Wyniki wyszukiwania - Biblioteka Nauki

1

Nauczanie języka angielskiego jako ojczystego w Anglii. Część II: gramatyka, język, piśmienność

100%

Bakuła K.

Kształcenie Językowe

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2011

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tom 9(19)

55-66

EN

Drawing on the English National Curriculum for primary and secondary schools as well as articles and books, the author examines three aspects of teaching English as mother tongue. Their order — grammar, language, literacy — is not accidental, for it reflects developmental tendencies. In the 1980s and 1990s, the debate on mother tongue teaching and learning was dominated by grammar, which was reflected in the slogan ‘return to grammar;’ in the 1990s language was considered the most important part of the National Curriculum (language across the curriculum), while in the 2000s literacy came to the fore. Literacy also underwent its own development: from literacy hour, through literacy across the curriculum to the National Literacy Strategy. Literacy in English schools is a broad concept, encompassing reading and writing as well as speaking and listening skills. While the emphasis on teaching grammar did not bring the expected results — for, as Andrews and others (2004, 2005) have shown, grammar has little impact on the development of writing skills — the great emphasis by teachers and the public at large on reading and writing has led to a definite improvement in those skills. This is confirmed by tests carried out among eleven-year-olds: the reading level expected for the age rose from 78% in 1999 to 86% in 2009; the expected writing level rose from 54% in 1999 to 67% in 2006 and has remained on this level since.

2

Language Error and Pedagogical Grammar

100%

Gozdawa-Golebiowski R.

Kwartalnik Pedagogiczny

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2005

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tom 50

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nr 1(195)

95-106

EN

The author looks at the concept of pedagogical grammar and tries to re-evaluate it in the light of the new developments in the area of language pedagogy and applied linguistics. In particular, he has set out to focus on the processes involved in first language (L1) acquisition and foreign/second language (L2) learning. Given that the two are governed by qualitatively distinct mechanisms, the expected outcome of the learning/acquisition process should also be different. Specifically, the final state of the learner's interlanguage will remain an imperfect approximation of the steadystate adult native tongue. The major driving force behind L1 acquisition is indirect positive evidence – exposure to primary language data. The remaining types of linguistic evidence are of lesser importance or altogether negligible. In the area of foreign language learning, however, primary linguistic data does not lead to interlanguage development due to limited exposure and lack of communicative pressure. To compensate for this insufficiency, the two kinds of direct evidence - positive and negative - are back in the spotlight. The difference is important for pedagogical purposes: pedagogical grammars should be contrastive, attempting to relate new L2 material to the L1 knowledge of the learner. This assumes that L1 knowledge needs to be explained first (i.e. the learners have to become aware of what they have been doing only subconsciously). The new approach to pedagogical grammars necessarily involves a critical reflection on the nature of language errors (the distinction between error and mistake is ignored throughout) and nonthreatening ways to eliminate them. It is hoped that the perspective on pedagogical grammars adopted in this paper will be of interest to wider audiences in the field of language pedagogy.

3

Grammatiken des Deutschen f ¨ ur Galizische Mittelschulen

88%

Harbig A.

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2012

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nr 12

49-67

EN

A purpose of the article is to present German grammar books used in Galicia secondary schools in the second half of the 19th century. Based on bibliographic and source materials it has been established that Janota’s grammar books were in use (1854, in a shortened version 1868, 1870, 1874 and 1875), Reben’s (1870, 1871,later issues together with Popper 1874, 1876, 1878 and German 1882),Molin (1882 and 1886) as well as Petelenz (1890, 1898). Except Janota’s work, all the others were published already after gaining autonomy in 1867, which was connected with a change of the Austrian educational policy towards Galicia. Since the mid 1880s, editorial and publishing activity of the grammar books’ authors decreased. New methods of German language teaching were introduced to schools (1892), which designated a secondary place to grammar. It results from the introductions to the above listed grammar books, numerous reviews and polemics that some authors (Janota, Molin) aimed at creating original handbooks that were comparative in nature and adapted to the needs of Polish learners. Nonetheless, a strong inﬂuence of German grammaticography is apparent in their works. Following the model of grammar books that were written for a native language user or their translation (Reben) distracted attention of Polish authors from methodological issues such as, e.g., material progress, a selection of grammar problems (all were treated as equally important) or forms of tasks consolidating learning material. The analyzed handbooks are typical of synthetic-deductive grammar teach- ing. They show concurrence in the material structure (phonetics, morphology, syntax and metrics) as well as the content selection generated by Austrian school curricula. With regard to methodology, it can be said based on an exemplary manner of the article description that the following scheme was applied: a deﬁnition – declination patterns – usage rules – tasks. Despite the common pattern, the grammar books diﬀer as far as a way of choosing and presenting the rules of the article use is concerned.

4

GRAMATIKA A GRAMATICKÁ DISPOZÍCIA

88%

Dolník J.

