The paper constitutes a contribution to semantically based research on the so called ‘syntactic alternations’, defined as “structurally and/or lexically different ways to say functionally very similar things” (Gries 2017: 8). More specifically, the study is concerned with Polish verbal predicates which accept both the gerundive and infinitival complement, with the difference between these two alternatives being a matter of construal or focus rather than any clear-cut semantic contrasts. Taking as its point of departure the cognitive linguistic thesis that a change in form always entails a change in meaning, the present paper seeks to determine the factors that significantly affect the choice of one or the other complement type in situations where both are fully acceptable. The study provides an in-depth, corpus-based analysis of three selected pairs of constructions, and offers a new theory (referred to as reduced-increased involvement theory) to explain the choices that Polish speakers make with respect to the two constructions in question.
{"title":"Infinitive-gerund alternations in Polish post-verbal complementation: a corpus-based study","authors":"","doi":"10.26881/bp.2022.1.01","DOIUrl":"https://doi.org/10.26881/bp.2022.1.01","url":null,"abstract":"The paper constitutes a contribution to semantically based research on the so called ‘syntactic alternations’, defined as “structurally and/or lexically different ways to say functionally very similar things” (Gries 2017: 8). More specifically, the study is concerned with Polish verbal predicates which accept both the gerundive and infinitival complement, with the difference between these two alternatives being a matter of construal or focus rather than any clear-cut semantic contrasts. Taking as its point of departure the cognitive linguistic thesis that a change in form always entails a change in meaning, the present paper seeks to determine the factors that significantly affect the choice of one or the other complement type in situations where both are fully acceptable. The study provides an in-depth, corpus-based analysis of three selected pairs of constructions, and offers a new theory (referred to as reduced-increased involvement theory) to explain the choices that Polish speakers make with respect to the two constructions in question.","PeriodicalId":345953,"journal":{"name":"Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128494341","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}
The article is devoted to interpreting the image of a true Pole (re)constructed on the basis of the National Corpus of the Polish Language (NKJP) and Internet texts. The following issues were considered: stereotyping, evaluation, ideological thinking, profiling of terms, persuasive definitions, and approximation of meaning to answer the question contained in the title. The research has led to the conclusion that the concept of a true Pole can be considered on many research levels, and its use is associated with a specific ideological and/or axiological attitude.
{"title":"How much truth is there in a true Pole?","authors":"","doi":"10.26881/bp.2022.1.05","DOIUrl":"https://doi.org/10.26881/bp.2022.1.05","url":null,"abstract":"The article is devoted to interpreting the image of a true Pole (re)constructed on the basis of the National Corpus of the Polish Language (NKJP) and Internet texts. The following issues were considered: stereotyping, evaluation, ideological thinking, profiling of terms, persuasive definitions, and approximation of meaning to answer the question contained in the title. The research has led to the conclusion that the concept of a true Pole can be considered on many research levels, and its use is associated with a specific ideological and/or axiological attitude.","PeriodicalId":345953,"journal":{"name":"Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115202538","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}
The study examines the usage of two non-finite complements of the verb continue: the -ing form and the to-infinitive, arguing for the importance of low level generalizations in accounting for the complement choice. The semantic import of complement constructions may vary with specific lexeme classes of both the matrix verb and the complement verb, as well as be conditioned by more general features associated with the verbs’ lexical aspect. The determinants of complement choice are characterized in terms of the aspectual construal of the complement event imposed by the two alternative constructions: conceptual proximity and distance associated respectively with the -ing form and the to-infinitive. The study relies on distinctive collexeme analysis: a statistical technique which compares the lexemes distinctive for the two constructions in order to describe the semantics of the construction by examining its most characteristic collocates.
