Jolanta Szpyra-Kozłowska – författare

First published in 1989. The development of morphological and phonological theory within the broad framework of generative grammar poses a number of important questions concerning the mutual relationship of phonology and morphology. This study aims to answer these questions. On the basis of Polish and English language material, the author examines the most important aspects of phonology-morphology interaction, and suggests the best model with which to describe these phenomena.

First published in 1989. The development of morphological and phonological theory within the broad framework of generative grammar poses a number of important questions concerning the mutual relationship of phonology and morphology. This study aims to answer these questions. On the basis of Polish and English language material, the author examines the most important aspects of phonology-morphology interaction, and suggests the best model with which to describe these phenomena.

In view of recent debates on the global spread of English and its international lingua franca role, what pronunciation models are appropriate for millions of EFL learners? Which aspects of English phonetics should be taught to foreign students and which can be neglected with little loss to successful communication? How can English pronunciation be taught in an interesting and effective way which is both learner- and teacher-friendly, in accordance with the latest scholarly and technological achievements? This research-based book addresses these and many other fundamental issues that are currently at the centre of pronunciation teaching. It offers a wealth of new theoretical ideas and practical solutions to various phonodidactic problems that arise in EFL contexts, approaching pronunciation instruction from global and local perspectives and supporting its theoretical claims with extensive empirical evidence. It will be of interest to EFL teachers and teacher trainers, pronunciation specialists and students of applied linguistics.

In view of recent debates on the global spread of English and its international lingua franca role, what pronunciation models are appropriate for millions of EFL learners? Which aspects of English phonetics should be taught to foreign students and which can be neglected with little loss to successful communication? How can English pronunciation be taught in an interesting and effective way which is both learner- and teacher-friendly, in accordance with the latest scholarly and technological achievements? This research-based book addresses these and many other fundamental issues that are currently at the centre of pronunciation teaching. It offers a wealth of new theoretical ideas and practical solutions to various phonodidactic problems that arise in EFL contexts, approaching pronunciation instruction from global and local perspectives and supporting its theoretical claims with extensive empirical evidence. It will be of interest to EFL teachers and teacher trainers, pronunciation specialists and students of applied linguistics.

The papers collected in this volume examine selected aspects of the interaction of phonology with phonetics, morphosyntax and the lexicon in a variety of languages including Korean, Spanish, Brazilian Portuguese, British English, Polish, Russian, Ukrainian, Dutch and Hawaiian. In order to approach the role and ways of expressing extraphonological information in phonology, the international contributors adopt different methods of analysis (data gathering, experiments, theoretical discussions), couched in various theoretical frameworks (such as Optimality Theory and Government Phonology), which reveal both the multifarious faces and interfaces of modern phonological research.

The author reviews both theory and research concerning learning foreign language lexis, and reports on a study into the dynamics of advanced learners’ L2 lexicons. The theoretical part offers a discussion of the concept of the bilingual mental lexicon, the notion of lexical competence, the interface of word knowledge and the language skills, and the current trends in vocabulary testing. The study described in the book, which adopts a unique longitudinal design, is a significant contribution to our understanding of the changes taking place in receptive and productive lexicons in time. The obtained results carry important implications for course design, instruction and testing procedures in the context of teaching English as an L2 at the advanced level.

The book offers a significant theoretical and empirical contribution to the ongoing vigorous debate on loanword phonology, its major mechanisms and various interpretations. It provides an in-depth analysis of a rich body of novel experimental data on online adaptation of Polish consonant clusters, absent in English, by native speakers of British English. The analysis is couched within the framework of Optimality Theory. The author argues for the phonological approach to loanword adaptation as well as for the core-periphery structure of the English lexicon and shows that the proposed perspective allows for a deep insight into the nature of the collected language data.

The present volume is a collection of 14 papers written by several international scholars who examine a variety of descriptive and theoretical issues topical in current phonetic and phonological research. This is done through a meticulous analysis of a rich body of data, often obtained experimentally, taken from such languages as Gothic, Sanskrit, Old Chinese, Malaylam, Japanese, Polish, Hungarian, English and Portuguese as well as through theoretical considerations which carry broader implications for the study of sound systems.

The aim of this monograph is an attempt to examine the relationship between collective memory and oral texts. The material basis for this presentation consists of folklore oral texts, both prosaic and poetic, different as regards their genres (fairy tales, fables, recollections, traditions, legends, proverbs, and songs) as well as texts that are fragments of spontaneous interviews. The monograph consists of five main parts devoted to the following themes: theoretical considerations, the relation between memory and language, text memory, genre memory, and the relation between memory and the folk artistic style.

This book aims to expose a panchronic outlook on motivation behind the word within the paradigm of cognitive linguistics. On the example of girl and woman used in "Dubliners", the author emphasises the impact of culture on human conceptualisation which, in turn, can be traced in language. The results of her analysis reveal that the linguistic sign is not an arbitrary pairing of form and meaning, but rather a language unit motivated by culture. This book will be of interest to those who wish to look more closely at the relationship between language, culture and human mind. Readers interested in Joyce will also find a great dose of cultural and biographical facts related to his life as well as his vision of females as conceptualised in "Dubliners".

The book investigates the effectiveness of long-term strategy training on how successfully and efficiently students listen to lectures and take notes. It is centered around a longitudinal study designed to measure to what extent a specially designed course allows 1st year undergraduate students to improve their academic skills. The research presented is grounded in theoretical perspectives on general listening comprehension, discourse processing, and teaching second language subskills. The book will be of interest to anyone interested in tertiary education and providing college and university students with courses useful in their academic performance. The readers might also gain insights into long-term research methodology of which the book gives a detailed account.

This volume presents research into the syntax and semantics of English deverbal compound adjectives based on the passive and active participles, e.g. pencil-drawn, action-packed, risk-taking, time-consuming. The study, couched in the current Distributed Morphology framework, uses rich linguistic data to investigate the syntactic behaviour of English participial compounds, in particular their ability to occur in typically adjectival and verbal contexts. The main claim of this work is that the verbal syntactic layers are not universally projected in the internal structure of adjectival synthetic compounds, the most important consequence of which is that linguistic formations derived from lexical verbs, even in combination with their arguments, need not be deverbal in the morphosyntactic sense.

The book provides a significant insight into the complex process of English loanword adaptation in Russian. It is based on an in-depth analysis and comparison of a rich body of experimental data on the adaptation of both established and online loans of those English sounds absent from Russian phonemic inventory. The analysis is couched within the Optimality-Theoretic framework. The uncovered patterns offer valuable contribution to the ongoing debate on loanword phonology.