Neofilologia. Tom 16 (2011) - Język – literatura – kultura. Konteksty glottodydaktyczne

SPIS TREŚCIUrszula Malinowska – Wstęp...................................................................................... 9

I. GLOTTODYDAKTYKA Monika Marcinkowska-Bachlińska - Psychologiczne czynniki i bariery rozwoju kompetencji interkulturowej........................................................................................ 13 Danuta Ratuszna - Kształcenie nauczycieli języków obcych…................................ 23

Burlakova Irina - The roles of language teacher........................................................27 Izabela Bawej - Kompetencja interkulturowa a proces nauczania języka niemieckiego jako języka obcego w szkole wyższej ......................................................................... 35 Zofia Moros-Pałys - Znaczenie kompetencji interkulturowej w przekazywaniu treści realioznawczo - kulturowych na zajęciach poświęconych multikulturowemu społeczeństwu w Niemczech........................................................................................ 45 Donata Wójcik - Rola podręcznika w rozwijaniu kompetencji interkulturowej na lekcji języka niemieckiego............................................................................................55 Agnieszka Rumianowska - Aspekt genderowy w procesie uczenia się i nauczania języka obcego............................................................................................................... 63 Agnieszka Kaczmarczyk - Wybrane techniki nauczania niemieckiego słownictwa medycznego………………………………………………………............................. 71 Hanna Kaczmarek - Słowniki – ukryty potencjał. Wdrażanie ucznia do pracy ze słownikiem na różnych etapach kształcenia językowego.............................................79 Urszula Szalast-Bytys - Пословицы – жемчужины народной мудрости. O roli i możliwościach wykorzystania przysłów na lekcji języka obcego (na przykładzie języka rosyjskiego)....................................................................................................... 89 Elżbieta Szymańska-Czaplak - Teaching spoken language as an element of developing student’s cultural competence in L2.......................................................... 99Marcin Jaroszewski - Egzamin maturalny z języka angielskiego a first certificate in English – część ustna oczami egzaminatora………………….................................. 107 Małgorzata Jedynak - Nauczanie wymowy języka obcego w kontekście ucznia niewidomego. Porównanie osiągnięć z wymowy w grupie uczniów widzących i niewidomych. ............................................................................................................ 115 Irena Maria Nyckowska - Podejście freinetowskie w kształtowaniu kompetencji komunikacyjnej w nauczaniu-uczeniu się języków obcych....................................... 125 Dorota Kucharska - Teksty specjalistyczne w nauczaniu języka niemieckiego na przykładzie Ustawy Zasadniczej Republiki Federalnej Niemiec............................... 137 Katarzyna Zagdańska-Dudek - Studia do niczego................................................. 145 Marek Sygulski - Problemy glottodydaktyczne w szkołach elementarnych z niemieckim językiem wykładowym okolic Łodzi w latach 1918-1939 ................... 153 Danuta Mucha - Kreatywne pisanie studentów jako jedna z form aktywizacji w nauczaniu wiedzy o kulturze.......................................................................................165

II. KULTUROZNAWSTWOLechKolago - Poloniki w twórczości Georga Philippa Telemanna.......................... 175 Katarzyna Grzywka-Kolago - Z dziejów tajnego nauczania na Uniwersytecie Warszawskim w latach 1939-1945............................................................................ 187 Tomasz G. Pszczółkowski - Różnice kulturowe jako przedmiot badań i dydaktyki na studiach filologicznych...............................................................................................197

Andrzej Dorobek - Podróże psychodeliczne w twórczości rockowej okresu rewolucji hipisowskiej w USA i Wielkiej Brytanii .................................................................. 205 Michał Jamiołowski - Femme fatale u Andyego Warhola, czyli rzecz o Chriście Päffgen....................................................................................................................... 219JakubLigor - Topos dziecięcej energii jako antidotum wobec erozji amerykańskich ideałów w twórczości filmowej Joela i Ethana Coenów............................................ 225 Małgorzata Kosacka - Musical w kontekście edukacji językowej..........................235 Ewelina Michta - „Mówienie o jedzeniu jest czymś przyziemnym”. Kulinarystyka a nauczanie języka obcego............................................................................................ 243 Anna Górajek - O wieloznaczności słowa heimat - czyli o trudnościach interpretacyjnych pewnego pojęcia.............................................................................249 Anna Jagłowska - Bilingwalizm a tożsamość narodowa ....................................... 257 Piotr Kociumbas - Pismo neogotyckie w procesie kulturoznawczego kształcenia współczesnego germanisty.........................................................................................263 Dorota Kryczałło - Britpop w aspekcie postmodernistycznym na przykładzie teledysku „Country House” zespołu muzycznego Blur............................................ 271

Tadeusz Kuśmierowski - Działalność oświatowa benonitów w Polsce................. 279 Elżbieta Szubska-Bieroń - Niemieckojęzyczna prasa wydawana w Płocku jako przykład kształtowania kompetencji interkulturowej nauczycieli języka niemieckiego……………………………………………………….………………..283 Dominika Wyrzykiewicz – „Polacy z wyboru”. Wkład rodzin pochodzenia niemieckiego w rozwój kultury polskiej w XIX i XX wieku.................................... 295 Magdalena Dudzik - Uwagi na temat języka polskiej polityki po roku 1989......... 305

