Pub Date : 2022-12-31DOI: 10.36575/2353-2912/1(10)2022.027
Dagmara Solska
The primary objective of the following paper is to explore the concept of the Metaverse encompassing the Internet revolution, the information revolution, and the artificial intelligence technology revolution, which further incorporates virtual reality (VR), augmented reality (AR), and mixed reality (MR) technologies. Due to the fact that the current, fourth wave of computing innovation can be regarded as driven by immersive, spatial technologies, the Metaverse as the so-called post-reality universe and multi-user virtual environment has a considerable potential to become the future of the digital discourse. With Natural Language Processing (NLP) conceptualized as a subfield of artificial intelligence and linguistics, the following paper argues for the inclusion of NLP-based methods in the developing discourse revolving around the transformative idea of the Metaverse. At the same time, computer-mediated communication (CMC), can potentially be extended to the new context of the extensive online world of the Metaverse.
{"title":"Traversing the Metaverse: the new frontiers for computer-mediated communication and natural language processing","authors":"Dagmara Solska","doi":"10.36575/2353-2912/1(10)2022.027","DOIUrl":"https://doi.org/10.36575/2353-2912/1(10)2022.027","url":null,"abstract":"The primary objective of the following paper is to explore the concept of the Metaverse encompassing the Internet revolution, the information revolution, and the artificial intelligence technology revolution, which further incorporates virtual reality (VR), augmented reality (AR), and mixed reality (MR) technologies. Due to the fact that the current, fourth wave of computing innovation can be regarded as driven by immersive, spatial technologies, the Metaverse as the so-called post-reality universe and multi-user virtual environment has a considerable potential to become the future of the digital discourse. With Natural Language Processing (NLP) conceptualized as a subfield of artificial intelligence and linguistics, the following paper argues for the inclusion of NLP-based methods in the developing discourse revolving around the transformative idea of the Metaverse. At the same time, computer-mediated communication (CMC), can potentially be extended to the new context of the extensive online world of the Metaverse.","PeriodicalId":142301,"journal":{"name":"Forum Filologiczne Ateneum","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124914111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.36575/2353-2912/1(10)2022.265
Renata Majewska
El artículo constituye la tercera parte de la serie de artículos sobre los marcos fundamentales de la integración en el sistema educativo AICLE (CLIL). Para empezar, la autora recuerda su modelo de cuatro marcos de integración en CLIL, ordenados según la perspectiva del alumno, dedicando el presente texto a las competencias personales integradas del alumno. A continuación, se presentan los conceptos más importantes de las competencias del alumno: competencia comunicativa personal de Wilczyńska, competencias según el MCER, competencias clave, el carácter integrativo de la competencia comunicativa según Celce-Murcia, refiriéndolas todas al contexto educativo CLIL. Para terminar, la autora propone un modelo propio de las competencias personales integradas del alumno en CLIL y expone las conclusiones.
{"title":"Los marcos fundamentales de la integración en el sistema educativo AICLE (CLIL) Parte 3: Las competencias personales integradas del alumno","authors":"Renata Majewska","doi":"10.36575/2353-2912/1(10)2022.265","DOIUrl":"https://doi.org/10.36575/2353-2912/1(10)2022.265","url":null,"abstract":"El artículo constituye la tercera parte de la serie de artículos sobre los marcos fundamentales de la integración en el sistema educativo AICLE (CLIL). Para empezar, la autora recuerda su modelo de cuatro marcos de integración en CLIL, ordenados según la perspectiva del alumno, dedicando el presente texto a las competencias personales integradas del alumno. A continuación, se presentan los conceptos más importantes de las competencias del alumno: competencia comunicativa personal de Wilczyńska, competencias según el MCER, competencias clave, el carácter integrativo de la competencia comunicativa según Celce-Murcia, refiriéndolas todas al contexto educativo CLIL. Para terminar, la autora propone un modelo propio de las competencias personales integradas del alumno en CLIL y expone las conclusiones.","PeriodicalId":142301,"journal":{"name":"Forum Filologiczne Ateneum","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123691447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.36575/2353-2912/1(10)2022.161
Marzena Guz
Celem artykułu jest przedstawienie pochodzenia nazwisk genetycznie niemieckich, ustalenie ich struktury, stwierdzenie, czy badane nazwiska notowane są jeszcze w XVIII wieku na Warmii. Odnośnie do pochodzenia nazwisk to klasyfikacja nazwisk jednomotywacyjnych bazuje częściowo na podziale S. Rosponda (1967). Ponadto kierowano się podziałem nazwisk ze względu na etymologię m.in. ze słownika Duden. Familiennamen. Zwrócono też uwagę na zjawiska językowe występujące w niektórych nazwiskach. Baza materiałowa nie była wykorzystana dotąd w badaniach antroponimicznych. Większość opisanych nazwisk jest niederywowana, pozostałe derywowane są sufiksami fleksyjnymi i słowotwórczymi. Przeważająca część mian jest jednomotywacyjna. 65,5 % nazwisk nie dotrwała do XVIII wieku. W omówionych nazwach osobowych mamy do czynienia m.in. z następującymi zjawiskami językowymi: polonizacją, latynizacją za pomocą formantów fleksyjnych, np. -i, -is i słowotwórczego -us, podwajaniem spółgłosek bez uzasadnienia.
