Foreign Language Study

The monograph concerns the origin of the Latin -iēs/-ia inflection, the topic which to this day has not been explained satisfactorily. The proposal presented in the book allows for the most economic solution to the problem without difficult assumptions which were present in the previous hypotheses. The author explains the origin of the formation as the result of the identification and mutual influence of three former paradigms reconstructed for Proto-Indo-European and subsequent analogical influence of the commonly used Latin noun diēs 'day' from the fifth declension.


Apart from the hypothesis itself, the analysis of all the forms of the Latin -iēs/-ia inflection is presented with an etymological commentary and illustrative examples from the original ancient texts. The question on the origin of the Latin fifth declension is also mentioned alongside the modern description of the Proto-Indo-European derivational morphology.

The aim of this study is twofold: firstly, to provide an overview of research findings on the acquisition and use of articles in English as a second language; secondly, to investigate this issue from a phraseological perspective. The book also presents an examination of various linguistic accounts of the English article system with respect to their application to English language teaching. In view of the growing body of theoretical and empirical studies indicating that language use is to a considerable degree phraseologically motivated, this book argues for a connection between formulaicity and correct article use. This possibility is explored in two studies presented in the final chapter, which suggest that correctness in the use of articles depends on the frequency of the phrases in which they appear. These findings support the view that frequency-driven conventionality in language may play a role in the acquisition and use of articles in L2 English.

This volume offers a selection of linguistics papers presented at the 14th International Conference on English and American Literature and Language hosted by the Institute of English Studies at the Jagiellonian University in Kraków, Poland, from 20 to 22 April 2017. Part 1 (chapters 1–8) includes analyses of diverse linguistic phenomena identified in naturally occurring data whereas Part 2 (chapters 9–13) focuses on applied linguistics and as such, it is especially relevant to teachers and other educators. The text types explored in Part 1 range from online charity materials and Facebook posts through political texts and obituaries to tourism advertisements and nail polish labels. Part 2, in turn, takes a closer look at the role of critical cultural awareness and the development of summarization strategies in the EFL context as well as examines the usefulness of new vocabulary learning tools like Memrise. It also introduces readers to the challenges facing PhD candidates outside academia and raises awareness of the benefits of Active Learning in tertiary education. The volume is designed to appeal to PhD students, researchers and educators as well as everybody with a keen interest in linguistics.

New Perspectives in English and American Studies. Volume One: Literature contains a selection of papers delivered at 14th International Conference on English and American Literature and Language, an international event organized every three years by the Institute of English Studies at the Jagiellonian University in Kraków, Poland. The editors divided the content into five broad sections reflecting the scope of academic reflection, the breadth of cultural material and the depth of its analysis.



The articles in the volume revolve around the topics of literary and cultural studies and their diversity mirrors the broad spectrum of the thematic panels of the conference.
These included, among others, Medievalism in Literature, James Joyce Studies, The Contemporary Historical Novel and Multimodality. Aside from these thematic sessions, a number of general sessions dedicated to a wide spectrum of topics pertinent to English and American studies was held – in particular, the issues of the individual’s perspective upon collective history, regional myths as well as the pivotal new historical awareness.

Public Health has become an increasingly prominent discipline within all European member states and also across the European Union as a whole. Public health professionals have to cooperate across borders, using mainly English as a means of both face to face communication and information dissemination. As a result, there has been a transformation in the way in which public health is taught and practiced: language, therefore, adds another dimension to this already multidisciplinary and multi-faceted field of study.The Leonardo Project English for European Public Health. A Specialized Course for Students and Professionals has been created in response to this new trend. An international team of both health sciences specialists and language specialists has collaborated on a collection of materials which seeks to address the new needs. The collection consists of a student coursebook, an instructor's manual, a learner's dictionary and an online learning environment. Texts representative of the major fields of Public Health have been collated and developed for didactic purposes, covering Epidemiology, Environmental Health, Health Promotion, Health Policy, Health Economics, Management, Health Ethics and Law, and Research.

The Learner's Dictionary is a first attempt to develop a comprehensive, interdisciplinary aid to vocabulary learning for Public Health teachers and students across Europe. It has been developed through a uniaue combination of Public Health specialists and language teachers working together to define and translate a wide range of Public Health terms which are sufficiently accurate to assist professional development whilst at the same time presented in a way that will enhance language acauisition. Although the principal target learners are university students, the materials have much to offer professionals and practitioners as well.

The volume offers a valuable result of a joint intercultural project between two universities from the neighbouring countries of Poland and Ukraine. Among the mass of books on intercultural communication, the proposed volume distinguishes itself by three features: unusual format combining the work of both scholars and students, the focus on the intracultural approach, and practical designation. It also stresses the increasing awareness in the modern world that teaching/learning English serves the purpose of developing general intercultural competence and not building the knowledge about the English speaking world.

The choice of topics indicates an interesting cultural difference - Ukrainiar inclination to focus on the characteristic and attractive aspects of their own culture and Polish on the problematic and the difficult.

Publication entitled The Contemporary Arab World. Literary and Linguistic Issues was designed and written by the members of staff of the Department of Arabic Studies of the Jagiellonian University in Kraków. It shows results of the research linked to their scholarly and didactic interests. It is a collection of six papers dealing with selected issues in the field of Arabic language and literature, focused on phenomena and processes taking place in contemporary Arab world.

Teaching Arabic as a foreign language faces many methodological challenges connected with the specificity and complexity of the sociolinguistic situation in the Arabic world. They mostly concern the necessity for considering different types (registers) of the language, distinguishing, understanding and using which makes it possible for learners to achieve full communication skills.

The end of the 20th and the beginning of the 21st century brought above all a new look at the didactic process, forcing revision of the traditional grammar–translation method in teaching foreign languages. Higher education schools must cope with new problems connected with their functioning on the broad market of formal and informal education, which is determined by the term “success on the job market”. Needs and expectations of learners change. Which direction will development of Arabic Studies take then? How to bring together the mission of higher education institutions and pragmatic needs of the market, or current needs of “consumers” and guidelines of central curricula. Is such compromise possible?