III. LITERATUROZNAWSTWOKrzysztof A. Kuczyński - Wywiad jako nowy gatunek literacki. Wizerunek tłumacza i eseisty Karla Dedeciusa w zwierciadle rozmów na łamach prasy........................... 311Robert Małecki - Oskara Jana Tauschinskiego teoria i praktyka kompetencji międzykulturowej…………………………………………………………………... 323 Bogusław Mucha - Karl von Holtei – Der Alte Feldheer – Polonofilski wodewil o Kościuszce.................................................................................................................. 331 Joanna Ławnikowska-Koper - Aspekt genderowy w akademickim nauczaniu literatury. Współczesna proza austriacka – propozycja lektury..................................337 Anna Warakomska - Kulturowe implikacje nauki języków obcych w świetle wybranych tekstów literatury filozoficznej oraz beletrystyki.................................... 347 Małgorzata Filipowicz - Kuba Guzik i Dzika Trzynastka Michaela Endego. Od mitologii antycznej do mitologii współczesnej w niemieckojęzycznej literaturze dla dzieci i młodzieży po 1945 roku................................................................................ 357 Halina Chmiel-Bożek - Tekst literacki w glottodydaktyce – perspektywa wschodnia.................................................................................................................. 365 Joanna Godlewicz-Adamiec - Edukacja i nauczanie języka obcego w niemieckiej literaturze wieków średnich…………………………………………………………373 Katarzyna Nowakowska - Starość skazana na zapomnienie. Felix Mitterer w walce o godność ludzi „drugiej kategorii”...............................................................................379 Agnieszka Sochal - Język wpisany w miasto. Terézia Mora i Michael Wallner o zakorzenieniu i wyobcowaniu w przestrzeni miast................................................... 389 Agnieszka Tracz - Twórczość Ludmiły Ulickiej w międzykulturowej przestrzeni literackiej…………………………………………………………………............... 397

IV. JĘZYKOZNAWSTWO/ TRANSLACJA

Julian Maliszewski - Metafora w przekładzie specjalistycznym............................. 405 Ernest Kuczyński - „(…) Znajomość danego języka zaczyna się tam, gdzie kończy się słownik”. Glottodydaktyczne aspekty przekładu tekstów prasowych w relacji niemiecko-polskiej..................................................................................................... 419Marta Wiśniowska - Tłumaczyć dziennik – problemy translacji tekstów autobiograficznych................. 431 Małgorzata Smentek - Doskonalenie kompetencji językowej przyszłych nauczycieli języka angielskiego: inne spojrzenie na przekład ..................................................... 445 Anna Stolarczyk-Gembiak - Translacja i translatologia. Sztuka przekładu we współczesnym kształceniu......................................................................................... 453 Aneta Dłutek - Czasowniki lekkie i ich obecność w czynnym użyciu języka angielskiego jako obcego wśród studentów filologii angielskiej............................... 463 Paulina Borowczyk - Problemy praktyki przekładowej – kształcenie umiejętności przekładowych u filologów romanistów.....................................................................471 Mikołaj Nkollo - Opozycja: afiks vs. wyraz atoniczny na uniwersyteckim kursie morfologii................................................................................................................... 481

MONIKA MARCINKOWSKA–BACHLIŃSKA - PSYCHOLOGICAL FACTORS AND BARRIERS IN THE DEVELOPMENT OF INTERCULTURAL COMPETENCE

The psychological functioning of man, his self-assessment, identity, feeling of well-being and satisfaction with life are closely connected with his activity within a given cultural system. In the world of language and cultural diversity equipping individuals with intercultural competence has become of vital importance. This article analyses the stages and factors essential to the development of intercultural competence which is the basis of in-depth language communication, and points to common psychological barriers, limitations and difficulties appearing in the process of achieving this competence during foreign language education.

DANUTA RATUSZA - EDUCATION OF TEACHERS WHO TEACH FOREIGN LANGUAGES

Teacher’s of foreign language are obligated by the new educational law to rise the proficiency of their qualifications. Well qualified teacher is a person who should go through proper linguistics education. On the other she/he should constantly improve their own knowledge and qualifications within own ascension. In this paper places for teacher’s training are being discussed and described. Hence, the profile of person who graduated from Foreign Language Teacher Training College is showed on the basis of the newest educational law. Some changes about the way of nowadays teacher’s training throughout last 20 years are also pointed.

IRINA BURLAKOVA - THE ROLES OF LANGUAGE TEACHER This article informs on results of the questionnaire developed and spent at our

university to reveal sights of students at the good teacher. Though opinions of students and expectations are in the majority subjective, they are a good starting point to understand requirements of students. On the basis of the qualities allocated with students during questioning, we define some of the roles demanded to the teacher.

IZABELA BAWET - INTERCULTURAL COMPETENCE IN TEACHING GERMAN AS A FOREIGN LANGUAGE IN THE NEOPHILOLOGICAL EDUCATION

The object of this article is intercultural competence in teaching German in modern language studies. The aim is to explain the phenomenon of intercultural competence theoretically and to research if students are prepared for professional life by teaching them of German in the institutions they are going to work in the future. The foreign language teaching should include various aspects of the cross-cultural studies. The goal of the language education is intercultural competence that contains the knowledge of our own and the foreign language, of our own and the foreign culture (for example history, politics, economy and common life) and skills necessary for functioning in the multicultural society.

ZOFIA MOROS-PAŁYS - THE IMPORTANCE OF CROSS-CULTURAL COMPETENCE IN THE CONVEYING OF REALITY AND CULTURAL CONTENTS IN CLASSES DEVOTED TO THE MULTICULTURAL SOCIETY IN GERMANY

The development of cross-cultural competence, particularly in classes in Knowledge of German-speaking countries, is a very important element of the contemporary foreign language didactics. This is proved by numerous publications related to the problem, such as Interkulturelle Kompetenz by J. Bolten (2001), Interkulturelle Kompetenz – Konzepte und Praxis des Unterrichts (2002) edited by W. Gehring, Interkulturelle Kompetenzen - erfolgreich kommunizieren zwischen den Kulturen (2007) edited by Astrid Erll and Interkulturelle Kompetenz im Wandel (2009) by M. Otten as well as Reflexion als Schlüsselphänomen der gegenwärtigen Fremdsprachendidaktik (2010) edited by K. Myczko and Komunikacja interkulturowa w teorii i praktyce (2010) edited by M. Mackiewicz.

