Wyniki wyszukiwania - Biblioteka Nauki

1

Interferencja leksykalna – ważna strategia czytelnicza w języku obcym

100%

Seretny A.

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nr 31/32

18-27

EN

The text dwells on lexical inferencing and its role in foreign language learning. Lexical inference strategy is frequently recommended by teachers and researchers therefore in the text concentrates on various factors stimulating or inhibiting its use. It also describes various cues – interlingual, intralingual (morphological, grammatical, semantic) and contextual — which can aid readers to infer the meaning of unknown words. It also identifies some weaknesses in the lexical inferencing procedures of used by learners.

2

Język szkolnej edukacji w perspektywie glottodydaktycznej – zarys problematyki

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Seretny A.

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nr 2 (22) Glottodydaktyka wśród dzieci i młodzieży wobec wyzwań wielo-, transkulturowości i ruchów migracyjnych

139-156

EN

The number of migrant children at Polish schools is increasing. They should use the Polish language not only to communicate at school and beyond, but also to understand the world. In order to achieve this goal certain actions must be taken because the development of the necessary communicative and cognitive skills does not occur spontaneously. The article presents the specificity of the term language of education, distinguishing it from language of everyday communication, and proves its importance for children’s educational achievements. The article author also proves the necessity of distinguishing between shaping the linguistic communicative skills and cognitive language proficiency.

3

W ciemnościach tunelu, czyli o zjawisku leksykalnego plateau

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Seretny A.

Postscriptum Polonistyczne

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2015

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nr 2(16)

89-106

EN

Level B (Independent user) is a specific stage in the process of language education because it consists of two completely different levels of language proficiency. The objectives and content of teaching on B1 level (Threshold or intermediate) and B2 (Vantage or upper intermediate) are incompatible when it comes to quantity and quality. It is necessary to choose different methods of teaching/learning at B2 level, otherwise the progress in learning can be slowed (the language learning plateau). The aim of the article is to present the specifics of learning vocabulary at B2 (Vantage or upper intermediate) level and provide some didactic strategies that can help teachers to minimize the plateauing of language learning and its effects. They can also help students in learning new vocabulary effectively.

4

POLISH AS A HERITAGE LANGUAGE – SOMEWHERE IN BETWEEN

63%

Seretny A. , Lipińska E.

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nr 2 (160)

177-201

EN

There are many terms which refer to Polish language and they do not have the same meaning. The differences however, even minor, are particularly important in the area of language learning and teaching for both researchers and instructors (teachers of Polish as a mother tongue and as a foreign language). Not only should they be able to differentiate between various terminological categories but also be aware of their theoretical and practical implications, e.g. what is the function of Polish when it is not the pupils’ first language? what role does it play for its speakers? what is the difference between language learning and language acquisition, between bilingualism and knowledge of two languages? what is semilingualism and diglossia? These issues are closely linked with multilingualism and multiculturalism which in today’s society have become phenomena characteristic of many communities.

5

Współczesne ujęcia kategorii rodzaju gramatycznego w polszczyźnie a praktyka (glotto)dydaktyczna – wprowadzenie

63%

Stefańczyk W. T. , Seretny A.

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2017

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nr 1 (19) W kręgu badań językoznawczych

71-85

EN

In contemporary Polish linguistics, there are two approaches to determining grammatical gender classes: the traditional and the contemporar formal. According to the traditional concept, derived from the classical school, the nominative case is the basis for the division into gender classes. In modern Polish language, the traditional approach distinguishes the following classes: masculine, feminine, and neutral and in the plural form there is also the masculine‑personal and non‑masculine‑personal. On the other hand, in the contemporary approach the basis for division into gender classes is the accusative case, and less frequently, the genitive case. In didactic practice however, and especially in teaching Polish as a foreign language, the traditional approach is applied as it is the most transparent, understandable and accessible to learners.

6

Między gramatyką a słownikiem – słowotwórstwo w perspektywie glottodydaktycznej

63%

Seretny A. , Stefańczyk W.

Postscriptum Polonistyczne

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2015

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nr 2(16)

45-61

EN

Knowledge of word formation is an important element of the grammatical competencies of native speakers. Studying forms and functions of derivates and practising using them is also extremely important for foreigners studying Polish. This article contributes to the discussion about the position and function of word formation in the process of education. The authors claim that a specific system of derivation must determine the way in which it is taught. Critical analysis of solutions that have been used in glottodidactics, suggest a new approach, which would place the didactics of word formation ‘between’ grammar and vocabulary.