http://hdl.handle.net/11716/4613 2026-04-30T17:46:09Z 2026-04-30T17:46:09Z Słabczyński, Robert http://hdl.handle.net/11716/4875 2019-05-15T10:12:20Z 2008-01-01T00:00:00Z

Formy pierwszej osoby liczby pojedynczej czasu teraźniejszego w dyskursie szkolnym Słabczyński, Robert The way of functioning of teachers' "I" in configuration of different personal relationships (existing in the situation of classroom communication) is very important for the reason of the role that a teacher plays in the process of the transmission of knowledge. As a person responsible for organization, the course of, and success of the process he/she uses different pragmatic and linguistic means in order to control pupil's mental activity, to present knowledge of a particular field in a way easy to understand for an addressee less acquainted with a discipline. In consequence "I" appears as an authoritative (in valuation acts as well as in explanations), performative (in polite expressions and in acts of controlling pupils' behaviour), and equipotential one (in quotations and echolalic reduplications of pupils' utterances).

2008-01-01T00:00:00Z Pierścińska, Aneta http://hdl.handle.net/11716/4874 2019-05-15T10:09:14Z 2008-01-01T00:00:00Z

Elementy potoczne w tekstach Janusza Andermana (na przykładzie wybranych struktur składniowych) Pierścińska, Aneta Research material are the following works by Janusz Anderman: Brak tchu (Breathlessness), Choroba więzienna (Prison Illness), Fotografie (Photographs), Gra na zwlokę (Temporization), Kraj świata (Outskirts of the World), Tymczasem (Meanwhile), Zabawa w głuchy telefon (A Game of the Disconnected Telephone). Conducted analyses allowed to state that the writer adapts his works to colloquial Polish, especially to its spoken form. A variety of features of the colloquial language is revealed at levels of syntax (reduplications, interjections, adherent qualifiers, ellipses), lexis (conjunctions, particles, exclamations, forms of address, vocabulary characterized by emotions), composition (skipping from one thought to another).

2008-01-01T00:00:00Z Ożdżyński, Jan Maliszewska, Teodozja http://hdl.handle.net/11716/4873 2019-05-15T10:05:29Z 2008-01-01T00:00:00Z

Nauczycielskie i uczniowskie trzeba (to zrobić) na lekcjach języka polskiego (w szkole podstawowej i w gimnazjum) Ożdżyński, Jan; Maliszewska, Teodozja Utterances including modal predicates trzeba i należy ("it ought to should be done") differ from sentences including powinien ("one ought to/should do") in lack of an index of personal subject. Activities the sentences express may refer to subjects with a large quantifier, e.g. trzeba należy mówić prawdę ("the truth ought to should be told"); they may also refer to subjects that are more or less clearly shown in context: trzeba to powiedzieć (w tym momencie) — "it ought to/should be told (at this moment)" understood as giving some advice (directive) and not as a piece of information on an existing state of reality. An obvious preference of perfect forms of infinitives in dictum position (trzeba to zrobić - "it ought to should be done") in sentence and performative contexts, in structures with deontic modality is connected with the situation of a teacher involved in running didactic activities, making advices and rules which are presented as his/her own postulates that express his/her axiological standpoint.

2008-01-01T00:00:00Z Ożdżyński, Grzegorz http://hdl.handle.net/11716/4872 2019-05-15T10:00:32Z 2008-01-01T00:00:00Z

Niektóre wyróżniki gatunkowe debaty telewizyjnej i debaty szkolnej (na tematy historyczne) Ożdżyński, Grzegorz Analyzed by the author text of a television debate on the controversial topic of the dramatic events at Jedwabne (that took place on the 10th July 1941) may be defined as both spoken and visual transmission of an (arranged, public, formal, prepared) argumentative and polemic discussion — completed with non-verbal (visual) elements (sequences); the transmission has a form of a (steered by a presenter and moderator) polilogue that is stated by the TV staff and arranged strictly according to definite rules of audiovisual transmission. Pupils' debate, that adopts some features of both a scholastic dispute and a trial (e.g. social judgement of King Stanisław August Poniatowski), should be included in secondary (applied, reproductive) genres of classroom utterances which are didactically conditioned by the need of developing pupils' rhetoric and discursive skills (the art of argumentation and reasoning). A didactic experiment in the form of pupils’ debate during a lesson of history may be considered as a specialized form of educational discourse interpretation of which requires individual research practices connected with using among other things a partial, involved (in a context), ostensive, persuasive, metaphorical (with a comparison and analogy) definition as well as a rhetoric definition and other specialized tools of cognitive description of colloquial utterances.

2008-01-01T00:00:00Z