The considerations on the importance of cross-cultural competence in the conveying of reality and cultural contents in classes devoted to characteristics of the multicultural society in Germany will include the last years’ most important theoretical theses in this field of didactics, and their practical application. An important part of the theoretical divagations will be the explanation of the key concepts, such as cross-cultural competence, reality and cultural knowledge and multicultural society. However, the main research purpose of these considerations will be to analyse the usefulness of the theory in practice, i.e. in conducting practical classes in Knowledge of German-speaking countries.The considerations will finish with a short summary including the most important conclusions resulting from practical experience (combining theory and practice when developing cross-cultural competence) in teaching in higher education.

AGNIESZKA RUMIANOWSKA - GENDER ASPECTS IN PROCES OF FOREIGN LANGAUGE LEARNING AND TEACHING

The author points out in particular to gender stereotypes as simplistic generalizations about the gender attributes, differences, and roles of individuals and/or groups. The following aspects have been analysed in details:- The relationship between gender and classroom interaction- Expectations of language teachers for boys and girls- Gender stereotypes and gender differences in books for foreign language learningThe author also casts a glance back into the history of textbooks and reading materials in foreign language teaching. Based on contemporary sources it is shown what themes and textes were offered to boys and girls in the 18th century and how they are taught now.

AGNIESZKA KACZMARCZYK - SELECTED METHODS OF TEACHING GERMAN MEDICAL VOCABULARY

When teaching a foreign language for specific purposes, the ability of passing over vocabulary adequate to a specific subject of a certain field is of high significance.

Each teacher who gets prepared to such classes, having already got acquainted with the subject he/she is about to teach, should gather appropriate quantity of lexis. It shall serve the recipients to formulate their statements of specialist field in a written and spoken form. What is more, it shall enable to acquire new information in the very specialist language. Thus, teaching lexis comes as the basis for development of further abilities – both productive and receptive ones. Selected techniques of teaching German vocabulary related to medicine language were presented in this article in form of exercises. They shall serve as assistance to teachers who are keen on teaching medical German vocabulary during classes or courses.

HANNA KACZMAREK - SŁOWNIKI – UKRYTY POTENCJAŁ. WDRAŻANIE UCZNIA DO PRACY ZE SŁOWNIKIEM NA RÓŻNYCH ETAPACH KSZTAŁCENIA JĘZYKOWEGO.

Wealth and variety of information, as well as versatility, the characteristics of dictionaries, especially those addressed to foreign users, make dictionaries an essential language learning aid. This truth, however, does not seem to find confirmation in practice, as dictionaries continue to be met with students’ reluctance. The aim of the paper is to trace the reasons for that phenomenon and to present a selection of German dictionaries currently available in the market. The paper also includes specific samples of language practice suggested to enhance progress along the subsequent stages of German language learning.

URSZULA SZALAST-BYTYS - ПОСЛОВИЦЫ – ЖЕМЧУЖИНЫ НАРОДНОЙ МУДРОСТИ. THE ROLE AND ADVANTAGES OF USING PROVERBS IN TEACHING RUSSIAN AS A FOREIGN TONGUEAbstract: The author of the article shows examples of employing Russian proverbs in the foreign language classroom. The article claims that proverbs, as an example of national culture, can be successfully used in order to build students’ communicative skills as well as broaden their sociolinguistic knowledge. The author offers a set of various exercises and tasks based on proverbs. They are capable of forming students’ lexical, grammatical, phonetic and orthographic skills and habits as well as ability to communicate in Russian, to convey the meaning in both oral and written forms. The person behind the paper pays attention to the influence of proverbs (as an example authentic materials) on students’ attitude, motivation, willingness to study and finally on the very results of teaching.

ELŻBIETA SZYMAŃSKA-CZAPLAK - TEACHING SPOKEN LANGUAGE AS AN ELEMENT OF DEVELOPING STUDENT’S CULTURAL COMPETENCE IN L2Abstract: The article is an attempt to describe the state of affairs as far as teaching spoken language at elementary level is concerned. The author analyses English foreign language coursebooks, paying special attention to exercises focusing on everyday expressions rather than their single occurrences in texts. Getting the knowledge of everyday expressions and practicing conversational skills is regarded by the author as one of the ways of developing student’s cultural competence in L2. All the coursebooks under consideration devote special place to practicing speaking skill; not many of them, however, introduce lively spoken

language elements. Thus, in their classroom conversations students practice register more suitable for written forms, which often leads to communication problems in real-life situations.

MARCIN JAROSZEWSKI - THE MATURA EXAMINATION IN ENGLISH VERSUS FIRST CERTIFICATE IN ENGLISH - THE ORAL PART THROUGH THE EYES OF AN EXAMINER

The purpose of my article is a comparison of various aspects of two English examinations commonly taken by Polish students at the moment: the oral Matura examination in English (the ordinary and advanced levels) in the current version and after the 2012 reform and the oral part of the First Certificate in English Examination conducted by University of Cambridge. My intention is to highlight the criteria of examiners’ selection as well as their training and qualifications, the structure, timing and level of both exams. Since 2005, I have been working as both a Matura examiner and a Cambridge ESOL Exam Centre oral examiner, which enables me to compare, analyse and assess both examinations as well as draw certain conclusions concerning the examination procedures.

MAŁGORZATA JEDYNAK - TEACHING FOREIGN LANGUAGE PRONUNCIATION IN THE CONTEXT OF BLIND LEARNERS. COMPARISON OF PRONUNCIATION ATTAINMENTS OF SIGHTED AND BLIND LEARNERS

Language is an activity capable of being carried on and learnt without vision. This also applies to foreign language phonology and phonetics. The paper investigates the issue in depth starting from perception and production of sounds in blind children, adaptation of techniques for teaching pronunciation and ending up with the empirical study in which pronunciation attainments of sighted and blind groups are compared. No significant difference was observed in the study, however blind learners seemed to acquire some aspects of phonetics faster than their sighted counterparts.

