Home field effect and team performance: Evidence from English Premiership football

Thomas, Dennis, Carmichael, Fiona, 'Home field effect and team performance: Evidence from English Premiership football', Journal of Sports Economics (2005) 6(3) pp.264-281 RAE2008

Johnny's in the Basement: Keats, Bob Dylan and Influence

Marggraf Turley, Richard, 'Johnny's in the Basement: Keats, Bob Dylan and Influence', In: 'The Monstrous Debt: Modalities of Romantic Influence in Twentieth Century Literature', (Detroit, MI: Wayne State University Press), pp.181-204, 2006 RAE2008

The Politics of Language in Romantic Literature

Marggraf Turley, R. (2002). The Politics of Language in Romantic Literature. Basingstoke: Palgrave Macmillan. RAE2008

Wilkie Collins

Pykett, L. (2005). Wilkie Collins. Authors in Context Series. Oxford: Oxford University Press. RAE2008

The Media in Wales: Voices of a Small Nation

Barlow, D.; O'Malley, T.; and Mitchell, P. (2005). The Media in Wales: Voices of a Small Nation. Cardiff: University of Wales Press. RAE2008

The role of late medieval English monasteries as expressions of patronal authority : Some case studies

St?ber, Karen. 'The role of late medieval English monasteries as expressions of patronal authority: some case studies', in: 'The Use and Abuse of Sacred Places in Late Medieval Towns, Medievalia Lovaniensia, Series I, Studia XXXVIII', (Leuven: Leuven University Press), pp.189-207, 2006 RAE2008

Bequests and Burials : Changing Attitudes of the Laity as Patrons of English and Welsh Monasteries

St?ber, K. (2007). Bequests and Burials: Changing Attitudes of the Laity as Patrons of English and Welsh Monasteries. In E. Jamroziak and J. Burton (Eds.), Religious and Laity in Western Europe, 1000-1400: Interaction, negotiation, and power (pp.131-146). Turnhout: Brepols. RAE2008

Anglo-French and English Society in Chaucer's ?The Reeve's Tale?

Rothwell, W., 'Anglo-French and English Society in Chaucer's ?The Reeve's Tale?', English Studies (2006) 87(5) pp.511-538 RAE2008

Synonymity and Semantic Variability in Medieval French and Middle English

Rothwell, W., 'Synonymity and Semantic Variability in Medieval French and Middle English', Modern Language Review (2007) 102(2) pp.363-380 RAE2008

Attitudes of Norwegians towards the growing influence of English

This paper shortly outlines the present status of English in Norway, principally in relation to the growing presence of English lexical borrowings in Norwegian. Some attention will also be devoted to the views held by Norwegian linguists towards the potential threat that the English language represents, particularly in domains where it is likely to supersede the Norwegian language.

The development of learner autonomy through Internet resources and its impact on English language attainment

Wydział Neofilologii: Instytut Filologii Angielskiej

An ambiguity-based theory of the linguistic verbal joke in English

Instytut Filologii Angielskiej

Exploitation of linguistic ambiguity in Polish and English jokes

English & Polish jokes based on linguistic ambiguity are constrasted. Linguistic ambiguity results from a multiplicity of semantic interpretations motivated by structural pattern. The meanings can be "translated" either by variations of the corresponding minimal strings or by specifying the type & extent of modification needed between the two interpretations. C. F. Hockett's (1972) translatability notion that a joke is linguistic if it cannot readily be translated into other languages without losing its humor is used to interpret some cross-linguistic jokes. It is claimed that additional intralinguistic criteria are needed to classify jokes. By using a syntactic representation, the humor can be explained & compared cross-linguistically. Since the mapping of semantic values onto lexical units is highly language specific, translatability is much less frequent with lexical ambiguity. Similarly, phonological jokes are not usually translatable. Pragmatic ambiguity can be translated on the basis of H. P. Grice's (1975) cooperative principle of conversation that calls for discourse interpretations. If the distinction between linguistic & nonlinguistic jokes is based on translatability, pragmatic jokes must be excluded from the classification. Because of their universality, pragmatic jokes should be included into the linguistic classification by going beyond the translatability criteria & using intralinguistic features to describe them.

Wytwarzanie przestrzeni autentycznej jako krytyka nowoczesności

The paper discusses social practices of creating as well as producing authentic objects and space. My deliberations are based on the thesis of the authors of the books The tourist gaze (John Urry), The tourist. A new theory of the leisure class (Dean MacCannell); Contested natures (Phil Macnaghten and John Urry), but also on my own research concerning attitudes towards wolfs in western and eastern Poland. The point of the article is that at the age of the new visual media, postmodernism and posttourism, when it is difficult to recognize whether an object is the original or a copy, man still wants to stand on the firm ground of genuine values. The sociologists mentioned above claim that this is why in the modern world there is a demand for authentic objects and so in an answer to this need such attractions like w i l d n e s s and r u s t i c i t y are produced. In the first part of the article I present an example of a visual product – an English cottage. Secondly, basing on the results of some research concerning attitudes towards wolves, I attempt to show that in Poland there are also some practices the idea of which is to create an authentic space - wild nature. Finally I emphasize that constructed authentic space, scenes, and landscapes are examples of myths – wildness, rusticity – the consequence of nostalgia for lost authentic world.

Teaching English tense and aspect with the help of cognitive grammar: An empirical study

Form-focused instruction is usually based on traditional practical/pedagogical grammar descriptions of grammatical features. The comparison of such traditional accounts with cognitive grammar (CG) descriptions seems to favor CG as a basis of pedagogical rules. This is due to the insistence of CG on the meaningfulness of grammar and its detailed analyses of the meanings of particular grammatical features. The differences between traditional and CG rules/descriptions are exemplified by juxtaposing the two kinds of principles concerning the use of the present simple and present progressive to refer to situations happening or existing at speech time. The descriptions provided the bases for the instructional treatment in a quasi-experimental study exploring the effectiveness of using CG descriptions of the two tenses, and of their interplay with stative (imperfective) and dynamic (perfective) verbs, and comparing this effectiveness with the value of grammar teaching relying on traditional accounts found in standard pedagogical grammars. The study involved 50 participants divided into three groups, with one of them constituting the control group and the other two being experimental ones. One of the latter received treatment based on CG descriptions and the other on traditional accounts. CG-based instruction was found to be at least moderately effective in terms of fostering mostly explicit grammatical knowledge and its effectiveness turned out be comparable to that of teaching based on traditional descriptions.