{"title":"Niemieckie nazwiska urzędników Starego Miasta Braniewa w XIV wieku","authors":"Marzena Guz","doi":"10.36575/2353-2912/1(10)2022.161","DOIUrl":"https://doi.org/10.36575/2353-2912/1(10)2022.161","url":null,"abstract":"Celem artykułu jest przedstawienie pochodzenia nazwisk genetycznie niemieckich, ustalenie ich struktury, stwierdzenie, czy badane nazwiska notowane są jeszcze w XVIII wieku na Warmii. Odnośnie do pochodzenia nazwisk to klasyfikacja nazwisk jednomotywacyjnych bazuje częściowo na podziale S. Rosponda (1967). Ponadto kierowano się podziałem nazwisk ze względu na etymologię m.in. ze słownika Duden. Familiennamen. Zwrócono też uwagę na zjawiska językowe występujące w niektórych nazwiskach. Baza materiałowa nie była wykorzystana dotąd w badaniach antroponimicznych. Większość opisanych nazwisk jest niederywowana, pozostałe derywowane są sufiksami fleksyjnymi i słowotwórczymi. Przeważająca część mian jest jednomotywacyjna. 65,5 % nazwisk nie dotrwała do XVIII wieku. W omówionych nazwach osobowych mamy do czynienia m.in. z następującymi zjawiskami językowymi: polonizacją, latynizacją za pomocą formantów fleksyjnych, np. -i, -is i słowotwórczego -us, podwajaniem spółgłosek bez uzasadnienia.","PeriodicalId":142301,"journal":{"name":"Forum Filologiczne Ateneum","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129412091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.36575/2353-2912/1(10)2022.109
Magdalena Jaszczewska, Marta Noińska
Celem artykułu jest analiza lingwokulturologiczna polskich i angielskich przysłów odnoszących się do pojęcia szczęście (ang. happiness, luck, fortune). Autorki opisują współzależność pojęć szczęście, los i fortuna w kulturze europejskiej oraz porównują ich konceptualizację w języku polskim i angielskim. W analizowanym materiale paremiologicznym występuje wiele przysłów o podobnym lub nawet identycznym znaczeniu w obu językach, co można tłumaczyć uniwersalnością paremii i wspólnym dziedzictwem kulturowym, m.in. szczęście zwykle opisywane jest jako zmienne, ulotne i nieprzewidywalne; często występuje personifikacja fortuny. Można również zaobserwować pewne różnice, związane z odmienną mentalnością oraz tradycjami ludowymi. Ponadto przesądy ludowe odzwierciedlone w analizowanym materiale są specyficzne dla danego kraju.
