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1

Lessons of English in Polish schools: a third-grade lower secondary school perspective

100%
Gajewska+Dyszkiewicz A., Kutyłowska K., Kulon F., Paczuska K., Rycielska L., Szpotowicz M.
Edukacja
|
2014
|
issue 6(131)
81–96
EN
Results from the European survey on Language Competences (ESLC) show that regular exposure to a foreign language for many Polish pupils is limited to language classes at school. in this light, the authors of this article took a closer look at the Polish ESLC findings. With a discussion on current theoretical approaches, good practice in foreign language teaching and national core curriculum requirements, the paper presents an analysis of student responses to a questionnaire about English lessons at lower secondary school. it also aims to describe how the school language class, as students describe it, achieves its basic goal in language education – communication in a foreign language.
2
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ZADANIA I ROLE NAUCZYCIELI JĘZYKÓW OBCYCH W ŚWIETLE POTRZEB EDUKACYJNYCH MŁODZIEŻY GIMNAZJALNEJ

100%
Białek M.
Neofilolog
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2017
|
issue 48/2
233-252
EN
The tasks that the contemporary teachers of foreign languages face as well as the roles that they should assume as leaders of the educational process are of complex nature. This complexity is a result of numerous social changes and transformational processes. In response to these changes, educators’ roles keep being redefined so that the tasks that the teachers take up could be as effective as possible in the given time and space. These modified roles of teachers are the subject of this article. In the theoretical part, the results of the analysis of the literature on foreign language teaching are presented, with the focus on teacher roles and tasks. The analysis indicates the main development tendencies in foreign language teaching after the breakthrough caused by the communicative approach. The empirical part presents the outcome of research into how contemporary middle school students identify the roles and tasks of the teacher of German. The results of the study may contribute to the scholarly reflection on the role of the teacher in the foreign language teaching process.
3
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Czy podręczniki do nauczania języka polskiego jako obcego mają marginesy?

100%
Paździo J.
Annales Universitatis Paedagogicae Cracoviensis. Studia de Cultura
|
2012
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issue 4
158-170
EN
The titled „margins” of the Polish as a foreign language textbooks can be the subjects which are less attractive, “worse” or sensitive (for example a poverty, a corruption, taboo), and also which concern the opposition own-foreign showing the second part of this opposition as a “worse”. These last margins should be avoided in the communicative textbooks, as they are based on the idea of an egalitarianism and individualism. However, the examples from the latest Polish as a foreign language textbooks which are presented in this paper prove it is not always successful. It is surely caused by the bias of the Polish nation which considers everything that is different or foreign to be simply the “worse”. It can also be said that the characteristic features of the Polish language are a christianism and xenophobia.
4

Communicative Approach to Inclusive Education in Pre-School

100%
Kraukle S.
Discourse and Communication for Sustainable Education
|
2015
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vol. 4
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issue 1
50-56
EN
The understanding of the basic principles of inclusive education motivates the inclusion of children with special needs in general education schools. The paper presents the process of implementing inclusive education in Latvia and the teachers' and parents' understanding of the role of communication in including children with special needs, communication strategies, basic qualities and their use in teachers' work with children with special needs. Teachers and parents were asked to answer a questionnaire to determine if: (1) parents and teachers understand the value of communication in developing social, emotional and cognitive development and the implementation of inclusive education for children with special needs and (2) teachers of general pre-schools are ready to communicate with special needs children with and their parents while implementation inclusive education. This research confirms that teachers lack communicative competencies working with children with special needs (especially with children with limited communication skills) and their parents.
5