Slovenská reč (Slovak Language)

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2016

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tom 81

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nr 5-6

255 – 267

EN

The author of the paper asks the question why Slovak speakers use grammatical forms such as “budeme sa sústrediť” or “vidíme sa (zajtra)” in spite of their standard command of the grammatical rules. The linguists refer to this by saying that the speakers are under the influence of negative factors and the author draws attention to three reasons: the power of tradition, logic and ideology. A grammatical behaviour like this can be regarded as a cue that we have to do with two modalities of the grammar. However, the linguists and people under the influence of the school start from the assumption that the grammar exists only in the rational modality and they are reacting to the grammatical behaviour in the linguistic practice according to their assumption. This text is meant to encourage readers to overcome this convention and to pay attention to the grammar in the practical modality too. The author suggests that we could begin our exploration of the grammar in this modality by thinking about the grammatical disposition of fluent speakers and this can be done by starting with the theory of background of J. R. Searle.

5

VOCALISM - THE EARLY FORM OF THE NOMINALISM

88%

Otisk M.

Organon F. medzinárodný časopis pre analytickú filozofiu

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2008

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tom 15

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nr 3

304-322

EN

This paper deals with one of the earliest form of answering the famous dispute about the nature of universals - usually called vocalism or early 'nominalism'. This text wants to present the beginnings of the theory of vocalism, mainly with respect to delimitation of the logic as a science and with describing of the nature of the subject of the logic, especially in the context of reading works of peripatetic logical tradition (in the first place Introduction written by Porphyry and Boethius's commentaries). Further this paper wants to indicate the oldest representatives of vocalism (second half and the end of the 11th century) and subsequently shows the consequences following the standpoint of vocalism in the application to the semantics.

6

PRÍDAVNÉ MENO V SLOVENČINE A ODCHÝLKY V JEHO POUŽÍVANÍ RODENÝMI FRANKOFÓNNYMI HOVORIACIMI

75%

Ráčková L.

Motus in verbo: časopis mladej vedeckej generácie

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2018

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tom 7

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nr 1

52 – 59

EN

The article deals with adjectives in Slovak language and their use by native francophone learners. Because of migration, many people nowadays need to learn Slovak language. The author recommends to teaching it in a contrastive way by comparing Slovak language to a mother tongue – French language. The author presumes that the main sources of grammar interference within this group of speakers are fields of declination, gradation and ante position of adjectives in Slovak language. A short analysis of authentic texts in Slovak language written by native francophone learners is offered. This analysis shows that the main problem is declination and the use of adjectives declined by the pattern “pekný” in all genders and various cases. In addition, native francophone learners of Slovak language often use adjectives in Slovak instead of using nouns or adverbs.

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Norma současné španělštiny a její kodifikace

75%

Čermák P.

Časopis pro moderní filologii (Journal for Modern Philology)

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2012

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tom 94

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nr 2

99-111

EN

The article discusses difficulties with the codification of Spanish. It analyses diverse relevant aspects of the issue: territorial and social varieties of the language, complex historical connections between European and American Spanish (for a long time treated as a centre-periphery relation), absence of a fully-fledged theory of the norm of standard Spanish, the sheer size of the Spanish-speaking territories, etc. The article then proceeds to analyse the inadequacies of existing theories applied to this problem. After assessing the possibilities of applying the recently introduced polycentric norm to various language levels, the article concludes by hailing this concept as a significant step forward in the history of the codification of Spanish.

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GENITÍVNA PREDLOŽKA Z, ZO, INŠTRUMENTÁLOVÁ PREDLOŽKA S, SO A ČASTICA ZO V KODIFIKÁCIÁCH SPISOVNEJ SLOVENČINY OD KONCA 18. STOROČIA DO POLOVICE 20. STOROČIA

63%

Kopecká M.

Slovenská reč (Slovak Language)

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2016

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tom 81

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nr 1-2

6 – 29

EN

The article deals with the prepositions z, zo and s, so and particle zo in the literary Slovak language since Bernolák’s codification at the end of the 18th century to The Rules of the Slovak Orthography published in 1953. The rules of using prepositions and particle in that time were different (phonetic-phonological principle, grammatical principle, etymological principle with semantic criteria), because of existing historical, social and language situation. Štúr’s codification (1846) was progressive approach, which did not accept Bernolák’s phonetic-phonological principle and also orthographical tradition and continuity with the pre-literary period (etymological principle in Slovak and Czech). M. Hattala in his work Mluvnica jazyka slovenského (1864) did not accept Štúr’s grammatical principle and followed tradition and continuity with Czech. Etymological principle was dominated in Slovak orthography up to the first half of the 20th century (Rukoväť spisovnej reči slovenskej, 1902 – 1919, The Rules of the Slovak Orthography, 1931, 1940). From the point of view of language and orthography development it was necessary to accept Bartek’s unsuccessful proposal from the end of the 30th years of the 20th century (The Rules of the Slovak Orthography, 1939; which preferred Štúr’s grammatical principle) in The Rules of the Slovak Orthography published in 1953.