{"title":"Polskie i angielskie paremie o szczęściu","authors":"Magdalena Jaszczewska, Marta Noińska","doi":"10.36575/2353-2912/1(10)2022.109","DOIUrl":"https://doi.org/10.36575/2353-2912/1(10)2022.109","url":null,"abstract":"Celem artykułu jest analiza lingwokulturologiczna polskich i angielskich przysłów odnoszących się do pojęcia szczęście (ang. happiness, luck, fortune). Autorki opisują współzależność pojęć szczęście, los i fortuna w kulturze europejskiej oraz porównują ich konceptualizację w języku polskim i angielskim. W analizowanym materiale paremiologicznym występuje wiele przysłów o podobnym lub nawet identycznym znaczeniu w obu językach, co można tłumaczyć uniwersalnością paremii i wspólnym dziedzictwem kulturowym, m.in. szczęście zwykle opisywane jest jako zmienne, ulotne i nieprzewidywalne; często występuje personifikacja fortuny. Można również zaobserwować pewne różnice, związane z odmienną mentalnością oraz tradycjami ludowymi. Ponadto przesądy ludowe odzwierciedlone w analizowanym materiale są specyficzne dla danego kraju.","PeriodicalId":142301,"journal":{"name":"Forum Filologiczne Ateneum","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134373641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.36575/2353-2912/1(10)2022.215
Alberto Regagliolo
The aim of this study is to present the oral production in Italian as foreign language (A2+) in the higher education level as a result of some repetition task activities with repetition questions and the autonomy study of the students for the oral preparation. For this research it has been analysed how students answer to the same question in 1:1 conversation after four weeks. The corpus comprises a total of 20 oral answers (10 in the first conversation and 10 in the second) and has been transcribed using the Jefferson method. Through the research it should be highlighted that comparing the total of the first answers with the second, the number of words used were major in the second answers as well as the length of the answer. Furthermore, in the second conversation, the level of autocorrection was higher. In addition, no remarkable differences were found by the use of micro and long pauses, interjectional, cut of words or phrases.
{"title":"Oral production A2+ in Italian as foreign language: autonomy and repetition tasks","authors":"Alberto Regagliolo","doi":"10.36575/2353-2912/1(10)2022.215","DOIUrl":"https://doi.org/10.36575/2353-2912/1(10)2022.215","url":null,"abstract":"The aim of this study is to present the oral production in Italian as foreign language (A2+) in the higher education level as a result of some repetition task activities with repetition questions and the autonomy study of the students for the oral preparation. For this research it has been analysed how students answer to the same question in 1:1 conversation after four weeks. The corpus comprises a total of 20 oral answers (10 in the first conversation and 10 in the second) and has been transcribed using the Jefferson method. Through the research it should be highlighted that comparing the total of the first answers with the second, the number of words used were major in the second answers as well as the length of the answer. Furthermore, in the second conversation, the level of autocorrection was higher. In addition, no remarkable differences were found by the use of micro and long pauses, interjectional, cut of words or phrases.","PeriodicalId":142301,"journal":{"name":"Forum Filologiczne Ateneum","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123820630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.36575/2353-2912/1(10)2022.201
A. Kulińska, Joanna Socha
This paper focuses on Neuro-Linguistic Programming and its main presuppositions and concepts which could be used in the field of education. The basis of NLP method is based on human neurobiology and relates to the function of its brain. Neuro-linguistic programming refers to effective communication methods which are based on the change of people's perception and thinking. It consists of many techniques that improve communication. It also provides simple tools to work with emotions and to manage stress, strategies for encouraging creativity, time management, problem solving, motivation and learning. Thus, although NLP originates from psychotherapy, its techniques and tools were rapidly transferred to other areas of life. Education is one of the fields where NLP can be applied. Research indicates that using it in teaching and learning process can be beneficial both for students and teachers.