{"title":"Lexical factors in non-finite complementation of continue","authors":"","doi":"10.26881/bp.2022.1.02","DOIUrl":"https://doi.org/10.26881/bp.2022.1.02","url":null,"abstract":"The study examines the usage of two non-finite complements of the verb continue: the -ing form and the to-infinitive, arguing for the importance of low level generalizations in accounting for the complement choice. The semantic import of complement constructions may vary with specific lexeme classes of both the matrix verb and the complement verb, as well as be conditioned by more general features associated with the verbs’ lexical aspect. The determinants of complement choice are characterized in terms of the aspectual construal of the complement event imposed by the two alternative constructions: conceptual proximity and distance associated respectively with the -ing form and the to-infinitive. The study relies on distinctive collexeme analysis: a statistical technique which compares the lexemes distinctive for the two constructions in order to describe the semantics of the construction by examining its most characteristic collocates.","PeriodicalId":345953,"journal":{"name":"Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132443646","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}
The aim of the study is to analyse how the English form of address you is translated into Polish in subtitles. The investigation is embedded in the framework of (im)politeness theory. The data used for the study comprise two types of non-professional renderings: amateur subtitles (fansubbing) and subtitles written by sophomore students of English Philology. The study proves that fansubbers’ subtitles have a tendency to foreignise translation by ignoring the Polish sociocultural norms of terms of address, thus making it sound less polite and marked, while students’ translations show a tendency to make the original dialogue more familiar to the target (secondary) audience, and make it more acceptable and polite.
{"title":"Forms of address and (im)politeness: a corpus-assisted study of Polish professional and non-professional subtitles","authors":"","doi":"10.26881/bp.2022.1.06","DOIUrl":"https://doi.org/10.26881/bp.2022.1.06","url":null,"abstract":"The aim of the study is to analyse how the English form of address you is translated into Polish in subtitles. The investigation is embedded in the framework of (im)politeness theory. The data used for the study comprise two types of non-professional renderings: amateur subtitles (fansubbing) and subtitles written by sophomore students of English Philology. The study proves that fansubbers’ subtitles have a tendency to foreignise translation by ignoring the Polish sociocultural norms of terms of address, thus making it sound less polite and marked, while students’ translations show a tendency to make the original dialogue more familiar to the target (secondary) audience, and make it more acceptable and polite.","PeriodicalId":345953,"journal":{"name":"Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134277280","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}
Despite the progress made in the study of collocations, their use in specialised languages by and large continues to be underresearched. The present article attempts to go some way towards filling this gap by looking at variation in collocations of a single term (evidence) as extracted from a general corpus and a legal one, and by exploring the implications of such variation for the retrieval of legal collocations. In particular, the study looks at a) the overrepresentation of collocations in the legal corpus, b) the underrepresentation of collocations in the legal corpus, and c) the potential of both corpora for collocation retrieval. The findings suggest that there are striking differences between the use of collocations in each corpus and that such differences can radically affect the lists of collocations obtained from each corpus.
{"title":"You shall know a term by the company it keeps: collocations of the term evidence in general and legal corpora","authors":"","doi":"10.26881/bp.2022.1.03","DOIUrl":"https://doi.org/10.26881/bp.2022.1.03","url":null,"abstract":"Despite the progress made in the study of collocations, their use in specialised languages by and large continues to be underresearched. The present article attempts to go some way towards filling this gap by looking at variation in collocations of a single term (evidence) as extracted from a general corpus and a legal one, and by exploring the implications of such variation for the retrieval of legal collocations. In particular, the study looks at a) the overrepresentation of collocations in the legal corpus, b) the underrepresentation of collocations in the legal corpus, and c) the potential of both corpora for collocation retrieval. The findings suggest that there are striking differences between the use of collocations in each corpus and that such differences can radically affect the lists of collocations obtained from each corpus.","PeriodicalId":345953,"journal":{"name":"Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125327997","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}
The present study examines the engagement of Polish university students of English and American university non-language majors in a virtual exchange within the TAPP project within a semester of their studies in the year 2019 aimed at achieving the clarification of the senses of colloquial language as well as terminological yeanings the American students use in their written works. The paper discusses the concepts of broad meaning and linguistic naturalness and introduces a cognitive linguistic interpretation of interlanguage commensurability in translation. The materials researched in the present paper include samples of the students’ online queries, peer correction, supplemented by a presentation of those lexical forms which needed further lexicographic and corpus data consultation.
