Wyniki wyszukiwania - Biblioteka Nauki

1

Program kulturowy, kształcenie skorelowane i inne koncepcje nauczania języka i kultury polskiej

100%

Kowalewski J.

Kształcenie Językowe

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2013

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tom 11 (21)

57 - 72

EN

The article is a comment on E. Lipińska and A. Seretny’s book Między językiem ojczystym a obcym... [Between the Mother Tongue and a Foreign Language]. The author points to a lack of references in the book to the earlier concepts of teaching Polish culture to foreigners, including the cultural curriculum, which is analogous to the concept of correlated teaching presented in the book. After presenting an outline of the history of teaching Polish culture as part of the teaching of Polish as a foreign language, the author of the article compares the cultural curriculum, the concept of correlated teaching and the ideas for teaching culture included in the Włącz Polskę platform, pointing to its broader cultural curriculum.

2

Badanie skojarzeniowe jako sposób na wyjaśnienie przyczyn błędów popełnianych przez uczących się języka polskiego jako obcego

100%

Kozhinova A.

Poradnik Językowy

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2023

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tom 800

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nr 1

73-84

PL

This article is dedicated to the presentation of an associative research aimed to discover the psycholinguistic causes of the errors made by East Slavic students learning Polish as a foreign language by enumerating the number of paradigmatic and syntagmatic associations. The research has shown that although foreign students already have an established lexical resource, the government of words, their connectivity in a sentence, has not been rooted in their language awareness yet.

3

Kogo i jak teraz uczymy? Demografia a glottodydaktyka polonistyczna w zbiorowości polonocentrycznej USA

100%

Dubisz S. , Jędryka B. K.

Poradnik Językowy

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2023

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tom 802

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nr 3

79-98

EN

The outline of the history of creation of Polish (Polonocentric) communities in the USA evidences the process of the demographic and social transformation of the diaspora from Polish populations of settlers to Polish communities abroad to Polonocentric circles, which has a substantive influence on education of Polish communities abroad in the areas of command of Polish and knowledge of Poland. The results of the research conducted in the period 2015–2022 in the educational system for Polish communities on the East Coast of the USA permit the conclusions on the necessity to modify the teaching methods, techniques, and materials used in teaching Polish to children and youth of Polish descent.

4

English Native Speakers’ Pronunciation of Selected Polish Consonant Clusters

100%

Derych A.

Linguistische Treffen in Wrocław

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2021

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nr 20

293-308

EN

The present paper is concerned with articulation of selected Polish consonant clusters by native speakers of English and is situated within the scope of Polish phonetics. The analyses that became the basis of this paper were conducted for the purpose of the master’s thesis. They originated from the emerging need of researching the notions of phonetics in the context of teaching Polish as a foreign language. The aim of the study was to determine which consonant clusters present in the research material are pronounced inconsistently with the norm. Those investigations were accompanied with an attempt of detecting some typical phenomena appearing in English native speakers’ articulation of Polish consonant clusters and some causes of such realisations among the selected respondents. The mentioned claims were accomplished. In her investigations the author took into consideration also language biography (e.g. other languages spoken by the students), the ability to differentiate Polish sounds (individual and geminate sounds) and the notion of transfer (also phonetic interference) related to various differences between the composition of consonant clusters in Polish and English. The qualitative analysis was based mainly on the transcription of the recordings of the students’ performances (readings of the prepared text) and the author’s subjective auditory impressions. In order to examine sound perception, Kwiatkowska’s test (2015) was applied. Based on the analysis of the performances of five speakers the author determined which Polish consonants appeared as most difficult to differentiate and which clusters turned out to be the most problematic to pronounce. It was determined that incorrect articulation concerned both consonant clusters inside words (word-initial, word-medial, word-final) and across word boundaries, especially modifications of the place of articulation, mistakes in voicing and devoicing were noticed, also simplifications of clusters (vowel insertions or consonant deletions). Moreover, a number of mistakes concerned incorrect pronunciation of the sounds: [ʃ̺], [ʒ̺], [t̺͡ʃ̺], [d̺͡ʒ̺] and [ɕ], [ʑ], [t͡ɕ], [d͡ʑ]. The conclusions of the analyses may help in formulation of some adequate pronunciation exercises addressed to the native speakers of English studying Polish as a second language (some exemplary ones, not included in the present paper, were proposed by the author in her other publication, see Derych 2021).

