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O potrzebie, a nawet konieczności uwzględnienia infiksów w opisie polskiej fleksji werbalnej

100%

Perlin J.

2013

nr 1(9)

203-213

The aim of this paper is to present proof that infixes, being markers of the perspective aspect, exist in Polish verbal inflection. At the same time, it is demonstrated that some Polish, and more generally, Slavic affixes, constitute better examples of infixes than those that have been appearing in coursebooks and encyclopaedias of general linguistics so far. Moreover, it is suggested that there is a possibility of t includin infixes in descriptions of inflections of certain Germanic languages.

Interferencje gwar kaszubskich w polszczyźnie w zakresie fleksji werbalnej obserwowane u osób bilingwalnych*

72%

Makurat H.

Prace Językoznawcze

2014

nr 16/4

67-79

The article is the result of the field research conducted in the area of Kashubian dialects. The object of the research were interferences of the Kashubian dialects in the Polish language registered on the plane of verbal inflection. In this paper, an analysis of the collected language materials (including Polish speech by bilingual respondents) was made, which showed the influence of Kashubian in the area of: the use of Kashubian forms of the present and past tense, the use of Kashubian forms of the passive voice, the appearance of Kashubian non-personal forms and the imperative forms characteristic for Kashubian.

Wykorzystanie matematycznych zadań tekstowych w rozwijaniu kompetencji gramatycznych w dydaktyce języka polskiego jako języka edukacji szkolnej cudzoziemców

58%

Jędryka B. K.

Poradnik Językowy

2022

tom 793

nr 4

39-56

The number of students with the experience of migration has been growing year by year in Polish schools. They need to learn Polish relatively fast for educational purposes. This paper presents, based on a pilot glottodidactic experiment, the observations of how foreign children could be helped to learn Polish using simple math exercises. The demonstrated outline of the didactic innovation is aimed at showing how the repeatability of language sequences in the narration of the exercises affects the development of students’ grammatical and lexical competence.