IRENA MARIA NYCKOWSKA - FREINET’S APPROACH TO DEVELOPING COMMUNICATIVE COMPETENCE IN THE PROCESS OF TEACHING AND LEARNING FOREIGN LANGUAGES

The article consists of three parts. The first one deals with current determinants of communicative competence taking into special consideration The Common European Framework of Reference for Languages. The following part is devoted to Freinet’s approach to foreign language teaching in terms of principles, general learning objectives, language learning objectives and procedures based on communication techniques, teaching management and group management. The third part presents arguments justifying the application of Freinet’s approach to foreign language teaching practice.

DOROTA KUCHARSKA - SPECIALISTIC TEXTS IN TEACHING GERMAN BASED ON THE EXAMPLE OF THE FUNDAMENTAL LAW OF THE FEDERAL REPUBLIC OF GERMANY

In a foreign language teaching,one of the most vital elements is presenting the knowledge of culture,literature,society of a given language area.The above mentioned article deals with using a specialistic text such as the Fundamental Law of the Federal Republic of Germany,

during classes with German Philology students in order to acguaint them with the notion of political system of Germany or other notions related to the subject.

The author of the article empasizes the unique importance of using specialistic texts in the process of a foreign language teaching which result in :

- acguainting students with the lexis comprising the notions of political sciences and politics itself - cosolidating or introducing grammatical notions, appearing in the discussed text - widening the knowledge of a given language area

Summing up,the author draws attention the text mentioned in the article may only be chosen exclusively for advanced level of a foreign language students.

KATARZYNA ZAGDAŃSKA-DUDEK - USELESS STUDIES The aim of the paper is to draw attention to the problem of training of foreign

languages teachers as well as answer the question whether studies prepare to work at school. The paper discusses a questionnaire survey conducted among the teachers and the forth and fifth year students of philology. We become acquainted with the problems young teachers face and the fears of students who plan to work at school. At the end of the paper propositions of possible improvements will be presented.

MAREK SYGULSKI - GLOTTODIDACTICAL PROBLEMS AT ELEMENTARY SCHOOLS WITH GERMAN AS LANGUAGE OF INSTRUCTION IN ŁÓDŹ AREA BETWEEN 1918 – 1939

The article describes the issue of teaching Polish language, as a foreign language, at elementary schools in Łódź area with German as language of instruction, i.e. assembling pupils of German minority. As groundwork served periodical reports of school inspectors from district of Łódź from the visits carried out in these institutions during the years within the timeframe of that survey. The problem is shown in the context of efforts of Polish State in interwar period, tend towards assimilation of large numbers members of the German diaspora in neighbouring Łódź area, through its impact on the field of school education. This kind of educational policy seemed to be intentional in the face of growing, especially since the beginning of 1930’s, tension in Polish-German relations. It was intended to serve to political neutralization of mentioned diaspora. The study shows how German-speaking descendants of agrarian colonists from 19th century defended themselves against such actions of Polish educational authorities and what was the effect. There are also discussed material and housing conditions of mentioned educational establishments and employed teachers as well as existing didactic problems. It is raised a question of participation of young people from that kind of school in local community life.

LECH KOLAGO - POLONICUM IN THE WORKS OF GEORG PHILIPP TELEMANN

The aim of the considerations presented in this paper on Georg Philipp Telemann’s (1681-1767) connections with Poland is to show the process of mutual permeation of the elements of Polish and German culture based on examples of his work - on the cultural transfer involving two neighboring countries. Furthermore, I would like to present several seminal positions of Polish and German scholars dedicated to investigating Telemann’s body of work that highlight strong ties between the 18th century composer and Polish musical culture as well as to quote a few of the composer’s remarks about learning foreign languages.

Telemann was a polyglot. During the reconstruction of the positions of individual researchers related to the connections involving Telemann’s work and Polish music, a clear process of mutual permeation and influence manifested in the transfer of Polish musical elements to German music. Georg Philipp Telemann had a significant contribution in the development of the Baroque period in European culture; through his innovative work as a composer, which included adding numerous musical elements (rhythm, melody, harmony, structure, metre, etc.) from other countries, in this case from Polish music. These polonicae have become a source of information about Polish music in Germany and popularised Polish folk music within the German-speaking area.

KATARZYNA GRZYWKA-KOLAGO - CLANDESTINE TEACHING AT THE UNIVERSITY OF WARSAW IN 1939-1945

The article discusses a complex situation of the teaching staff and students of the University of Warsaw in the World War II years. It evidences the specific structure of the clandestine university teaching organization, and traces the reasons why teaching was continued despite the war trauma. Moreover, forms of student life, including artistic activities which moderately flourished at the University of Warsaw in the war years, are investigated, adding to a general picture of the lives of the people engaged in clandestine university teaching in the reality of German-occupied Warsaw in 1939-1945.

TOMASZ G. PSZCZÓŁKOWSKI - CULTURAL DIFFERENCES AS OBJECT OF RESEARCH AND TEACHING ON PHILOLOGICAL STUDIES

The article explains cultural differences as an important phenomenon in the philological research and teaching. The reflections of the author are in the field of intercultural communication. He defined the concept of Kulturkomparatistik, i.e. comparative research in culture. Also he outlined the problems of methodology of comparative researches and defined the ranges of research on the cultural differences and the use of knowledge of it in teaching of foreign languages and culture.

