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Summary The research analyses incongruent Polish and British criminal law terms. British terms are the names of legal institutions characteristic of three independent legal systems: of England and Wales, Scotland or Northern Ireland. The Polish terms that have been discussed come from the Polish Criminal Code Act of 6 June 1997 (Journal of Laws 1997 No. 88 item 553). Moreover, they are legal terms pursuant to their interpretation by Morawski (1980, p. 187). The English equivalents under analysis have appeared in four Polish Criminal Code translations into English. The research aims at a verification of whether or not the classification of translation methods applied in the Polish-English translation of incongruent succession and family law terms (called civil law terms) (Kizińska, 2015, p. 175–178) encompasses translation methods used in the process of translation of incongruent law terms characteristic of criminal law into English. In the paper the translation method is interpreted according to the definition by Hejwowski (2004, p. 76). In the theoretical part of the paper the following linguistic phenomena have been presented: a term (by Zmarzer & Lukszyn, 2001, p. 9) and incongruity of terms (by Šarčević, 1989, p. 278). In the initial stage of the analysis the definitions of a given Polish term and its suggested equivalents have been compared. Next, the appearance of a given equivalent in the sources of British law texts as well as the English language has been checked to determine the translation methods used while forming a given equivalent. Finally, the list of translation methods applied has been drafted, to conclude, among other things, that the translation methods presented in the above-mentioned typology of translation methods applied in the translation of incongruent civil law terms from Polish into English are to be determined as exclusively primary or secondary.

Summary The paper aims to present the first pedagogic corpus of Lithuanian i.e. monolingual specialized corpus, prepared for learning and teaching Lithuanian in a foreign language classroom. The corpus has been collected as a result of the project “Lithuanian Academic Scheme for International Cooperation in Baltic Studies”. It is motivated by the need to have a more appropriate resource which could be representative, authentic and relevant enough concerning the process of learning and teaching Lithuanian as it is known that language represented in other existing corpora of Lithuanian (e.g. Corpus of Contemporary Lithuanian, 140 m tokens) is too complex to use for learning activities. The pedagogic corpus includes authentic Lithuanian texts, selected using such criteria as a learner-relevant communicative function and genre. Spoken language as well as written language are represented in the corpus. The size of the corpus is 669.000 tokens: 111.000 tokens from texts and spoken language for A1–A2 levels, 558.000 tokens from texts and spoken language for B1–B2 levels (according to the CEFR – Common European Framework of Reference for Languages). In this paper, we aim to discuss in detail the written subpart of the corpus (containing 620.000 tokens) which includes levelled texts from coursebooks and unlevelled texts from other sources. The level-appropriate labels were assigned automatically to the texts from other sources and this text classification procedure is presented in the paper. The texts from coursebooks and other sources could be classified into 29 text types (dialogs, narratives, information, etc.) and 4 groups according to the communicative aims: informational texts, educational texts, advertising and fiction. Informational texts comprise the biggest part of the corpus; three mostly represented text types differ in coursebook texts and other sources: the most common coursebook texts are informational, narratives, and dialogs (appr. 78% of all coursebook texts). Texts from other sources are represented with richer diversity – appr. 73% of all texts from this subpart can be classified into 5 text types: subtitles, informational texts, educational texts, fiction, and advisory texts. The future work making pedagogic corpus available for learners and its possible application are presented in the closing remarks.