ПЕДАГОГІЧНІ УМОВИ ФОРМУВАННЯ ПРОФЕСІЙНО КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ СТУДЕНТІВ-ІНОЗЕМЦІВ У ВНЗ

100%
Емре Е.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
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issue 4(48)
321-325
EN
The article outlines the pedagogical conditions of professional communicative competence of foreign students in higher educational institutions. It is noted that the basis of the communicative competence of foreign students is the communicative approach (communicative activity). We believe that the main task of foreign students has become understanding and study of the basic aspects of communication, value of the linguistic units. Therefore, the students should realize speech interactions in specific communicative acts of communication. An important role in this process is dialogical speech, because this activity is a manifestation of the communicative (verbal) activity. In order to form professional-communicative competence of foreign students an effective system of training and control that will ensure their future competitiveness in the labor market, academic mobility and more should be applied. The important tasks which should be realized in the learning process should be communicative focus on practical basis: implementation of these types of speech activity as listening, reading, writing, speaking (expressing their opinions - oral and written language), and it is important to understand the views of others. That task should be aimed at creating professional-communicative competence skills by forming active professionally speech communication. That is the task of the teacher to form a foreign student communicative competence to participate in communicative situations certain areas. But the important factor is that the way communication should follow professional communication modules in the future. Provided the complexity of social adaptation and lack of language skills, as well as the need to create professional-communicative competence of universities certain conditions should be created for these tasks, namely: to establish effective methods of communicative competence, under which program to develop courses, tutorials, which include the tasks, exercises, training, aimed at realization of the specified purpose, creating computer software training process. In addition, during the formation of professional and communicative competence we should consider other factors such as: difficulties in adapting to the new environment, cooperation with social workers, supervisors and specialists of international groups department offices dealing with foreigners because every foreign student is a representative of the culture, of its people, traditions, customs, attitudes, behavior.
6
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Nauczanie gramatyki w podejściu komunikacyjnym… na najniższym poziomie zaawansowania – uwagi praktyka

100%
Sałęga-Bielowicz B.
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia
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2016
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vol. 7
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issue 223
164-171
PL
In modern language teaching teachers most frequently use communicative approach in which knowledge of grammar is by no means a main target. The emphasis is on successful, effective communication. Observations and teaching experience of the author make her believe that pushing grammar to the background is not the best solution. She thinks that it should be present from the very beginning in a language classroom (the subject of discussion here is level A1 as it is a beginning of the “adventure” with Polish as a foreign language) and its rank should be higher. The reason for that is not only the very nature of Polish (an inflective language) but first of all the author’s strong conviction that students need tools to take part in the meaningful, effective and understandable for others communication and they gain them by learning grammar.
7
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Communicative approach to teaching programming

100%
Vrbik V.
The New Educational Review
|
2004
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vol. 2
131-144
EN
Till contemporary period there have been many different theoretical ways, which deal with the content and quality of teaching. Their common aim is to consider improving the quality of teaching to students and also pedagogues. Communication approach to teaching (further CAT) is based on the optimization of the amount and retention of knowledge and the character of subject matter achieved by means of improvement of students' motivation and applying the utilization of the knowledge in a real context. The purpose of this article is to suggest applying the CAT method mainly used during teaching foreign languages in teaching programming by means of Pascal programming language. It is recommended that the reader of this article attempts to apply the presented pieces of knowledge in teaching programming languages when reading the following chapter. Then, he (she) will be able to understand the following chapters better.
8

МЕТОДИКА ФОРМУВАННЯ ДОСВІДУ КОМУНІКАТИВНОЇ ДІЯЛЬНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ІНОЗЕМНОЇ МОВИ

88%
Трубачова Д. я.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 6(40)
450-457
EN
This article discusses the possibility of organizing an interconnected mastering of teaching material and methods of communicative activities by language students. The technique of formation of communicative activity of the future foreign language teachers is presented. The problem of realization of the activity approach in teaching students of philology is studied, the possibility of organizing training of future foreign language teachers on the basis of mastering methods of communicative activity is considered. The concept of «methods of commucative activity» is analyzed, their nature, structure are defined. They are treated as teaching methods that characterize the implementation and assimilation of communicative activity by students in specific situations of communication. Mastering the methods of communication activities carried out gradually and consistently and provides deeper theoretical training of students, the systematic application of knowledge, development of logical-operating component of communicative activity. The conditions of formation of didactic methods of communicative activity are defined: implementation of the principles of the communicative orientation of training, activity and consciousness of the individual in communication; deepening of the theoretical preparation for the implementation of communication activities; consistent and systematic way of the formation of communicative activity as the basis for mastery of communicative skills; interconnected learning of philological disciplines and methods of communicative activities in the classroom and in the period of teaching practice; account of the individual characteristics of the students in the organization of communication. The technique of formation of communicative activities are presented, in particular, a system of communicative tasks and exercises, which students will gradually and consistently perform to acquire language and speech skills and experience of communicative activity. Its specificity is described. The optimal conditions for the formation of communicative activities of the students with different levels of communication skills are provided through differentiated instruction, whereby the organization of training is adapted to their individual characteristics, methods and techniques; current results are received, necessary adjustments are made, learning outcomes are assessed, educational cycle without modification or adjustment is carried in order to organize their activities.
9
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Preferred Techniques for Learning ESP Lexis by Generation Z