5

„Przynależność do narodu kompletnie pozbawionego znaczenia”. Soren Gauger jako polski pisarz z Kanady

100%

Marecki P.

Postscriptum Polonistyczne

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2016

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nr 2(18)

187-198

EN

Soren Gauger is a Canadian writer who has decided to write in Polish. The author of the article examines the writer’s motivations, the way he develops his ideas and his first literary creation in Polish. Soren Gauger’s works reflect his attitude towards Polish culture where he invents defence mechanisms based on feelings of inferiority. In Soren Gauger’s literary works he can be seen to be disregarding the influence of popular trends in hegemonic cultures, referring to old and old-fashioned works, and stylinghimself on marginality and fantasticality.

6

Ausspracheübungen für deutsche Polnischlernende – eine Lehrwerkanalyse

100%

Otto A.-M.

Linguistische Treffen in Wrocław

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2021

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nr 20

331-354

EN

Standardized pronunciation is of great importance for foreign language acquisition. Phonetic skills are necessary for developing reading, writing, speaking and listening skills as well as for the entire language acquisition. Also, major pronunciation deviations can cause disruptions in communication. Therefore, it is important that pronunciation teaching and training is well integrated into foreign language teaching. Phonetic exercises in the textbooks are fundamental for this. Despite the fact that in recent years there has been an improvement of phonetic exercises in the teaching materials, still too little attention is paid to phonetics in the classroom. Using the method of teaching material analysis, the following article analyzes the phonetic practice material in three selected textbooks (+ workbooks and extra material) for Polish as a foreign language: „Hurra!!! Po Polsku“, „Polski, krok po kroku“ und „Witaj Polsko!”. German is assumed to be the learners’ source language. The results of a teaching material analysis can be used to make recommendations for teachers, e.g. which textbooks are recommendable concerning phonetic exercises or give advice how to work effectively with the given material. Among others it is important to fully exploit the potential of the phonetic exercises, to extend exercises if necessary, or to create one’s own additional material if the textbook used in class does not provide sufficient material. Using teaching material analysis, the three textbooks will be compared with each other regarding quantity, quality and selection of the phenomena. The single exercises will be classified using an exercise typology. The results of the analysis and the final comparison show that the phonetic exercise material still can be improved regarding quantity and quality. Overall, “Hurra!!! Po Polsku” already has many well-made pronunciation exercises. The phonetic exercises are well integrated and perform better in most points compared to the other two analyzed textbooks (+ workbooks and extra material).

7

„Zaanektowany” system certyfikacji znajomości języka polskiego jako obcego – stan obecny

100%

Janowska I.

Poradnik Językowy

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2022

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tom 793

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nr 4

7-20

EN

Certification of the command of Polish as a foreign language is a phenomenon with an international reach and groundbreaking significance for the promotion and enhancement of the prestige of the Polish language across the world. The certifi cation system for the Polish language was created in 2004 and, in the face of new challenges, reformed in 2015. At present, it is the primary instrument of the migration policy of Poland, which gives rise to diffi culties in its functioning. This paper is an attempt at a comprehensive description of the phenomenon of state certification examinations. It discusses the scientifi c and legal grounds for the examinations, amendments introduced over years to the legislation regulating certification and their consequences, as well as describes and diagnoses the existing situation concerned with certification of the command of Polish.

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Kilka uwag o tendencjach leksykalnych w nauczaniu języka polskiego jako obcego

100%

Tambor J.

