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Listy frekwencyjne jako narzędzie ewaluacji leksyki w podręcznikach do języka polskiego jako obcego. Analiza i ocena podręcznika Krok po kroku 1

100%
Mirocha P.
Kwartalnik Polonicum
|
2019
|
issue 31/32
38-46
EN
The goal of the paper was to investigate the vocabulary of handbook for Polish as a foreign language Krokpokroku 1 with the use of frequency lists. It was found that the lexical material of the book is far too difficult for beginners as out of 3021 lexical typesonly 960 lexemes belonged to the lexical list for the level A1 whereas 273 other lexemes from the A1 lexical list were not included there. Among the lexemes exceeding the A1 language fluency level which could be used at that level were: internationalisms, proper names and their derivatives and aspectual pairs of verbs. The presence of others and lack of those lexemes which are very frequent in language is questionable. Control of the vocabulary used in textbooks for beginners is a must according to numerous language teaching experts. It is rarely however taken into account by textbook authors.
2
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RÓŻNORODNOŚĆ SPOŁECZNO-KULTUROWA SZWECJI W PODRĘCZNIKACH DO NAUKI JĘZYKA SZWEDZKIEGO

84%
Kowal I.
Neofilolog
|
2016
|
issue 46/2
245-258
EN
The paper discusses specific features of the Swedish sociocultural reality and the way the sociocultural diversity of the country is presented in language textbooks for Swedish language learners. The analysis is longi-tudinal in nature i.e. it concerns two editions of textbooks published in Sweden between 1996 and 2014. The presentation of Swedish sociocul-tural diversity is both explicit and implicit in nature, with changes in eth-nic diversity, household diversity, and family diversity being the most dy-namic ones. However, a number of differences between both textbooks are noticeable: in the older version information is presented mainly in an explicit form while its newer counterpart demonstrates the diversity of Swedish society both explicitly and implicitly.
PL
The paper discusses specific features of the Swedish sociocultural reality and the way the sociocultural diversity of the country is presented in language textbooks for Swedish language learners. The analysis is longitudinal in nature i.e. it concerns two editions of textbooks published in Sweden between 1996 and 2014. The presentation of Swedish sociocultural diversity is both explicit and implicit in nature, with changes in ethnic diversity, household diversity, and family diversity being the most dynamic ones. However, a number of differences between both textbooks are noticeable: in the older version information is presented mainly in an explicit form while its newer counterpart demonstrates the diversity of Swedish society both explicitly and implicitly.
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