88%
Darginaviciene I.
Kultura i Edukacja
|
2018
|
issue 2(120)
37-50
EN
Vocabulary has long been taught and learned through single words. The traditional learning involved making lists of words with their translations into learner native language. Although words are the key blocks of language, they do not occur individually. To produce coherent texts, words are combined and integrated into various situations. Language practitioners, who are unaware of recent linguistic research, usually use commercial textbooks that rely on grammar syllabus. In 1993, M. Lewis introduced a lexical approach which claims that language consists of meaningful word combinations known as chunks. Corpus studies confirmed that chunks dominate all language structures. It is acknowledged that acquisition of lexis is a very complex and demanding process. Learners of each generation use different ways of learning. Recognition and recall are two key concepts that demonstrate how learners can cope with receptive and productive skills. Recognition implies understanding lexis while reading or listening, and recall refers to learners’ ability to remember and use it in speaking or writing. This article aims at investigating how students of Klaipeda University, who represent Generation Z (2000–present), prefer to learn English for Specific Purposes (ESP) lexis, which is one of key difficulties they encounter in learning English. The data are obtained from the two surveys that have been administered to the respondents. The analysis of the responses reveals that Generation Z prefers traditional ways of mastering lexis.
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Od podejścia komunikacyjnego do podejścia ukierunkowanego na działanie. Uwagi na marginesie Dydaktyki i metodyki nauczania języka polskiego jako obcego i drugiego

75%
Banach M.
Poradnik Językowy
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2022
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vol. 793
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issue 4
21-38
EN
Part one of this paper is a brief description of the contemporary changes in the teaching of foreign languages related to the CEFR and CEFR/CV publication and the birth of the action-oriented approach and infl uence of the European language policy on teaching Polish to foreigners in the 21st c. Part two discusses the genesis and concept of a textbook promoting the action-oriented approach, i.e. Dydaktyka i metodyka nauczania języka polskiego jako obcego i drugiego (Didactics and methodology of teaching Polish as a foreign and second language) (Warszawa 2020) by P. Gębal and W. Miodunka. This part synthetically describes the main topics covered in the book, such as: the place of didactics and methodology of teaching Polish as a foreign and second language within Polish glottodidactics, traditions and contemporary problems of such teaching, Polish language didactics across the world, its promotion and language policy, teaching of Polish as a second language and the latest directions in foreign language didactics, methodology of developing linguistic competences and language activities, teaching of Polish culture, the use of new technologies in teaching Polish, planning of the course and classes, and language assessment. Part three of the paper presents the comments inspired by the reading of P. Gębal and W. Miodunka’s publication.
11
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Education meets arts: ’dramatic’ experiences in the foreign language classroom

75%
Botwina R.
Linguodidactica
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2014
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vol. 18
EN
The article entitled ”Education meets arts: ’dramatic’ experiences in the foreign language classroom” aims at presenting drama as an effective tool to be used in the foreign language classroom. It describes the beginnings of drama-in-education and presents the most common drama strategies. The author proves that in the modern English language classroom dramabased activities are an invaluable source of meaningful communicative simulations. Firstly, drama motivates shy students to participate in the group activities; secondly, drama-based activities have an endless communicative potential being based on everyday communicative situations; finally, they enlighten the classroom atmosphere and break the ice bringing fun and joy both for the students and the teacher.
PL
Artykuł pt. „Edukacja spotyka sztukę: ’dramatyczne’ doświadczenia w klasie językowej” ma na celu przedstawienie dramy jako efektywnego narzędzia w nauczaniu języka obcego. Autor opisuje początki dramy w edukacji i przedstawia jej najbardziej popularne strategie. Artykuł dowodzi, iż w nowoczesnej klasie języka angielskiego zajęcia teatralne są nieocenionym źródłem komunikatywnych symulacji. Po pierwsze, zajęcia z wykorzystaniem dramy motywują nieśmiałych uczniów do udziału w zajęciach grupowych; po drugie, mają one nieskończony komunikacyjny potencjał; wreszcie, wprowadzają pozytywną atmosferę i przełamują lody w klasie zachęcając do zabawy i radości zarówno studentów jak i nauczycieli.
12

