tutaj - Uniwersytet Jagielloński

page 1
EGZAMIN WSTĘPNY
NA STUDIA DRUGIEGO STOPNIA
FILOLOGIA ANGIELSKA
UNIWERSYTET JAGIELLOŃSKI
2013
Prosimy o przestrzeganie poniższych zasad:
1.
2.
3.
Testu nie wolno podpisywać ani w żaden sposób oznaczać.
Odpowiedzi należy wpisywać wyłącznie w miejsca do tego przeznaczone.
Odpowiedzi muszą być wpisane piórem lub długopisem
w kolorze czarnym lub niebieskim.
Nieprzestrzeganie powyższych wymogów powoduje dyskwalifikację testu.
czas: 1 h 30 min
maksymalna liczba punktów: 50
Życzymy powodzenia!
page 2
TASK 1 (10 points)
Complete each gap in the text below with one word that fits best. Use only one word in each space.
For the last fifteen or twenty years the fashion in criticism or appreciation of the arts has been to deny
the existence of any valid criteria and [1]________________ the words good or bad irrelevant,
immaterial, and inapplicable. There is no such thing, we are told, as a set of standards, first
[2]________________ through experience and knowledge and later imposed on the subject under
discussion. This has been a popular approach, for it relieves the critic of the responsibility of judgment
[3]________________ the public of the necessity of knowledge. It pleases those resentful of disciplines,
it flatters the empty-minded [4]________________ calling them open-minded, it comforts
[5]________________ confused. Under the banner of democracy and the kind of equality which our
forefathers did not mean, it says, in effect, “Who are you to tell us what is good or bad?” This is the
[6]________________ cry used so long and so effectively by the producers of mass media who insist
that it is the public, [7]________________ they, who decides what it wants to hear and see, and that for
a critic to say that this program is bad and this program is good is [8]________________ a reflection of
personal taste. [9]________________ recently has expressed this philosophy more succinctly than Dr.
Frank Stanton, the highly intelligent president of CBS television. At a hearing before the Federal
Communications Commission, this phrase escaped him under questioning: “One man’s mediocrity is
[10]________________ man’s good program.”
Source: Mannes, M. “How Do You Know It’s Good?”
page 3
TASK 2 (20 points)
For each Polish sentence below, complete its translation.
Do not change the words given.
1. W tej książce jest za dużo informacji. Nie mogę ich wszystkich zapamiętać.
There is _____________________________________ in this book. I can’t remember ____________ all.
2. Czy wszyscy wiedzą, że warto wypróbować tę nową metodę?
___________ everybody ____________ that this new method is worth _________________________?
3. Szkoda, że w zeszłym tygodniu wydałam tyle pieniędzy.
I wish I ____________________________ spent ________________________ money last week.
4. Problemami samotnych matek mało kto się interesował.
_______________________________________________________ interested ___________________
__________________________________________________________
5. Adam polecił mi to miejsce, ale Julia zaproponowała, abym spróbował coś innego.
Adam __________________________________________________________, but Julia ____________
________________________________________________________ something else.
6. Nikt nie wiedział o podanych wczoraj przez profesora wynikach egzaminu.
_____________________________________ about _________________________________________
____________________________________________________________________________________
7. Nigdy bym nie pomyślał, że tę część należało wymienić.
Never ________________________________ that this part ___________________________________
____________________________________________________
8. Przypuszcza się, że kilku znanych polityków było zamieszanych w tę aferę.
Several well-known ______________________________ thought ______________________________
involved in the scandal.
9. Jeśli ukończysz dobry uniwersytet, na pewno będziesz mieć lepsze perspektywy zawodowe.
If you __________________________________ from a good university, you will certainly have better
________________________________________________________
10. Steve jest lekarzem od dwudziestu lat, co jest nie lada osiągnięciem.
Steve ____________________________ a doctor for 20 years, _____________ is quite an achievement.
page 4
Small talk
Small talk is a very common relational feature of conversation and something which occurs frequently in a
corpus of casual conversation. However, small talk, as Candlin (2000) warns, should not be confused with
unimportant talk. It has an important socio-relational function.