{"title":"How concepts are understood – online collaborative work and corpus data","authors":"Barbara - Lewandowska-Tomaszczyk","doi":"10.26881/bp.2022.1.08","DOIUrl":"https://doi.org/10.26881/bp.2022.1.08","url":null,"abstract":"The present study examines the engagement of Polish university students of English and American university non-language majors in a virtual exchange within the TAPP project within a semester of their studies in the year 2019 aimed at achieving the clarification of the senses of colloquial language as well as terminological yeanings the American students use in their written works. The paper discusses the concepts of broad meaning and linguistic naturalness and introduces a cognitive linguistic interpretation of interlanguage commensurability in translation. The materials researched in the present paper include samples of the students’ online queries, peer correction, supplemented by a presentation of those lexical forms which needed further lexicographic and corpus data consultation.","PeriodicalId":345953,"journal":{"name":"Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130476949","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}
The article aims to introduce the role of foreign language teaching while using social media in fostering sustainability communication (SC) in higher education (HE) institutions. Foreign language learning enables students to analyse actual topics about sustainable development on social media, to discuss problems, to share personal emotions and experiences. Moreover, ESP curriculum aims to build students’ basic language communicative skills with the focus on sustainability communication when students recall gained information. The article overviews the importance of the SC development on the theoretical level as well as introduces the challenges of SC development relying on social media texts in foreign language classes on the empirical level. One of the most innovative methods of learning/teaching a foreign language is a case study method. It integrates such skills as one’s ability to analyse, think critically, search for solutions and make decisions. The article deals with concepts of professional English development and case analysis based on social media. It presents the findings of the research into students’ attitude towards case study method based on social media texts for developing their professional English communication. The research highlights the problems and peculiarities of applying the method. It has revealed that students have a positive attitude towards assignments involving case study method based on social media texts. They believe that such assignments help develop one’s communication skills of the professional English language.
{"title":"Teaching sustainability communication in higher education: applying case study method based on social media","authors":"","doi":"10.26881/bp.2022.1.10","DOIUrl":"https://doi.org/10.26881/bp.2022.1.10","url":null,"abstract":"The article aims to introduce the role of foreign language teaching while using social media in fostering sustainability communication (SC) in higher education (HE) institutions. Foreign language learning enables students to analyse actual topics about sustainable development on social media, to discuss problems, to share personal emotions and experiences. Moreover, ESP curriculum aims to build students’ basic language communicative skills with the focus on sustainability communication when students recall gained information. The article overviews the importance of the SC development on the theoretical level as well as introduces the challenges of SC development relying on social media texts in foreign language classes on the empirical level. One of the most innovative methods of learning/teaching a foreign language is a case study method. It integrates such skills as one’s ability to analyse, think critically, search for solutions and make decisions. The article deals with concepts of professional English development and case analysis based on social media. It presents the findings of the research into students’ attitude towards case study method based on social media texts for developing their professional English communication. The research highlights the problems and peculiarities of applying the method. It has revealed that students have a positive attitude towards assignments involving case study method based on social media texts. They believe that such assignments help develop one’s communication skills of the professional English language.","PeriodicalId":345953,"journal":{"name":"Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115569484","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}
The attempt at reconstructing the contemporary image of a true Pole aims to obtain the basis for certain remarks resulting from the observation and interpretation of the linguistic phenomenon under study. The research paradigm of the linguistic picture of the world (LPW) was used. The sources of linguistic material were mainly the National Corpus of the Polish Language (in the period 1981-2020, with particular emphasis on the 20 years of the turn of the centuries) and selected Internet texts.