Communicative Approach as a Tool for Relating Reading and Writing Skills in Early Childhood Education

75%
Prince Ololube N., Briggs T., Kpolovie P. J., Uwaoma Ezindu S.
Discourse and Communication for Sustainable Education
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2010
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vol. 1
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issue 2
34-54
EN
This study dwells upon communicative approach as a tool for relating reading and writing skills in early childhood education in a developing economy. The quantitative data was gathered through the use of structured questionnaires and was analysed using SPSS version 17. This study confirms that teachers in the selected early childhood education centres (ECEC) have no professional early childhood education qualifications and, as a result, are not qualified to effectively carry out their teaching responsibilities. It is hoped that this study can contribute to a deeper understanding of how early childhood education teachers perceive language teaching and consequently assist in the development of teacher education programmes and activities. Teacher training and education courses must play a more active role in informing trainee teachers of the instructional value of communicative approach in the teaching and learning of the English language. This study provides parents, teachers, researchers, the public and those who manage education systems with new data that will help them to answer questions about the failing state of education in Nigeria.
13
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Komunikatīvā pieeja dzimtās valodas didaktikā: daži teorijas un prakses aspekti

75%
Anspoka Z.
Latvijas Zinātņu Akadēmijas Vēstis. A daļa
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2014
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vol. 68
|
issue 1/2
20-27
EN
The article focuses on the usage of communicative approach as a kind of language acquirement tool at the choice of learning content during the process of mother tongue learning/teaching in comprehensive school. Based on theoretical justification of the communicative approach, it is essential to distinguish two interconnected subsystems. One of these is the choice of linguaculturally oriented themes, which is targeted at the abilities and needs of students letting to distinguish correlations between language and culture, language and world outlook connections. The second one — the learning content planned to language competence acquirement that without violation of language logic allows one acquire knowledge of the language system, levels, functions, skills to speak and write according to the rules, the ability to analyze written or oral text, knowledge about possibilities how to use all units of language to express and pass on own thoughts, formation of attitude towards own or other person’s written or oral texts. In the context of communicative competence special attention is dedicated to the fact that it is not set against the structural approach, but the other way round — it should be emphasized that it also integrates balanced and creative usage of elements of structural approach. The process of learning/ teaching of one’s mother tongue cannot be limited only to acquirement of communicative grammar. A mother tongue user must have wide knowledge about the language system, facts of language development and political processes that are going on in the society as well, and skills to employ this knowledge within intercultural dialogue.
14

КОМУНІКАТИВНА КОМПЕТЕНЦІЯ ЯК ОДНА З ПЕДАГОГІЧНИХ УМОВ ФОРМУВАННЯ ОПТИМАЛЬНОЇ МОТИВАЦІЇ УЧІННЯ СТУДЕНТІВ АГРАРНИХ УНІВЕРСИТЕТІВ У ПРОЦЕСІ ВИВЧЕННЯІНОЗЕМНИХ МОВ