ANDRZEJ DOROBEK - PSYCHEDELIC TRIPS AS REFLECTED IN ROCK MUSIC AND LYRICS OF THE HIPPIE REVOLURTION ERA IN THE US AND THE UK

The author starts with the definition of the psychedelic experience (trip) – as compared to the mystical one - and general discussion of its features, referring to the works of renowned experts in this field (S. Grof. T. Leary, A. M. Ludwig), with a special stress on the initaition aspect as opposed to the hedonist (escapist) one. Then the importance of the psychedelic experience for the music of two epicentres of the Hippie Revolution, the US and the UK, is shown, as it was in nusic that the moods, attitudes and ambitions of this generation found the most important articulation. The analysis shall initially encompass the lyrics of selected songs, e. g. by The Beatles, Bob Dylan, The Velvet Underground, Steppenwolf, Love, Jefferson Airplane, Traffic or Cream, moving on to the discussion of concept albums presenting a more or less complete cycle of the psychedelic/mystical experience (e.g. The Moody Blues - „In Search of the Lost Chord”, Hawkwind - „Hawkwind”, Ten Years After -”Stonedhenge”). In the conclusion, the general assessment of the musical legacy of the Hippie Revolution is attempted, with refeences to the classics of „psychedelic” literature (De Quincey, Baudelaire, Rimbaud, Witkacy).

JAKUB LIGORContemporary postmodernist literature takes advantage of fringe, heterogenous forms

and refers to popular culture in a variety of its manifestations to reinforce the utopian topos of a carnivalesque Dionysian revolution along with its youthful, subversive energy. Likewise, the Coens’ films, suspended between popular sensibilities and highbrow impulses, provide a commentary on the significance of American popular culture, whose childish ingenuity and undaunted optimism oppose stifling, oppressively conservative Apollonian principles (frequently personified by older, wealthy men in positions of power), accused of the corruption of the fundamental values of the American Dream. The directors explore the theme of social inequality and personal success against the background of the degraded reality of American capitalism and, by applying the child motif as well as resorting to the family and parenthood themes, analyze the condition of America’s mythical institutions and ideals. The films’ Manichean visions are complemented by the portrayal of the conflict between the hero’s primitive, childish impulses and their civilized self. The Coens invoke the anti-intellectual stance of classic hard-boiled prose whose iconic outlaws and harshly individualistic detectives convey a sense of anti-consumerist nostalgia for America’s youthful values, its proletarian vigor and the spirit of rugged individualism.

MAŁGORZATA KOSACKA - MUSICAL IN THE CONTEXT OF LANGUAGE EDUCATIONAlthough defining the genre of musical is almost impossible and dates back from discussions on the form and content, the dispute over the classification up to the questions about the role of the musical in the modern culture, it is undeniable that the musical enjoys wide popularity, is of the common interest and gains recognition throughout the world, as proved by new productions. Generally a musical can be defined as a genre of musical theater strictly speaking, consisting of dialogues, sung roles, that is, sung by individuals or groups and roles, formed in the United States in the twentieth century, as a result of assimilation of elements of different types of theatrical performances and conventions, primarily in European ones.

Multidimensional aspect of the musical as a genre, the continuous evolution of form and the richness of sources, elements of stage and contents of the musical performances make it be considered as a genre deserving serious scientific reflection, including in the context of language education. Teaching a language is inherently associated with introducing the issues and artistic phenomena occurring in the contemporary culture of the country of the learnt language, preparing for participation in various forms of culture, thus developing aware and critical reception of cultural works, including mass culture.

EWELINA MICHTA - „TALKING ABOUT FOOD IS SOMETHING MUNDANE”. CULINARY STUDIES AND FOREIGN LANGUAGE TEACHING

Any creature can eat and drink but only people who understand food as being more than sustenance can truly savor it. The German Academy for Culinary Studies wants to promote awareness that food is more than substance. Gastronomes are the pillars of our culture. Every foreign language teacher should agree with the ascertainment that the quality of what we know about food in our country needs to be improved. Teacher’s task is to create conditions under which learners can themselves put cultural events in relation with one another, find their hidden patterns, interpret their links, and have enough diversity of perspectives available to avoid stereotypical generalizations.

ANNA GÓRAJEK - THE MEANINGFUL SENSE OF HEIMAT AND THE DIFFICULTIES WITH ITS INTERPRETATION

In every culture there are some important, meaningful and emotional words called key words. That means such words can tell us something very important and revealing about culture it comes from. In German language one of such words is Heimat. So, what does this word contain? How should it be understood? What could Heimat be and how meaningful is this term? This paper is an attempt to answer above-mentioned questions based on literary and journalistic statements of contemporary German writers.

ANNA JAGŁOWSKA - BILINGUALISM AND NATIONAL IDENTITYThe phenomenon of bilingualism applies not only to language problems,

psychological and social, but also cultural. The issue of bilingualism in terms of national identity has become a common theme in German-speaking writers of literary considerations. One of them was Paul Celan, who came from a family of German Jews. When Celan’s home-land was occupied by the Germans and when his parents were deported to death camps, his only link with the past, childhood, and security had become language - the language as a fragile yet indestructible foundation of existence. Celan, who as a child attended German and Hebrew schools, later Romanian and Ukrainian high schools, and finally settled down in France, knew many foreign languages. Despite this, the German language was closest to the author although he associated it with suffering, alienation, exile and death. Issues of bilingualism and national identity were considered also by migrant literary writers in literature called Gastarbeiter (“guest workers”) or foreigners’ literature of the 70s and 80s in German speaking countries. The writers of this generation experienced some division, which was manifested in the language and themes of their works. There are also contemporary authors, who undertake their literary bilingual issues, for example Anna Mitgutsch. Mitgutsch’s bilingual heroes are people with the ability to distance themselves, so that they can understand more. Nevertheless, daily life in two languages creates problems of national identity, and thus cultural and social as well.

PIOTR KOCIUMBAS - NEO-GOTHIC SCRIPTS IN THE CULTURAL EDUCATION PROCESS OF A CONTEMPORARY GERMANIST

The publication is filled with reflection over the role, which neo-gothic scripts plays in the cultural education process of a contemporary germanist in the Polish higher education system.