{"title":"The implementation of aspects of NLP in teaching English","authors":"A. Kulińska, Joanna Socha","doi":"10.36575/2353-2912/1(10)2022.201","DOIUrl":"https://doi.org/10.36575/2353-2912/1(10)2022.201","url":null,"abstract":"This paper focuses on Neuro-Linguistic Programming and its main presuppositions and concepts which could be used in the field of education. The basis of NLP method is based on human neurobiology and relates to the function of its brain. Neuro-linguistic programming refers to effective communication methods which are based on the change of people's perception and thinking. It consists of many techniques that improve communication. It also provides simple tools to work with emotions and to manage stress, strategies for encouraging creativity, time management, problem solving, motivation and learning. Thus, although NLP originates from psychotherapy, its techniques and tools were rapidly transferred to other areas of life. Education is one of the fields where NLP can be applied. Research indicates that using it in teaching and learning process can be beneficial both for students and teachers.","PeriodicalId":142301,"journal":{"name":"Forum Filologiczne Ateneum","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134155570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.36575/2353-2912/1(10)2022.067
Agnieszka Pastucha-Blin
Il contributo costituisce un tentativo di individuare le maggiori differenze nell’ambito della categoria semantica delle emozioni di rabbia, aggressività, paura, tristezza e umiltà espresse nei fraseologismi somatici della lingua italiana e polacca. Oltre alle considerazioni teoriche, nel presente studio si intende stabilire quali espressioni idiomatiche, contenenti termini che indicano parti del corpo umano, vengono usate per verbalizzare determinati stati emotivi. Nelle osservazioni si analizzano le pagine dei dizionari fraseologici, pratici, quelli delle collocazioni e generali grazie ai quali si evidenziano le differenze anzitutto nell’ambito della concettualizzazione metaforica delle emozioni studiate. Le divergenze osservate tra i fraseologismi somatici italiani e polacchi concernono prima di tutto il dominio origine adoperato per capire e trasmettere emozioni che spesso risultano intangibili, sfuggevoli e difficili da capire.
{"title":"Le (principali) emozioni negative espresse nei fraseologismi somatici italiani e polacchi","authors":"Agnieszka Pastucha-Blin","doi":"10.36575/2353-2912/1(10)2022.067","DOIUrl":"https://doi.org/10.36575/2353-2912/1(10)2022.067","url":null,"abstract":"Il contributo costituisce un tentativo di individuare le maggiori differenze nell’ambito della categoria semantica delle emozioni di rabbia, aggressività, paura, tristezza e umiltà espresse nei fraseologismi somatici della lingua italiana e polacca. Oltre alle considerazioni teoriche, nel presente studio si intende stabilire quali espressioni idiomatiche, contenenti termini che indicano parti del corpo umano, vengono usate per verbalizzare determinati stati emotivi. Nelle osservazioni si analizzano le pagine dei dizionari fraseologici, pratici, quelli delle collocazioni e generali grazie ai quali si evidenziano le differenze anzitutto nell’ambito della concettualizzazione metaforica delle emozioni studiate. Le divergenze osservate tra i fraseologismi somatici italiani e polacchi concernono prima di tutto il dominio origine adoperato per capire e trasmettere emozioni che spesso risultano intangibili, sfuggevoli e difficili da capire.","PeriodicalId":142301,"journal":{"name":"Forum Filologiczne Ateneum","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117266204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.36575/2353-2912/1(10)2022.247
Onofrio Bellifemine
In questo lavoro si descrive un'esperienza didattica, quella del corso Storia della cucina italiana (Historia kuchni włoskiej), rivolto agli studenti del III anno di Filologia italiana (Filologia włoska), specializzazione turismo culturale (turystyka kulturowa) presso l'Università Cardinale Stefan Wyszyński di Varsavia. Il corso punta sulla partecipazione attiva degli studenti che partono da una conoscenza ben precisa anche se approssimativa della cucina italiana e arrivano alla fine a una consapevolezza diversa della materia. L'esperienza, maturata a partire dall'anno accademico 2018-2019, è tesa a favorire la comprensione della storia italiana, la comprensione degli elementi maggiormente interessanti della sua cultura gastronomica e il superamento di stereotipi e forzature nel quadro di un'azione finalizzata a favorire la curiosità culturale, l'interculturalità, l'approfondimento di conoscenze socioculturali.
