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Exploring the Use of L1 in CLIL

100%
Papaja K.
Glottodidactica
|
2007
|
vol. 33
129-135
PL
There have always been contradicting views about whether to use the mother tongue in the foreign language classroom. The issue this paper is going to examine in more detail is the use as well as the purpose of the Polish language used in selected Content and Language Integrated Learning classrooms.
2

The learner’s own language

77%
Kerr P.
ExELL
|
2015
|
vol. 3
|
issue 1
1-7
EN
The learner’s own language (commonly referred to as ‘L1’ or ‘first language’) has been neglected as a resource in the learning of another language and, in some contexts, it has been banned altogether. The arguments in favour of own-language exclusion are not supported by research and the policy is not followed by a majority of teachers. A reconsideration of these arguments and an awareness of practical suggestions for drawing on the learners’ own language as a resource for learning may help language teachers to enrich their repertoire of teaching techniques and activities.
3
Content available remote

Fast mapping im natürlichen und gesteuerten L2-Erwerb

77%
Franek J.
Colloquia Germanica Stetinensia
|
2013
|
issue 22
253-263
EN
This article attempts to answer the question, whether the mechanism of fast mapping, which is characteristic for the process of first language acquisition (L1) and which is found in a process of second language acquisition (L2) in conditions similar to natural, also occurs in the process of acquiring a second language in institutionalized conditions. The article includes a brief description of the phenomenon, the description of the project carried out in a bilingual kindergarten in Altenholz and presentation of the results of the experiment conducted in a monolingual kindergarten in Szczecin among 4 and 5-year-old children learning a second language in limited input conditions. The discussion also concerns the determinants of fast mapping.
PL
Celem artykułu jest próba odpowiedzi na pytanie, czy mechanizm fast mapping, który jest charakterystyczny dla procesu przyswajania języka pierwszego (L1) i który jest stwierdzany w procesie przyswajania języka drugiego (L2) w warunkach zbliżonych do naturalnych, występuje także w procesie przyswajania L2 w warunkach zinstytucjonalizowanych. Artykuł zawiera krótką charakterystykę samego zjawiska, opis projektu przeprowadzonego w dwujęzycznym przedszkolu w Altenholz i prezentację wyników eksperymentu przeprowadzonego w jednojęzycznym przedszkolu w Szczecinie wśród 4- i 5-letnich dzieci uczących się języka drugiego w warunkach ograniczonego inputu. Dyskusja dotyczy także czynników warunkujących fast mapping.
4
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Perception of Directionality in Translation Among Students

68%
Pietryga M.
Acta Neophilologica
|
2022
|
vol. 1
|
issue XXIV
87-110
EN
The present study, in the form of a questionnaire, aims to analyse students’ subjective perception of directionality in translation. Additionally, it places a particular emphasis on the aspects which are perceived as difficult in each direction. Although for most students, L2 translation is more cognitively demanding, and they prefer to translate into L1, such preferences may change as the result of the amount of translation training. Students with a longer span in translation training frequently encounter more problems in L1 translation and may not have any preferred direction of translation. Nevertheless, the importance of practicing translating into L2 has been emphasized in many aspects, like expanding L2 competence or translation market demand; additionally, it is also a preferred language of translation for some students. Vocabulary and terminology have been described as the most problematic in both directions of translation. Other aspects which pose many problems and require some training are both L1 and L2 grammar as well as punctuation.     　   　  　 
5
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Skills and Knowledge about Language in the Czech Context

58%
Štěpáník S.
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia
|
2017
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vol. 8
|
issue 227
26-34
PL
Knowledge about language and its relation to communication skills (or competency) development has been a current topic of L1 didactics not only in the Czech Republic for decades. How much and what kind of knowledge about language do our pupils need? And how does this knowledge align with the development of communication skills? The paper analyses the phenomenon described above in both the historical and contemporary perspective focusing specifically on the situation in the Czech Republic, but also putting the issue in a broader international context.
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