Postscriptum Polonistyczne

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2012

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nr 2(10)

41-54

EN

The article presents the most important language rules and tendencies in teaching Polish as a foreign language. The author fully discusses word lists that are obligatory on different levels of proficiency in Polish language, pointing out to their advantages and disadvantages. She reminds about the necessity of completing such lists caused by intensive globalization and computerization. The article presents also problems concerning language used by young peo-ple nowadays, that is not only under the process of constant changes but it also becomes ‘out of date’ very quickly. Using fashionable words and words that have become commonly used as an example the author of the article proves the importance of language intuition while preparing lists of vocabulary for a certain level of language proficiency. The author concen-trates also on describing problems concerning methods of teaching Polish as a foreign lan-guage that are connected with the rapid evolution of the language.

9

Lernerwörterbücher des Polnischen als Fremdsprache

100%

Bielińska M.

Studia Linguistica

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2015

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nr 34

23-35

EN

After giving a brief overview of the pedagogical lexicography of Polish as a foreign language, the author examines general monolingual learners’ dictionaries so as to first describe their most important aspects and then offer a general evaluation of the dictionaries in question. The following dictionaries are considered: IsjpK2005, PsjpZ2008, SjpHK1989, SmjpKZ1992, SmjpZ2013 and SpjpBS1999. The aspects under investigation are: target users of the dictionaries, size, mega- and macrostructure, criteria of external selection, used sources, chosen features of the entries, and integrated and non-integrated outer texts as well. The paper shows that the learners’ lexicography of Polish as a foreign language in spite of a relatively large number of the dictionaries in proportion to a rather small group of their prospective users, does not meet the requirements of modern pedagogical lexicography yet.

10

Kulturowe uwarunkowania zachowań językowych a praktyka glottodydaktyczna w perspektywie normy socjokulturowej

100%

Kowalewski J.

Język a Kultura

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2016

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tom 26

307-320

EN

The article discusses the problem of the existing variants of socio-cultural behaviour (including socio-linguistic behaviour), based on the example of the Polish community in Ukraine. The author considers the possibility of accepting deviations from some of the socio-cultural norms considered in Poland as acceptable variants of the norms, similarly to the linguistic norms. In the second part of the article the author analyses students’ statements considered as incorrect in terms of the possibility of accepting them as alternative forms of socio-cultural norms.

11

Polish as foregin language: new context, regulations and prospects

100%

Popławska A. , Wisz R.

Social Communication. Online Journal

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2015

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nr 2(12)

30-35

EN

The article provides an overview of the developments in Poland after the collapse of communism in 1989 from the point of view of foreign language teaching, including a swift reorientation and transition from a public school system with Russian as the main foreign language, to a diversified language teaching market focused on teaching English and other languages. A particular stress is placed on a relatively new phenomenon, being an increased demand and new opportunities for teaching Polish as a foreign language to be further promoted as a result of anticipated amendments to legal regulations governing the status and certification of the Polish language.

12

O KŁOPOTACH NAUCZYCIELA Z MATERIAŁEM LEKSYKALNYM PODRĘCZNIKÓW DO NAUCZANIA JĘZYKA POLSKIEGO JAKO OBCEGO – NA WYBRANYCH PRZYKŁADACH

89%

Badyda E.

Neofilolog

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2015

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nr 45/2

173-185

EN

The article discusses the problems concerning vocabulary introduced insome popular contemporary coursebooks for Polish language teaching.What can be sometimes found in them are words and expressions notsuiting the language level of the course, some of them rare, specialized,obsolete, marked in a characteristic way, regional. It also happens thatwords are used improperly in the context or they are consolidated inunnatural linguistic contexts. Also some problems with proper namesappear – they sometimes have a confusing form or, with no good reason,they are very difficult to pronounce. The situation is partly the result ofthe authors’ efforts made to simplify grammar or introduce humorousatmosphere during the lesson. In the conclusion the author suggests payingmore attention to the choice of vocabulary units to be taught.

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Nauczanie cudzoziemców polskiego języka specjalistycznego (ze szczególnym uwzględnieniem języka ekonomicznego i języka biznesu)

89%

Jarosz W.