What does great interest in the above mentioned type of script among young adepts of German philology result from? What tendencies of regional character are in favour of making common the gothic neography at Polish universities? What possibilities of popularisation the knowledge of cultural, and specially religious character offer the neo-gothic manuscript and printed sources preserved on Polish areas? How can the educational process of German philology students look like within the practical use of neo-gothic scripts? Answers to the above questions are to be found in the following article.

DOROTA KRYCZAŁŁO - BRITPOP IN POSTMODERNIST ASPECT AS REFLECTED IN “COUNTRY HOUSE” VIDEO BY POP BAND BLUR

The article “Britpop in postmodernist aspect as reflected in ‘Country House’ video by pop band Blur” provides some critical observations concerning Britpop in relation to significant postmodernist characteristics described in the theories of such prominent researchers as Strinati, Featherstone, or Longhurst.

First of all, it focuses on postmodernist and modernist distinctions in popular music. It also refers to art versus pop ambiguities in Britpop and focuses on eclecticism and fragmentation of the images, codes and contexts appearing in Blur’s “Country House” video. It discusses it as an evident example of bricolage as well as celebration of playfulness. Finally, it shows the decline of originality in the music production as related to one of the most dominant features in postmodernism.

Different audiences read various videos differently. Reading videos is related to the cultural background of the audience as well as to their knowledge about “routine images” appearing in them. This postmodern complexity of the text always leaves it open for indefinite interpretations depending on the contexts in which it is put.

TADEUSZ KUŚMIEROWSKIThe paper presents the activities of the Order of Redemptorists in Poland at the turn of

the eighteenth and nineteenth centuries. Because their church was the church of St. Benno in Warsaw, the people called them Benonici (the monks from the church of St. Benno). Their relatively short history of religious missionary work in Poland is full of dramatic tensions and even tragic events, and is closely associated with the person of Klemens Maria Hofbauer from Austria, who made history as the holy apostle of Warsaw and Vienna. Benonici worked in Poland in the years 1787 to 1808. Hofbauer has created over 20 years in Warsaw convent, orphanage, school for boys and library, but his tremendous achievement was the creation of school for girls, which in those days was a rarity. After the arrival of French troops to Warsaw Hofbauer and other monks were accused of sowing unrest and espionage, and June 20, 1808 they were forced to go to Prussia. However, Hofbauer and other monks were released from prison for lack of evidence of guilt, then he went to Vienna, where he died. Hofbauer 1909 was canonized by Pope Pius X.

ELŻBIETA SZUBSKA-BIEROŃ - GERMAN PRESS ISSUED IN PLOCK AS AN EXAMPLE OF INTERCULTURAL COMPETENCE INFLUENCE OF GERMAN LANGUAGE TEACHERS

Previously unknown diaries “Plocker Tageblatt” and “Südostpreussische Tageszeitung” and monthly “Heilsame Lehre” issued in Plock in the years 1939 - 1945, appearing in German language omplement and enhance the state of knowledge concerning the press addressed to Germans living in Poland. They constitute a rich cultural and literature context in the learning process and learning the German language. Reading these periodicals influence on the developing of outlook, gave tips for everyday life in accordance with the rules preferred by publishers. At the same time periodicals revealed factual material, which allows to describe this period of the history of Plock, shown as a mirror reflect, the socio-political and economic complexity, which became in fact chronicle, rich record of information about events in the city ruled by the Germans.

DOMINIKA WYRZYKIEWICZ - “POLES OUT OF CHOICE. THE CONTRIBUTION OF FAMILIES OF GERMAN ORIGIN IN THE DEVELOPMENT OF POLISH CULTURE IN THE NINETEENTH AND TWENTIETH CENTURIES”

The painful history of our country caused that among the cultivated traditions in national memory, the events which were connected with the struggle for independence and sovereignty played a leading role. The role that Germany played in the development of Polish culture and science in the nineteenth and twentieth centuries is less emphasized in Polish-German relations marked by the Second World War. Among the many distinguished families

of German origin and others, we can mention here: the Kolbergs, to whom we owe the development of cartography and the formation of ethnography, the Kronenbergs - patrons of science and art, the founders of the Warsaw School of Economics and the Mianowski Fund, the Gebethners and the Wolves – the publishers promoting the works of Polish writers, the Spiess - pharmacists and patrons of music, who were financial supporters of Karol Szymanowski, and the Kerntopfs - piano makers and patrons of Ignacy Paderewski himself. There are a few others worth mentioning: Samuel Gottlieb Linde - the author of the first dictionary of the Polish language, Xavier Joseph Elsner – famous composer and a teacher of Frederic Chopin, Wojciech Gerson - a painter, Wilhelm Troschel - opera singer and E.T.A. Hoffmann – well known composer, writer, cartoonist and orchestra conductor. Even nowadays, the saying “the Germans in Poland” arouses negative associations among both older and younger Poles. The impact of families of German origin on the shape of the Polish language and national culture, as well as their concern for the uninhibited development, and true love for the newly chosen homeland still remains underestimated.

“This is indeed a rather confusing case and probably can be only explained by the inexhaustibility of a Slavic spirit [...] some kind of a great assimilation force, which brought up Poles with big hearts in such families as: the Grottgers, the Elsners, the Pohls, the Chopins, the Linds and others. These names, once so foreign-sounding have strongly rooted themselves in our history and culture” (Dębicka 1989: 61-62).

ROBERT MAŁECKI - THEORY AND PRAXIS OF THE INTERCULTURAL COMPETENCE BY OSKAR JAN TAUSCHINSKI

The following text draws the concept of the intercultural competence using the example of Oskar Jan Tauschinski’s life and his creative activity. Taking the terms of the culturality and the interculturality into consideration the article shows Tauschinski’s major contribution to Polish-Austrian culture. As the translator of Polish texts which he has prepared for German and Austrian receivers and also as the author of his own literature Tauschinski passes as a pioneer of the activity on the field of the intercultural competence and a propagator of Polish culture in the German-speaking world.