{"title":"Attempt to reconstruct the linguistic picture of a true Pole","authors":"Iwona Benenowska","doi":"10.26881/bp.2022.1.04","DOIUrl":"https://doi.org/10.26881/bp.2022.1.04","url":null,"abstract":"The attempt at reconstructing the contemporary image of a true Pole aims to obtain the basis for certain remarks resulting from the observation and interpretation of the linguistic phenomenon under study. The research paradigm of the linguistic picture of the world (LPW) was used. The sources of linguistic material were mainly the National Corpus of the Polish Language (in the period 1981-2020, with particular emphasis on the 20 years of the turn of the centuries) and selected Internet texts.","PeriodicalId":345953,"journal":{"name":"Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching","volume":"174 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121721101","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}
The purpose of this article is to discuss potential challenges related to the introduction (import or translation) and use of terminology from another language. This is exemplified by a discussion on a single term, Anerkennung, from Honneth’s (1992) recognition theory, which is either easily adopted because of an already existing linguistic heritage (Danish, Norwegian, and partly Swedish) or translated (English) with compromises and specifications of the suggested term. The need for such a discussion arises from the fact that the same/identical (morphological) form of the term cannot necessarily be used in Norwegian, since Norwegian has two official written varieties and certain standardization principles that may differ for each of the varieties. The article addresses metalinguistic reflection and the responsibility of translators, researchers, educators, curriculum developers and language authorities in connection with these issues. With reference to the Educational Role of Language network and perspectives like languagebeliefs, language-activity, language-affects, and language-thinking, the article attempts to show that reflection on and standardization of terminology in education may be even more important because of the possible implications for understanding and use, and the consequences it may have.
{"title":"Terminology in education and research: Honneth’s Anerkennung from the perspective of Norwegian, Danish, and English","authors":"J. Haugan","doi":"10.26881/bp.2021.4.05","DOIUrl":"https://doi.org/10.26881/bp.2021.4.05","url":null,"abstract":"The purpose of this article is to discuss potential challenges related to the introduction (import or translation) and use of terminology from another language. This is exemplified by a discussion on a single term, Anerkennung, from Honneth’s (1992) recognition theory, which is either easily adopted because of an already existing linguistic heritage (Danish, Norwegian, and partly Swedish) or translated (English) with compromises and specifications of the suggested term. The need for such a discussion arises from the fact that the same/identical (morphological) form of the term cannot necessarily be used in Norwegian, since Norwegian has two official written varieties and certain standardization principles that may differ for each of the varieties. The article addresses metalinguistic reflection and the responsibility of translators, researchers, educators, curriculum developers and language authorities in connection with these issues. With reference to the Educational Role of Language network and perspectives like languagebeliefs, language-activity, language-affects, and language-thinking, the article attempts to show that reflection on and standardization of terminology in education may be even more important because of the possible implications for understanding and use, and the consequences it may have.","PeriodicalId":345953,"journal":{"name":"Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121062840","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}
The article presents the results of an analysis of English textbooks used in Sweden and Poland and addresses questions related to their intercultural dimension. The textbooks were subject to content analysis performed with a tool created specifically for this study and providing both qualitative and quantitative data. The findings show some significant differences between textbooks used in the two countries, highlighting the ways Swedish textbooks promote issues related to an intercultural perspective and showing the relative drawbacks of the Polish sample in this respect. The comparative character of the analysis allows for reflection on the role of textbooks in crossing intercultural borders with regard to teaching particular values in different cultural contexts as well as improvements that might be made in this field. The conclusions resulting from the comparative analysis may prove both useful and inspirational for textbook authors and teachers and, in many ways, innovative in the context of promoting intercultural values in education.
{"title":"“Crossing the borders of own culture, stepping on frontiers”: Textbooks and intercultural communication","authors":"M. Pogorzelska, M. Adams-Tukiendorf","doi":"10.26881/bp.2010.4.02","DOIUrl":"https://doi.org/10.26881/bp.2010.4.02","url":null,"abstract":"The article presents the results of an analysis of English textbooks used in Sweden and Poland and addresses questions related to their intercultural dimension. The textbooks were subject to content analysis performed with a tool created specifically for this study and providing both qualitative and quantitative data. The findings show some significant differences between textbooks used in the two countries, highlighting the ways Swedish textbooks promote issues related to an intercultural perspective and showing the relative drawbacks of the Polish sample in this respect. The comparative character of the analysis allows for reflection on the role of textbooks in crossing intercultural borders with regard to teaching particular values in different cultural contexts as well as improvements that might be made in this field. The conclusions resulting from the comparative analysis may prove both useful and inspirational for textbook authors and teachers and, in many ways, innovative in the context of promoting intercultural values in education.","PeriodicalId":345953,"journal":{"name":"Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125741978","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}
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