Neofilolog

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2010

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nr 35

255-262

EN

The notion of specialist language is described for the purposes of this article, followed by a short history of the teaching techniques used since the 1970s, where students have typically been taught general Polish as well asspecialist language. The materials and techniques used for the fields of business and economics are given as examples and described in detail.

14

Rozpowszechnianie, zachowywanie i nauczanie języka polskiego w świecie w latach 1918–2018. Część I: Polszczyzna i Polacy w świecie w latach 1918–1939

88%

Miodunka W. T.

Poradnik Językowy

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2020

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tom 770

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nr 1

7-25

EN

On the occasion of Poland’s regaining its independence in 1918, several papers have been written to depict the development and transformations of the Polish language over the period 1918–2018. However, none of the studies covered popularising Polish by emigrant communities in various countries around the world, preserving it and passing it down to new generations in a bilingual environment, and its teaching not only in ethnic schools but also in higher education institutions. This paper addresses the abovementioned issues by presenting relations between the Polish state and emigration communities in the period 1918–1939 first. A characteristic typical of this period was the fact that governmental authorities treated emigrants and their descendants as Poles around the world who may pursue the objectives of the Polish foreign policy. With this in mind, the World Union of Poles (Światpol) was established in 1934, which was opposed by representatives of the Polish American community. A further part of the paper presents the organisation of summer school of the Polish language and culture at the University of Warsaw and the Jagiellonian University in Kraków beginning from 1931, teaching of the Polish language in Polish schools abroad and aid provided to them by Poland, and finally, courses of Polish and programmes in Polish Studies offered at foreign universities.

15

Rozpowszechnianie, zachowywanie i nauczanie języka polskiego w świecie w latach 1918–2018, część II: Polszczyzna i Polonia w świecie w latach 1944–2018

88%

Miodunka W. T.

Poradnik Językowy

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2020

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tom 771

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nr 2

7-28

EN

The entire period 1944-2018 was divided chronologically into two parts: the period 1944-1989, which was the period of the Polish People’s Republic (PRL), when Poland was part of the Socialist Bloc, led by the USSR, and the period 1989-2018, when the Polish authorities and society built a free and independent Republic of Poland in unison. In the former period, special attention is given to the period 1978-1990, when Cardinal Karol Wojtyła’s election as Pope John Paul II first and the establishment and activity of the Solidarity movement next made Poland a country well-known and admired all over the world, which largely influenced the transformation of the awareness of the Polish community in many countries. All this constitutes a background for the presentation of the history of education of the Polish community abroad, foundation of schools of the Polish language and culture at numerous Polish institutions of higher education, with the University of Warsaw in the lead and fi nally, the process of developing Polish Studies abroad as well as the process of integrating Polish and foreign specialists in Polish studies in the period 1997-2018.

16

W świecie bajek… leksykologicznych. O atrakcyjnym nauczaniu semantyki (na przykładzie polonistyki lwowskiej)

88%

Krawczuk A.

Kształcenie Językowe

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2013

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tom 11 (21)

41 - 56

EN

The author of the article presents a method — applied in Lviv — of making university lexicology classes more attractive. Using examples of specific student tasks, the author shows how a fable written by the learners about a suggested lexicological subject can both consolidate their knowledge of a semantic theory and develop their communicative competence in Polish learned by them as a foreign language.

17

Interculturality on the border of disciplines. Polish language teaching as a means of intercultural education

88%

Stankiewicz K. , Żurek A.

Glottodidactica

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2012

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tom 39

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nr 1

127-136

PL

The goal of the article is a presentation of the existing and potential relations between Polish language teaching and intercultural education both in the theoretical and practical aspect. The authors present the basic assumptions and goals of intercultural education, paying particular attention to intercultural learning. What follows is a thorough analysis of the presence of the intercultural approach in the theory and practice of the Polish language didactics and its relation to the pedagogy.

18

Kreacja mowy potocznej w podręczniku do nauki języka polskiego jako obcego Polski, krok po kroku (poziom A1)

88%

Szamryk K. K.