JOANNA ŁAWNIKOWSKA-KOPER - GENDER ASPECT IN THE ACADEMIC TEACHING OF LITERATURE. CONTEMPORARY AUSTRAN PROSE – SUGGESTED READINGS

The subject of this paper is the teaching of literature at the German philology level. The assumption that the literature texts should be read as culture texts leads to a more comprehensive participation of the students – both as researchers and readers – in contemporary debates, including the gender discourse. It will enable the students to acquire not only intellectual competence in preparation for their diploma but also cultural competence necessary for practicing tolerant attitudes in a society. In order to accomplish that task, it is necessary to update the lists of compulsory readings with new items. Contemporary Austrian prose may be such a suggestion, and particularly the novels presented in this paper, Der Sommer, in dem Anna verschwunden war (2004) by Barbara Frischmuth and Es geht uns gut (2005) by Arno Geiger.

ANNA WARAKOMSKA - CULTURAL IMPLICATIONS OF FOREIGN LANGUAGE LEARNING IN THE LIGHT OF SELECTED EXAMPLES OF PHILOSOPHICAL LITERATURE AND FICTION

Currently we live in a culture which respects foreign languages, and therefore arguing the benefits of learning them seems a task devoid of much sense. We have surely realized that languages of others offer not only an opportunity to reach agreements, facilitate verbal communication in daily matters, but also makes possible a broadening of horizons and, in fortuitous circumstances, a rapprochement between cultures, whose exponents are the taught languages.

Is, however, the positive message concerning the aforementioned qualities a constant value, has it always accompanied European culture and remained firmly embedded in its tradition, or is it, perhaps, a more recent phenomenon, more susceptible to change? In the proposed paper I would like to consider those and related issues. Using as examples excerpts of selected philosophical texts (e.g. Plato, St. Augustine, Nietzsche) and fiction (Dante, Cervantes, Molier, Goethe, Böll and others) I shall attempt to present alternative ways of addressing the topic and, to the extent possible, answer the questions posed above. The overriding premise of the analysis shall be to clearly emphasize the cultural implications associated with the assimilation of foreign sign systems.

HALINA CHMIEL-BOŻEK - LITERARY TEXT IN GLOTTODYDACTICS. EASTERN PERSPECTIVE

The main aim of the article is to relate to afterthoughts of Chinese researchers who publish in French in the Synergies Chine magazine edition no 4, 2009. They describe various possibilities of using the literary text during the foreign language lesson. The article based on the description of experiences remote to us, bearing in mind geographical location, indicates that despite some differences, the eastern and western points of view have some similar elements. Using a literary text during foreign language lesson seems to be useful in each perspective mentioned above.

JOANNA GODLEWICZ-ADAMIEC - EDUCATION AND TEACHING OF A FOREIGN LANGUAGE IN THE GERMAN LITERATURE OF THE MIDDLE AGES

German writers of the Middle Ages create various literary models that describe the process of upbringing and education of young people. In the work Parsifal by Wolfram von Eschenbach a young Parsifal was isolated by his mother from the court and the knighthood and he grew up in the forest to avoid an unhappy fate of his father. The way of Parsifal leads from an inexperienced child of the nature through a station of a model knight Artus to the Gral’s kingdom. Unlike another famous writer of the Middle Ages, Hartmann von Aue, for Wolfram the most important was not the model knighthood of Artus and this development stage is in Parsifal only a temporary period to a higher aim – the Gral world. Wolfram, who was probably lacking spiritual school education, as a really genius self-taught man was gaining acquisitively knowledge from many different sources and took advantage of it in his writing, where one can find ironic trait and commonplace elements of an ‘uneducated writer’. In the work Gottfried’s von Straßburg Tristan had in his youth totally different education than growing up in the forest Parsifal; Tristan was fully educated, he was studying books and languages, playing musical instruments, he even travelled abroad to learn foreign languages. Gottfried also showed the education of girls on an example of Isolda, who was learning from Tristan. The interest of German writers from the Middle Ages in this topic shows that the reflexion over the ways of teaching, including teaching foreign languages, is a universal and extremely important issue.

KATARZYNA NOWAKOWSKA - THE OLD AGE SENTENCED TO OBLIVION. FELIX MITTERER IN HIS FIGHT FOR DIGNITY OF THE SECOND-CLASS CITIZENS

Felix Mitterer is writing in his literary production, among other things, about old age in the consumptive society. In the world created by media and publicity that promotes youth and vitality, old age has become a stigma. This stigma sentences old people to solitude and oblivion. In his dramas The Panther, Sibirija and Side Track Mitterer is engaged in the fight against this kind of stigmatisation and discrimination; demonstrating the didactic character and universality of his works.

AGNIESZKA SOCHAL - THE LANGUAGE WRITTEN INTO THE CITY. TERÉZIA MORA AND MICHAEL WALLNER ABOUT TAKING ROOT AND ALIENATION IN THE CITY SPACE

A starting point for the present study is examining the relations between the city space and the language. Basing on two novels published the last decade (Terézia Moira: Alle Tage and Michael Wallner: April in Paris) we will take a look at the phenomenon of the description of cities which is a subject of interest for writers from the dawn of history. We will follow in the protagonists’ footsteps, either alienated or accepted to the community thanks to the language. City language is not only the language characteristic for the given area but also gestures, music, typical urban sounds, hum, laughter. The main characters must find their feet in this space, recognize the specific language of the city if they want to overcome alienation and to be accepted to the community. In my article I will attempt to interpret the ways of taking root in the city space and I will answer the question whether they are simply possible.