This type of talk was first identified as phatic communion by Malinowski (1923). His definition cast it in a rather
negative light, as a mode of communication which could establish human bonds or communion ‘merely’ by talking
(Coupland 2000). As noted by Coupland (2000), this definition created a legacy whereby small talk was dismissible
as ‘aimless, prefatory, obvious, uninteresting, sometimes suspect and even irrelevant, but part of a process of
fulfilling our intrinsically human needs for social cohesiveness and mutual recognition’ (Coupland 2000: 3).
More recent reassessments of non-transactional talk see phatic exchanges as a type of talk that should not be
relegated or seen as in some way communicatively deficient. As McCarthy (2000) notes, Laver’s (1975) work was
important, in that he saw phatic exchanges not only as constructing and consolidating social relations, but as
strategic mechanisms for creating transitions into and out of transactional talk. Thus, McCarthy (2003) points out,
small talk is not something that just sits in the gaps between transactional episodes, but actually facilitates them and
enhances their efficiency; it threads them into socially recognisable fabrics which constitute our everyday spoken
genres (e.g. service encounter, job interview, etc.). A number of studies have looked at the role of small talk in
different contexts, for example Schneider (1989) looked at small talk during hotel check-ins; Komter (1991) focused
on job interviews, where he finds that small talk plays an important role at the beginning of an interview; YlänneMcEwen (1997) examines the strategic role of small talk in the task of buying and selling in a travel agency; Farr
(2005) shows how small talk is used at the start of a post-observation teacher training interaction. Holmes (2000),
who looks at 121 hours of workplace interactions in four government departments, concludes that the distinction
between business talk and small talk can be difficult to draw. [...] Holmes comments that small talk in the workplace
functions like knitting, which can be easily taken up and easily dropped. It is ‘a useful and undemanding means of
filling a gap between work activities’ which ‘oils the social wheels’ and is ‘flexible, adaptable, compressible and
expandable’ (2000: 57). [...]
Part of the relational value of small talk is linked to topics that recur such as weather talk, which is seen as
‘safe’. Coupland and Ylänne-McEwen (2000) look at weather talks in two corpora collected in travel agencies in the
Welsh city of Cardiff (in differing time periods). The weather, they propose, is a neutral topic, accessible to all
participants, non-person-focused and uncontroversial. Or, as Robinson (1972, 1985) notes, the weather is well
suited to filling out moments in social interaction when speakers are avoiding other problems, merely maintaining a
conversational flow. Romaine (1994: 23) sees talk about the weather as more a British phenomenon, where the
weather is a safe impersonal topic that can be discussed between two strangers who ‘want to be friendly but not too
friendly.’ Kuiper and Flindall (2000), however, found that the weather was the most frequently raised topic in their
study of New Zealand check-out interactions. Coupland and Ylänne-McEwen (2000) point out that, especially in
Britain, weather is unpredictable and often does not live up to our expectation and so its constant state-of-change
makes it ideal for comment. [...]
McCarthy (2000), using data from CANCODE, looked at small talk episodes in the context of two extended
service encounters (the hairdresser’s and a driving lesson), where participants were forced into a physically close
and mutually captive encounter. He shows how phatic, relational and evaluative episodes were an indispensable
aspect of two types of encounters. Even though the hairdresser and driving lesson encounters differ, he notes the
similarity in patterns of non-transactional talk and this leads him to conclude that the small talk episodes are
something participants worked hard at, and are not something just tossed in for good measure. He confirms their
relational role in the construction and consolidation of ongoing commercial relationships and their contribution to the
mutual assurance that service was being delivered appropriately.
O’Keeffe, A., M. McCarthy & R. Carter. 2007. From Corpus to Classroom. Cambridge University Press. (168-171)
page 5
TASK 3 (20 points)
In their discussion of small talk, O’Keeffe, McCarthy and
Carter use the term relational language ‘referring to language which serves to create and maintain
good relations between the speaker and hearer, as opposed to transactional language, which refers to
the exchange of information between speakers’ (2007: 159). Read the text “Small talk” on page 4 and
summarize it in 150-180 words. Do not copy passages from the text into your summary. Use your own
words as much as possible.
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