在这项工作中,描述了教学经验的意大利烹饪的历史课程(histora kuchni włoskiej)三年级的学生针对意大利文献学(文献学włoska)、专业化文化旅游(turystyka Stefan Wyszy红衣主教大学kulturowa)滑雪的ń华沙。这门课程的重点是学生的积极参与，他们从对意大利烹饪的精确而粗略的了解开始，最终对这门学科有了不同的认识。2018-2019学年起,经验,旨在促进意大利历史的了解、理解其美食文化最有趣的内容和克服陈规定型观念的行动框架内旨在促进文化、社会文化意识,深化知识好奇心。
{"title":"Tra storia e cultura la cucina italiana al di là degli stereotipi: un'esperienza didattica in Polonia","authors":"Onofrio Bellifemine","doi":"10.36575/2353-2912/1(10)2022.247","DOIUrl":"https://doi.org/10.36575/2353-2912/1(10)2022.247","url":null,"abstract":"In questo lavoro si descrive un'esperienza didattica, quella del corso Storia della cucina italiana (Historia kuchni włoskiej), rivolto agli studenti del III anno di Filologia italiana (Filologia włoska), specializzazione turismo culturale (turystyka kulturowa) presso l'Università Cardinale Stefan Wyszyński di Varsavia. Il corso punta sulla partecipazione attiva degli studenti che partono da una conoscenza ben precisa anche se approssimativa della cucina italiana e arrivano alla fine a una consapevolezza diversa della materia. L'esperienza, maturata a partire dall'anno accademico 2018-2019, è tesa a favorire la comprensione della storia italiana, la comprensione degli elementi maggiormente interessanti della sua cultura gastronomica e il superamento di stereotipi e forzature nel quadro di un'azione finalizzata a favorire la curiosità culturale, l'interculturalità, l'approfondimento di conoscenze socioculturali.","PeriodicalId":142301,"journal":{"name":"Forum Filologiczne Ateneum","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126086304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.36575/2353-2912/1(10)2022.039
Cecylia Tatoj
The aim of this article is to present some of the results of the contrastive analysis of selected aspects of Spanish and Polish social language determinants based on research conducted among students of the University of Silesia in Katowice going to Spanish universities under the Erasmus program and Spanish students coming to the University of Silesia as part of didactic placements. The author discusses the most important differences in linguistic behavior between Poles and the inhabitants of the Iberian Peninsula, which are sometimes the basis of pragmatic errors and may contribute to the formation of negative stereotypes. The subject of the presented research results includes the broadly understood linguistic politeness and conducting a conversation.
{"title":"Spanish and Polish social language conditions in the eyes of students: linguistic politeness and conversation","authors":"Cecylia Tatoj","doi":"10.36575/2353-2912/1(10)2022.039","DOIUrl":"https://doi.org/10.36575/2353-2912/1(10)2022.039","url":null,"abstract":"The aim of this article is to present some of the results of the contrastive analysis of selected aspects of Spanish and Polish social language determinants based on research conducted among students of the University of Silesia in Katowice going to Spanish universities under the Erasmus program and Spanish students coming to the University of Silesia as part of didactic placements. The author discusses the most important differences in linguistic behavior between Poles and the inhabitants of the Iberian Peninsula, which are sometimes the basis of pragmatic errors and may contribute to the formation of negative stereotypes. The subject of the presented research results includes the broadly understood linguistic politeness and conducting a conversation.","PeriodicalId":142301,"journal":{"name":"Forum Filologiczne Ateneum","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121656588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.36575/2353-2912/1(10)2022.143
Katarzyna Kukowicz-Żarska
W niniejszym tekście poruszono problematykę emocjonalności przekazów prasowych o tematyce sportowej oraz samego mechanizmu emocjonalizacji odbioru, który za Barańczakiem (1975) traktowany jest jako jeden z mechanizmów pozwalających na realizację funkcji perswazyjnej. Mechanizm ten poprzez aktywne oddziaływanie danego tekstu na sferę emocjonalną i behawioralną odbiorcy blokować ma jego zdolności intelektualno-refleksyjne na rzecz stymulowania procesów emocjonalnej recepcji tekstu. Emocjonalny potencjał tekstu pozwala zatem na intencjonalne wywołanie lub spotęgowanie określonych stanów u odbiorcy, przy czym dany tekst wykazywać może różne jego poziomy, zależnie od celu, przekazywanych treści, użytych środków językowych, stylu czy tonu wypowiedzi. Opierając się na takim postrzeganiu zagadnienia emocjonalność, podobnie jak wartościowanie, postrzegane jako strategie perswazyjne uznane są za immanentne elementy tekstów dyskursu sportowego.
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