AGNIESZKA TRACZ - THE CREATION OF LUDMILA ULICKA IN INTERCULTURAL LITERATURE AREA

The article presents the role of Ludmila Ulicka in intercultural literature area from the point of view of her characteristic creation. Critics of literatures paid attention on the literature artistry, above-mentioned writer, which appears in expressive characters, ideal esthetics, irony and metaphysics. Due to it we can outline the characteristic features of the prose of Ludmila Ulicka including here periodicity, realism, didactician and parallelism. On the basis of her composition we can single out not only philosophical radical but also religious. We have the opportunity to return to foundations of christianity for understanding other culture and race. Due to this issue the writer familiarises readers with the ecumenical movement.

JULIAN MALISZEWSKI - METAPHOR IN SPECIALIZED LANGUAGESThe special lexis in each branch of science or techniques allows instant interpretation

of ambiguous examples of metaphorical language. Each user of the particular language sublimations can reasonably expect that his utterances will be readily understood by one foreign partner having competence in the same language, for the same reasons.The specialist of ESP (English for Special Purposes) has to possess the real world knowledge which permits genuine and adequate comprehension of special languages (in both - mother and foreign tongue) and the ability to understand the deepest meanings of the special terminology, substantial range of metaphorical and idiomatic usage of this terminology.

Efficiently and competently organized process of ESP application wishes to enable the it user to get, through deep analysis of the contextual modality, the most adequate

transposition of straight and figurative sense of source (written or spoken) text into the second language (as a target tongue) in the context in which the discourse was previously conducted.

MARTA WIŚNIOWSKA - TRANSLATING THE DIARY – PROBLEMS IN TRANSLATING AUTOBIOGRAPHIC TEXTS

The specific, very immanent and even intimate form of a diary requires a translator to possess skills of transposing the great literary complex, in which the literary genres are interspersed, to the target language. Because of the saturation of the narrative language with phrasemes, idioms, colloquial expressions and neologisms the translator may experience difficulties in reception of the literary piece, when he or she doesn’t know all possible literary, cultural and historical references appearing in the work.

MAŁGORZATA SMĘTEK - ADVANCING THE LINGUISTIC COMPETENCE OF FUTURE TEACHERS OF ENGLISH: A DIFFERENT APPROACH TO TRANSLATION

The forthcoming discussion focuses on several issues concerning the education of today’s pre-service EFL student teachers. In particular, an attempt is made to draw the reader’s attention to their linguistic needs and to suggest some alternative means of enhancing their linguistic competence. While doing so, the article looks at the neglected art of translation and examines its potential for the attainment of the highest possible level of bilingual and bicultural competence by future EFL teachers.

ANNA STOLARCZYK-GEMBIAK - TRANSLATION AND TRANSLATOLOGY. TRANSLATION ART IN THE CONTEMPORARY EDUCATION

The case study focuses on the place and the importance of translatology in the present philological education and also on the method, thanks to which students as future translators can develop the skills to use if their business activity. The author of this article has formulated a theses based on some theories that the effectiveness of the translatological education could be reached by cultural competence. The art of translation may be placed in a cultural context by choosing significant parts of a text. On the given examples from students diploma works in the translatology it has been shown how students could develop their language and cultural skills in the initial and in the target language within the framework of comparatistica by comparing the translated issue to the original.

ANETA DŁUTEK - LIGHT VERBS AND THEIR PRESENCE IN THE ACTIVE USE OF ENGLISH AS A FOREIGN LANGUAGE AMONG THE STUDENTS OF ENGLISH PHILOLOGY DEPARTMENT

Light verbs are immensely common in language and, as researches show, they are acquired as one of the first in human life due to their simple structure and the diversity of the functions they perform in language. The verbs such as do, make / robić, have / mieć, get / dostać, give / dać, receive / otrzymać, take / brać or pay / płacić belong to the analysed group. They are the verbs which are the first ones to be learned by a foreign language learner. Undoubtedly one cannot escape the conclusion that light verbs play a tremendous role both in the syntactic structure of languages and in their semantic image of the world.

Taking all the above into consideration, there was conducted a test dealing with the translation of simple sentences from the mother tongue, Polish into English without any detailed requirements as far

as the structures to be used were concerned. Nevertheless, in each case it was possible to use both light and heavy verbs phrases.

The aim of this research was to find answers to the questions to what extend are the light verbs, in comparison with the heavy ones, active in the production of English as a foreign language among the students of English philology department, which of them have the dominant role and whether the proportions of the analysed verbs use depend on such factors as e.g. the level of a student’s language proficiency.

PAULINA BOROWCZYK - THE DIFFICULTIES OF TRANSLATION PRACTICE – CREATING THE TRANSLATION COMPETENCE AMONG THE ROMANCE PHILOLOGISTS

In this article I am focusing on showing the difficulties that may occur during the translation practice classes with the students of Romance philology. The discussion on them with a teacher of translation aims to help the students to understand what elements take part in the translation process, what they should be especially aware of and what language and translation errors they should avoid. The translational exercises suggested here and various language tasks, are to show the students a great number of situations, which they can come across in the translation process and as a consequence make the students more aware of the problems that result from the differences between the language systems and cultures.

MIKOŁAJ NKOLLOOn the Distinction between Affixes and Clitics in University Teaching. The present

paper attempts to answer the question of how clitics and affixes should be approached during the course of Romance grammar. Until now, the opposition between two kinds of linguistic signs has been dispensed so as to promote clitics to the status of syntactically autonomous items and, at the same time, to downgrade affixes to the status of parts of words. It turns out, however, that neither prosodic, nor syntactic criteria are sufficient to draw a clear-cut boundary between the two. Moreover, contemporary Romance pronouns, in contrast to their Middle Ages ancestors, cannot be split from their verbal hosts. This means that instead of being treated as two separate elements, clitics and affixes should be regarded as close relatives in verbal syntax and morphology