Białostockie Archiwum Językowe

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2017

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tom 17

EN

This article presents different ways of creating colloquial speech in textbooks for teaching Polish as a foreign language Polski, krok po kroku (A1 level). It seems that spoken colloquial Polish has not been used in any textbook for teaching Polish to such an extent as in the presented series. In this handbook the authors used syntax, vocabulary, graphics and punctuation in the broadest scope, while inflection, word formation and phraseology in a narrower extent. The difficulty, but at the same time the attractiveness of the said textbook series, appears to be the consequence of introducing the element of spoken language in the unofficial variety. Additionally, it should be remembered, that in fact the series deals with a written language, i.e. creation of utterances by means available in the written variety, which creates an impression of a spoken variety of the language. Such creation exists in the written form, but may not be recognized without the spoken “base”.

19

Uczenie się i postrzeganie języka polskiego oraz kultury polskiej przez studentów programu Erasmus jako aspekt komunikacji międzykulturowej

88%

Rółkowska M.

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2013

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nr 9

72-83

EN

The main aim of the article is to present how many “Erasmus” students and from which countries were learning Polish as a foreign language at the University of Warmia and Mazury in Olsztyn (UWM) in years 2005–2012. The reason for analysing this subject are the two anniversaries of Erasmus programme: 25th anniversary in Europe (in 2012) and the 15th anniversary in Poland (in 2013). The archival materials of the Centre of Polish Culture and Language for Foreigners UWM in Olsztyn show how many foreign students, from which countries and at which level learned Polish and what their opinions about the Polish courses and Polish language were. The article also presents the symbols, heroes, habits and traditions of Polish culture experienced by Erasmus students. For these young foreigners, Poland is not the country which started the process of change in modern Europe with the defeat of communism, it is just a country which is one of the new members of the European Union – without the religious and historical contexts and connotations which were very obvious at the turn of the 21st century.

20

Grammatical Error Analysis Approach in Teaching Polish as a Foreign Language to Ukrainian Learners. A Review of Dominika Izdebska-Długosz’s Monograph “Błędy gramatyczne w polszczyźnie studentów ukraińskojęzycznych” (Kraków: Księgarnia Akademicka, 2021, ss. 472)

88%

Morska L.

Cognitive Studies

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2022

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nr 22

PL

Recenzowana monografia jest jedną z nielicznych publikacji dotyczących analizy błędów w nauczaniu gramatyki języka polskiego jako obcego. Książka stanowi obszerne studium teoretyczne błędów z kilku perspektyw (językoznawczej, psycholingwistycznej, dydaktycznej i socjokulturowej), ze szczególnym uwzględnieniem analizy błędów gramatycznych popełnianych w zadaniach pisemnych przez studentów ukraińskich uczących się języka polskiego. Zawiera także głębokie wskazówki metodyczne i zasoby dla praktyków zaangażowanych w proces nauczania języka polskiego jako obcego studentów ukraińskich, których profil kompetencji językowej został scharakteryzowany na podstawie analizy kontrastywnej języków polskiego i ukraińskiego. Badania są oparte na danych empirycznych zebranych przez autorkę w trakcie jej pracy dydaktycznej, co sprawia, że wnioski teoretyczne są rzetelne, a zalecenia praktyczne warte wdrożenia w praktyce dydaktycznej.

EN

The reviewed monograph is one of the few publications on error analysis approach to teaching grammar of Polish as a foreign language. The book provides an extensive theoretical study of errors from several perspectives (linguistic, psycholinguistic, didactic and sociocultural), with a particular focus on the analysis of grammatical blunders made by Ukrainian learners of Polish in their written assignments, as well as profound methodical guidelines and resources for practitioners engaged in the process of teaching Polish as a foreign language to Ukrainian students, whose linguistic competence profile is characterized on the basis of the contrastive analysis of Polish and Ukrainian. The research is grounded on the empirical data collected by the author in the course of her teaching experience, which makes the theoretical findings reliable and practical recommendations worth implementing in teaching practices.