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Język pierwszy dziecka - od nabywania do kształcenia kompetencji językowej i komunikacyjnej

100%
Niesporek-Szamburska B.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2010
|
issue 3
99-112
EN
The study involves learning the first language by children. The author starts with describing external environment, where the process of getting familiar with the language and learning the mother tongue proceeds (family and peers' environment and institutional environment – school). The author mentions the theories describing the way the language is learned, and among others those which reveal how the universal language pattern transforms through the process of child's speech perception into the pattern which is typical for the mother tongue. Showing communicative approach (interactive perspective), the author also points to the different social relations which the children face in family, institutional and peers' environment and which influence, besides memory and cognitive skills, the rate at which the first language is learned. Referring to the institutional actions, the study also describes three areas of activities which influence the children's language: developing individual language, building child's language consciousness and accustoming child's language skills to the role of a sender and a receiver. In addition, four areas of child's verbal activities were outlined: reading, speaking, writing and listening, of which effective realization was called an achievement in school's programme documents. In conclusion, the author, once again, refers to very attractive for the children peers' environment which now brings very different, medial communication type, which influences the language and the texts created in the mother tongue by the young user.
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