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1
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Linguistics and language teaching at school

100%
Kowalikowa J.
LingVaria : Półrocznik Wydziału Polonistyki UJ poświęcony zagadnieniom języka i językoznawstwa
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2006
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issue 1
149-160
EN
Language teaching at school is closely connected with linguistics. Language teaching benefits from both classical and new linguistics fields but it is not their simplified version. It realises its own educational goals. It has its own subject which main interest lies in language activities. Its theoretical basis is formed not only by linguistic studies but also by pedagogy and psychology. The transformation of science into teaching takes place in the language didactics, in theoretical and practical dimensions. Linguists, methodologists and teachers participate in the process. They may help to solve a problem that is formulated as 'school does not keep up with science', the problem that in fact results from different ways of development of school and science. The main frame of the transformation is a educational adaptation of theoretical and practical language knowledge. There are fundamental problems that should be considered when shaping optimal relation between linguistics and language teaching, such as: the way grammar teaching exists at school, pluralism of theories, methods of development of linguistic skills, place and scope of linguistic knowledge as a part of teacher's competence. Good education is an up-to-date education, basing on the newest achievements of linguistic and pedagogic sciences and ready to confront them with life.
2
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Možnosti predikce negativního jazykového transferu

80%
Daněk J.
Bohemistyka
|
2009
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vol. 9
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issue 3
186 - 194
EN
Negative language transfer is presented as an important factor causing production of defective utterances with non-native speakers. The use of contrastive analysis of several Czech verbs of speaking (namely říci/říkat/říkávat, mluvit, hovořit, povědět/povídat, oznámit, informovat and konstatovat) and their English counterparts (namely speak, talk, say a tell) for the production of negative language transfer is described with English-speaking learners of Czech to demonstrate the degree to which assessing the difficulty of language subject matter based on contrastive grammar is possible.
3

SÚČASNÝ SLOVAKISTICKÝ VÝSKUM NA FILOZOFICKEJ FAKULTE UNIVERZITY PAVLA JOZEFA ŠAFÁRIKA V KOŠICIACH

80%
Sedláková M.
Slovenská reč (Slovak Language)
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2023
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vol. 88
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issue 3
192 – 205
EN
The paper presents the research and publishing outputs of the Department of Slovak Studies, Slavonic Philologies and Communication at the Faculty of Arts, Pavol Jozef Šafárik University in Košice as a starting point for reflections on the communication nature of texts, especially from the point of view of the author’s intention. In contemporary society, the balance is shifting to what is called “certainty” messages, scientific texts being only a part of them. We see the basic communication difference in the type of sciences in which the texts come into being. Natural sciences discover theories on the basis of which things are produced, humanities and social sciences invent mainly social principles on the basis of which they formulate rules but only philologies study text also as an artistic means of communication having the direct effect not only through reason but through emotions, too. Based on what has been said, we propose – within sciences, on one side natural sciences, and on the other side humanities, and within humanities to separately single out philology/philologies and adequately assess its (and not only its) research outputs.
4
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Zabawy rozwijające sprawność mówienia w języku obcym

61%
Rusek B.
Homo Ludens
|
2010
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issue 1(2)
151-169
EN
How can we encourage students to communicate in a foreign language despite their linguistic and psychological barriers? In an attempt to answer this question, the paper suggests a range of language games which, by addressing cognitive, emotional and social factors, facilitate the development of students' speaking skills. In particular the article addresses three categories of such activities, as distinguished by the author, namely accuracy-oriented games, fluency-oriented games and games with a potential for anxiety reduction and group integration.
5
Content available remote

Polnische Kultur und Sprache - Seminar. Ein Vorschlag zur Forderung interkultureller Kompetenz der deutschen Studierenden mithilfe von Spielen

61%
Andrzejewska-Kwiatkowska J.
Homo Ludens
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2011
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issue 1(3)
21-29
EN
The ongoing development of intercultural competence is of high importance in the present globalised world. This aspect is discussed in the article especially in the context of young people, and more precisely regarding German students who should be encouraged to learn the culture and language of their Eastern neighbours. Workshops are one of the forms used to achieve that goal. The article presents a proposal for workshops with concrete topics and methods which can be used in order to increase the intercultural competence of German students having or coming into contact with Polish culture. Particular attention is paid to intercultural games because they create many possibilities not only to broaden knowledge of a foreign culture but also to be more open toward different cultures.
6
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Kulturotwórcza funkcja bajek i gier historycznych - koncepcja nauczania historii dzieci w wieku 1-4 lat

61%
Białek M.
Homo Ludens
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2009
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issue 1
41-49
EN
The author presents an innovative concept for teaching history to children aged 1-4 in a way adapted for children and in a friendly form. The concept explains to children events and processes that took place in the past and which were crucial for the development of human civilisation. Such a presentation of history to children creates a background to the further process of collecting information at school and allows children to become fascinated by history before they are forced to learn it.
7
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Wykorzystanie technik ludycznych oraz WebQuest w nauczaniu języka specjalistycznego

51%
Cudzich B.
Homo Ludens
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2012
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issue 1(4)
31-44
EN
The aim of this article is to present the wide scope of application of ludic techniques in foreign language teaching, in particular in the teaching of languages for specific purposes (LSP). The history of ludic techniques is depicted, games, simulations and WebQuest are discussed and the concept of LSP is described. Selected ludic techniques are then shown in reference to this concept and examples of their use during an LSP class are given. A rationale for the glottodidactic value of these techniques is also provided.
8
Content available remote

Sylwetka naukowa profesor Izabeli Prokop

41%
Surdyk A.
Homo Ludens
|
2011
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issue 1(3)
9-17
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