathey in collaboration with the author. Bremen: Hempen.
Lecture will be concentrated on selected issues taken from the history of British culture, art, music, and even sport which prove originality of British civilization. Their selection will be based on their unique values being original in comparison with other European cultures. All lectures will be lavishly illustrated by slides, some of them unique and taken personally by the lecturer during his several trips to Britain and earlier used in his books. The most conspicuous part of this one semester series of lectures will be some units (5 or 6 perhaps) devoted to the history of British art (William Hogarth for instance) and music, associated with playing particular masterpieces of Medieval and Elizabethan music (Dunstable, Lionel Power, compositions of the 17th and 18th centuries (for instance fragments of the Beggar’s Opera), music of Edward Elgar (including the prelude Polonia), Richard Addinsel (Warsaw Concerto), Benjamin Britten (War Requiem) and also popular music of the Youth Rebellion of the 1950s and 1960s. with analysis of the rebelious texts sung by Cliff Richard, Hellen Shapiro, the Beatles and the Rolling Stones.
Selected bibliography:
Norman Davies, THE ISLES. A HISTORY, 1999; Polish issue: WYSPY. HISTORIA, 2003.
Wojciech Lipoński, LANDMARKS IN BRITISH HISTORY AND CULTURE, 1st or 2nd issue 2015 and 2016 (available also on line, platform IBUK);
Wojciech Lipoński, DZIEJE KULTURY BRYTYJSKIEJ, several issues between 2003 and 2015 (available on line, platform IBUK);
Wojciech Lipoński, NARODZINY CYWILIZACJI WYSP BRYTYJSKICH, 4th issue 2017 (available on line, platform IBUK).
The goal of the series of lectures is to introduce students to the data from different related disciplines which can influence the practice of teaching English as a foreign language. Selected research findings in disciplines such as pedagogy, psychology, social-psychology, psycholinguistics & SLA, neurological sciences, culture studies and language didactics are commented on, and implications for the teaching foreign languages are discussed. Some short ted.com presentations related to the lecture topic will be shown.
After each lecture a list of references is offered. Participation in lectures is obligatory. The students have to write an essay on one of the proposed topics referring to lectures and assigned literature. Missing more than 2 lectures results in a colloquium on the discussed issues or writing (an) additional essay(s).
The topics for the essays:
Selected bibliography:
Baranowska, Wanda. 2010. Nauczyciel a uczeń z ADHD. Kraków: Impuls.
Common European framework of reference for languages: Learning, teaching, assessment. 2003. Strasbourg – Cambridge: Council of Europe, Oxford University Press.
Elliot, Julian & Maurice Place 2000 Pol. Ed. [1998]. Dzieci i młodzież w kłopocie [Children in Difficulty. Translated by M. Babiuch]. Warszawa: WSiP.
Jaworowska, Mariona 2015. Indywidualne style uczenia się uczniów z dysleksją a nauczanie języka obcego w szkole ogólnodostępnej: zarys problematyki. Prace językoznawcze 17/3: 55-70
Jensen, Eric 2005 (2nd ed. Revised & updated) Teaching with the Brain in Mind. Alexandria, Va: ASCD.
Krawiec, Marek (ed.). 2016. New insights into language teaching and learning practices. Regensburg: Sprachlit.
MacIntrye. Peter, D., Gregersen, Tammy (eds.) 2014 Studies in Second Language Learning and Teaching. Special issue: Positive Psychology 4, 2.
Ministerstwo Edukacji Naukowej 2010. Jak organizować prace ucznia ze specjalnymi potrzebami edukacyjnymi? (www.oke.krakow.pl/inf/filemgmt/visit.php?lid=4823) (DOA: 8 June. 2016)
Purpura, James 2016. Second and foreign language assessment. The Modern Language Journal 100/1: 190-208.
Siek-Piskozub, Teresa 2017. Developing ICC within Activity Theory. Glottodidactica XLIV, 1: 149-162.
Siek-Piskozub, Teresa 2016. The compatibility of positive psychology and ludic strategy in foreign language education. Glottodidactica XLIII, 1: 97-106.
Siek-Piskozub, Teresa & Aleksandra Wach 2006. Muzyka i słowa: Rola piosenki w procesie przyswajania języka obcego. Poznań: Wyd. Naukowe UAM.
Smith, Richard 2008. Learner autonomy (Key concepts in ELT). ELT Journal 62, 4: 395-397.
Sobkowiak, Paweł 2017. Interkulturowość w edukacji Językowej. Poznań: Wydawnictwo UAM.
Smith, Richard 2008. Learner autonomy (Key concepts in ELT):, ELT Journal 62, 4: 395-397.
Turnbull, Ann, Rutherford Turnbull & Michael Wehmeeyer. 2016. Exceptional lives: Special education in today’s schools, enhanced. New York: Pearson Education.
Wang, Ping 2011. Constructivism and learner autonomy in foreign language teaching and learning: To what extent does theory inform practice? Academy Publisher 1/3: 273-277.
William Marion & Robert L. Burden 1997. Psychology for Language Teachers: a Social Constructivist Approach. Cambridge: Cambridge University Press.
