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Trudności w nauczaniu dzieci metodą komunikacyjną (zadaniową) na przykładzie Ukrainy Zachodniej.

100%

Kowalewski J.

nr 14

22 - 30

In the first part of his article, the author suggests that priorites of task- based method are utopian, esspecially regarding children and youths. In the second part of the article, to support his theses, the author displays examples of communicative errors of children and youths learning Polish in Ukraine. The first group of errors sources from a lack of knowledge of communicative patterns (some communicative roles are unaccesible for children). Students often used a cliche from Ukrainian. The second group of errors sources from a lack of explicit sample patterns. The third group sources from sociolinguistic errors (clear topic overlapped with different realities). In the article the author puts a few questions: which communicative patterns should be taught, which of them would not be used by students (it concerns mostly official letters). In the last part the author draws conclusions, which inspire readers to attempt to answer a question, what are priorites of education: communication, correctness, sociocultural norm or an educational aspect.

Środki dydaktyczne przeznaczone dla dzieci w procesie nauczania osób dorosłych języka polskiego jako obcego

80%

Jastrzębska A.

Kwartalnik Polonicum

2015

nr 19

7 -10

The paper emphasizes the didactic tools which are often omitted in the methodology of teaching Polish to adults and which are designated for children, such as: illustrated books, blocks, ball, doll house. The article describes the methods of working with these objects on various levels of education taking into account the three basic sensory systems through which people receive the stimuli (information) reaching them and then describe (verbalize) them.