63%
Тетяна Р., Ольга Т.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 1(65)
142-156
EN
In the article some pedagogical conditions aimed at strengthening of the process of forming the motivation towards learning foreign languages by agrarian students are grounded and developed. Scientific and methodological literature on the subject has been analyzed. Pedagogical experience of the future specialists training has been studied. Emphasized pedagogical conditions, namely the realization of communicative and competency approaches to learning should solve the contradictions that exist in the system of higher education in view of the possibility of professional training. The process of forming the motivation towards learning foreign languages by agrarian students is rather complicated, dynamic and controversial. It does not occur spontaneously, but requires certain pedagogical conditions and competent and creative pedagogical leadership. Its effectiveness largely depends on the scope of the educational environment in which it occurs.Considering this relationship, the investigation is aimed at identification and theoretical justification of some pedagogical conditions that ensure the success of forming the motivation towards learning foreign languages by agrarian students, namely the realization of communicative and competency approaches to learning.Implementation of the pedagogical condition that ensures the availability of a stable positive motivation and the need to update the wealth of information solves the contradiction between the sufficient level of motivation development to master a foreign language and the insufficient level of communicative knowledge and skills development.Various forms of professional training allow modelling the educational process, taking into account the psychological characteristics and aesthetic tastes stimulating cognitive interests and increasing motivation. Possibilities to deliver teaching materials using non-standard forms and methods allow maintaining a steady interest in forming the motivation towards learning foreign languages by students. Implementation of a pedagogical condition to introduce the interrelated communicative and competence approaches allows to evaluate objectively the effectiveness of the learning process in the course of forming the motivation towards learning foreign languages by agrarian students and to solve the contradiction by the need to improve the efficiency of the process of students communicative training formation and by the lack of appropriate theoretical and methodological framework that facilitates the efficient solution of the problem; by potential communicative abilities of the major educational subjects and by the impossibility of their realization in traditional forms and methods of teaching
15

Modern Approaches to Foreign Language Teaching: World Experience

63%
Shumskyi O.
Comparative Professional Pedagogy
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2016
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vol. 6
|
issue 1
41-46
EN
The problem of applying communicative approach to foreign language teaching of students in non-language departments of higher education institutions in a number of countries has been analyzed in the paper. The brief overview of main historic milestones in the development of communicative approach has been presented. It has been found out that “communicative era” in foreign language training of students is already over and the year 2000 has ushered in a “postcommunicative era” which is characterized by reconsidering the basic features of communicative approach and trying to review the generally accepted belief in the unquestionable effectiveness of this approach. It has been noted that communicative approach, based on interactive methods of teaching and creating the atmosphere of natural language environment at class, forms the doctrine of language training in the USA, Malaysia, Serbia, Croatia and in most of West European countries. In China and Saudi Arabia communicative approach to foreign language teaching is combined with traditional method in order to develop all kinds of speech activity. It has been substantiated that minimizing grammar component of students’ foreign language training in favour of forming only communicative skills has brought to fluent but grammatically incorrect speech. It has been proved that the effectiveness of foreign language teaching to a considerable degree depends on applying the integrated training system based on traditional didactics and communicative approach.
16

Lekcja języka angielskiego z perspektywy uczniów klas trzecich gimnazjów

63%
Gajewska-Dyszkiewicz A., Kutyłowska K., Kulon F., Paczuska K., Rycielska L., Szpotowicz M.
Edukacja
|
2012
|
issue 3(119)
87-104
PL
Wyniki Europejskiego badania kompetencji językowych (ESLC) pokazały, że w Polsce lekcja w szkole jest dla wielu uczniów jedyną okazją do regularnego kontaktu z językiem obcym. Autorzy niniejszego tekstu podjęli próbę przeanalizowania informacji dotyczących lekcji językowych, a zebranych wśród gimnazjalistów uczestniczących w badaniu ESLC. Celem artykułu jest omówienie danych kwestionariuszowych dotyczących lekcji języka w świetle aktualnego stanu wiedzy teoretycznej i praktycznej związanej z nauczaniem języków obcych oraz założeniami podstawy programowej. Podjęto również próbę odpowiedzi na pytanie, czy lekcja, której obraz wyłania się z odpowiedzi uczniów, pozwala na realizację podstawowego celu edukacji językowej, jakim jest komunikacja w języku obcym.
EN
Results from the European survey on Language Competences (ESLC) show that regular exposure to a foreign language for many Polish pupils is limited to language classes at school. in this light, the authors of this article took a closer look at the Polish ESLC findings. With a discussion on current theoretical approaches, good practice in foreign language teaching and national core curriculum requirements, the paper presents an analysis of student responses to a questionnaire about English lessons at lower secondary school. it also aims to describe how the school language class, as students describe it, achieves its basic goal in language education – communication in a foreign language.
17