Zawadzak-Bartnik, Elżbieta 2010. Nauczyciel języków obcych i jego niepełnosprawni uczniowie (z zaburzeniami i dysfunkcjami). Kraków: Impuls
The following cycle of lectures will depart from historical roots of communication ethics developed in the twentieth century against the background of interpersonal rhetoric and linguistic pragmatics which go back to the legacy of ancient Greek and Latin philosophy regarding the distinctions of ethos and morality. Subsequently, the students will be familiarized with respective terms distinguishing public ethics as social knowledge of behavioral standards from private morality as personal conduct in communicative domains of everyday life. With the aim in view at discerning the discursive patterns of sign-in-use-related ethics guided by a critical analysis of axiological principles, which determine the value-or ideology-related rules of interpersonal communication, these lectures will exhibit the investigative consequences, which might be derived from the explorations of the discursive practices of individual communication participants. In conformity with the postulate that the well-being and self-realization of human individuals must be recognized as universal goods and obligations, the topic of particular presentations will constitute selected issues of communicational pragmatics, including the theory of indirect speech acts which involve a conscious and intentional use of verbal and nonverbal means for the purposes of, e.g., deceiving, misrepresenting and distorting facts of reality, or manipulating the beliefs, attitudes and behaviors of others, as well as the theory of interpersonal rhetoric relating to unconscious and/or unintentional elicitation of insult and blame, defamation, banter, irony, aggression or violence. With the focus on the human self, in terms personality and subjectivity, the thematic survey of research topics will deal with applied and pragmatic aspects of interpersonal and intersubjective relationships, in which researchers usually refer to such self-related notions as self-esteem and self-affirmation, self-preservation and self-actualization or self-fulfillment, in order to better understand the nature of communicating individuals, being able to create different senses of expressions depending on ethical, aesthetic, and social values to which they subscribes. In consequence, morality and responsibility of the self as an ethical communicator will be discussed with reference to its strivings for personal-subjective fulfillment in self-other-relationality, i.e., the capacity to assess someone's own actions from the perspective of others. Finally, an investigative proposal will be put forward to supplement the heritage of traditional textual rhetoric with the models of modern interpersonal rhetoric, comprising rules and maxims of cooperative or politeness principles, which might be applicable to the network etiquette of on-line communication, ranging from small-groups to public and mass media transfer of interrelated messages, which takes place with the employment of modern technology.
To receive credits, students are expected to regularly attend the lectures. They are also expected to write short responses after each lecture and present them for group discussions.
Selected bibliography:
Austin, John L. 1962. How to Do Things with Words. The William James Lectures Delivered at Harvard University in 1955. Oxford: Oxford University Press.
Brown, Penelope, Stephen C. Levinson 1987. Politeness: Some Universals in Language Usage. Cambridge: Cambridge University Press.
Carr, Jacquelyn B. 1979. Communicating and Relating. Menlo Park, CA, etc.: The Benjamin/Cummings Publishing.
Grice, H(erbert) Paul 1975. „Logic and conversation.” In Syntax and Semantics 3: Speech Acts, ed. by Peter Cole, Jerry L. Morgan, 41–58. New York: Academic Press.
James, William 1909. The Meaning of Truth. A Sequel to ‘Pragmatism’. New York, London, Bombay, Calcutta: Longmans, Green & Co.
James, William. 2001 /1961/ [1892]. Psychology. The Briefer Course [Henry Holt and Company]. New York, NY, Harper & Row, Publishers (Harper Torchbook)/Mineola, NY: Dover Publications (A republication of the 1961 edition without Harper Torchbook Introduction, which was itself an abridged republication of the 1892 original work).
Leech, Geoffrey (Neil) 1983/1990. Principles of Pragmatics. Seventh impression. London, UK: New York, NY: Longman.
Leech, Geoffrey (Neil) 2014. The Pragmatics of Politeness. Oxford, New York: Oxford University Press (Oxford Studies in Sociolinguistics).
Levinson, Stephen C. 1983. Pragmatics. Cambridge, New York, Melbourne, Madrid, Cape Town: Cambridge University Press.
Levinson, Stephen C. 2017. Speech acts. In Yan Huang (Ed.), Oxford Handbook of Pragmatics, Oxford: Oxford University Press, 199–216.
Maslow, Abraham H. 1943. “A theory of human motivation”, Psychological Review, 50, 370–396.
Maslow, Abraham H. 1954. Motivation and Personality. New York: Harper & Row.
Morris, Charles W. 1938. Foundation of the theory of signs. In Otto Neurath, Rudolf Carnap, Charles Morris (eds) International Encyclopedia of Unified Sciences, Vol.1, Nr 2. Chicago: University of Chicago Press.
Peirce, Charles Sanders 1878. “How to make our ideas clear”, Popular Science Monthly, 12, 286–302. Reprinted in Collected Papers v. 5, paragraphs 388–410.
Pojman, Louis P. 1990. Ethics: Discovering Right and Wrong. Belmont, CA: Wadsworth Publishing Company.
Searle, John R(oger) 1975a. Indirect speech acts. In Cole P., Morgan J. (eds) Syntax and Semantics 3: Speech Acts. New York: Academic, 59–82.
Searle, John R(oger) 1975b. A classification of illocutionary acts. Language in Society 5, 1–23.
Searle, John R(oger) 1969. Speech Acts. An Essay in the Philosophy of Language. Cambridge: Cambridge University Press.
Urmson, J[ames] O[pie] 1962. Editor’s preface. In Austin, John L. How to Do Things with Words. The William James Lectures delivered at Harvard University in 1955. Oxford: Oxford University Press. v-vii.
Watzlawick, Paul, Janet Beavin Bavelas, Don D. Jackson 1967/2011. Pragmatics of Human Communication. A Study of Interactional Patterns, Pathologies, and Paradoxes. New York, London: W. W. Norton & Company.
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