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„Pisanie z pamięci” — strategie narracyjne we współczesnej literaturze autobiograficznej

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Czempka-Wewióra M. , Uniwersytet Śląski w Katowicach S. J. i. K. P. U. P.

Acta Universitatis Lodziensis. Folia Litteraria Polonica

2011

tom 14

nr 2

Events from the past create a man’s personal history, which is narrated in order to emphasise the coherence of human life and its reasonableness. In this story, a special role is played by the recalling subject, who is not always identical with the main character. The most common form of autobiographic narration is in the first person singular. However, sometimes it takes a plural form or seems to be impersonal, particularly if it concerns a character that is significantly different in age or appearance form the speaker. The subject, looking at a photograph of him/her, is sometimes surprised and seems to himself/herself a totally different person. For analysing a category of the point of view is useful. It helps to describe frequent changes of perspective as regards the presentation of a character and events. The memories organised in a memory narration are very often digressive, which is explained by psychological working mechanisms of memory as well as atemporal attitude. Memory games on the axis of time are an interesting phenomenon and it is worth discussing them. The memory attempts to stop the time but then it kills events, creates a particular individual mythology. Memories are one’s collection, a museum of memories. The timeless attitude is favoured by frequent repetitions resulting from returns to significant points which influence the individual’s life. Nevertheless, the repetitions do not mean boredom, because each time the speaker has a different point of view and the facts start to get a new meaning.

Uczestnicy warsztatów metodycznych dla nauczycieli języka polskiego w Brazylii – charakterystyka odbiorców i ich potrzeb

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Czempka-Wewióra M.

nr 28/29

75-79

The School of Polish Language and Culture at the University of Silesia since 2012 has set up a program for enhancing the education of teachers of Polish at the University of Paraná in Curitiba, where in 1871 the first Polish and largest organized settlement of Poles in Brazil is recognized. The author instructs Polish language courses in groups of 30 students in 2017, and the following article arises from the observations, conversations, and questionnaires distributed to the group of Polish teaching instructors in Brazil, as well as individuals planning to teach Polish in the future. The majority of trainees due to their Polish roots do not consider Polish as a foreign language.

Diagnoza i postępowanie logopedyczne w nauczaniu języka polskiego jako obcego

63%

Czempka-Wewióra M. , Graboń K.

Postscriptum Polonistyczne

2017

nr 1 (19) W kręgu badań językoznawczych

147-161

The article describes how to use the competence of a speech therapist in teaching Polish as a foreign language (especially at the early stage of the glottodidactic process). Teaching pronunciation is an integral element of teaching Polish as a foreign language and according to the authors of the article, it can be more effective if the following issues are taken into consideration: diagnosis of speech disorders (including efficiency of speech organs and phonemic hearing) and an efficient therapy. Such an approach is advised in the case of students: 1. who have no biological deficits, however have problems learning correct pronunciation; 2. who have speech defects; or 3. whose pronunciation in a learnt language is influenced by speech therapy.