ІНТЕРАКТИВНІ ТЕХНОЛОГІЇ В НАВЧАННІ ГРАМАТИКИ ФРАНЦУЗЬКОЇ МОВИ У ВИЩОМУ НАВЧАЛЬНОМУ ЗАКЛАДІ

63%
Надія Б.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 1(65)
3-14
EN
The article aims to analyze the interactive technologies of teaching and to adapt them to using in classes of French in order to develop the grammar competence. The conditions of application of interactive technologies are considered and the recommendations of their optimal usage are given. The methods used in the course of the research are the methods of scientific research – analysis and synthesis. The efficiency of practical recommendations given in the article was proved by means of experiment. In the course of the research the system approach was taken into account, i. e. the idea that mastering grammar is inseparable from understanding other aspects of the language. The article has mostly practical value suggesting different ways of making grammar class more interactive and communication oriented. Different stages of mastering grammar are analyzed and ideas of exercises and class organization are givenfor each stage. Thus, for the initial stage of learning interactive methods of explaining new learning material are proposed. Besides, certain types of exercises that make a grammar class more interactive and more communicative are considered. Most of them are aimed to develop the creative abilities of students. The article dwells as well upon certain game technologies for adult education. Apart from that, the advantages of usage of the Internet technologies and computer programs for grammar teaching are taken into account. Recommendations for an interactive class are formulated. The use of interactive technologies is an absolute demand of the contemporary education. Interactive technologies in grammar learning arouse students’ interest; contribute to better attention concentration, and favor communicative bent of learning.As a result, they favor active attitude to life of the university graduates, their abilities to correspond to society demands, and their professional competence. The study of all the possibilities given by interactive technologies in teaching different language aspects and grammar in particular must become a priority of methodological researches. The practical part of the problem must be thoroughly developed, which means creating grammar exercises complexes and evolving ideas of interactivity during grammar classes. Everything mentioned is bound to facilitate the development of students’ communicative skills in French
18

Wpływ europejskiej polityki językowej na dydaktykę języka polskiego jako obcego

63%
Janowska I.
Język Polski
|
2018
|
vol. 98
|
issue 2
105-122
PL
Celem artykułu jest przedstawienie wpływu, jakie miała i ma nadal europejska polityka językowa na kształtowanie się dydaktyki języka polskiego jako obcego. W pierwszej części opracowania zaprezentowano główne etapy rozwoju europejskiej myśli dydaktycznej, a także programy i narzędzia Rady Europy, które stały się wyznacznikiem nowoczesności i innowacyjności w kształceniu językowym. Druga część to analiza działań i publikacji z zakresu glottodydaktyki polonistycznej, które można uznać za przykłady przenikania europejskich tendencji metodologicznych do nauczania polszczyzny.
EN
The purpose of the paper is to present the impact that the European language policy has exerted on the shaping of teaching Polish as a foreign language. The first part of the text presents the major developmental stages of the European didactic thought as well as the European Council programs and tools which have become indicators of modernity and innovation in language education. The second part of the paper includes an analysis of activities and publications in the field of Polish language education which can be considered as examples of the penetration of the European methodological trends into the Polish language teaching.
19
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Diagnoza wybranych elementów kompetencji gramatycznej maturzystów w wypowiedzi pisemnej

63%
Gierzyńska M.
Acta Neophilologica
|
2023
|
vol. XXV/2
110-134
EN
It is no secret that productive skills, regardless of the educational stage, present the most challenges to the learners of a foreign language. The practical use of specific structures in speech or writing is closely associated with the act of communication. The following article aims to analyze mistakes in the use of verbs based on written statements in the German language in the basic-level high school leaving exam. The research material consists of papers from high school graduates in the Warmia and Mazury and Podlaskie Voivodeships in the 2022/2023 school year. The low results achieved by graduates in the correct use of grammatical elements within written statements should encourage teachers and examiners to reflect on the reasons for this situation, especially considering similar results in the national report, which includes data from other regions. The empirical part of this article is preceded by a theoretical discussion related to the definition of grammar, its significance in foreign language education, as well as its place among other language skills, considering the communicative and task-based approach. The articles conclusion provides a description of strategies and techniques for effective development of grammar competence. The discourse takes on a research and review character.
20
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Les textes littéraires dans le discours des manuels de français exploités en Pologne entre la fin du XXe siècle et les années vingt du XXIe siècle

51%
Chmiel-Bożek H.
Academic Journal of Modern Philology
|
2023
|
issue 20
13-26
EN
The article presents the results of a quantitative and qualitative analysis of textbooks for learning French for secondary schools in terms of the use of fragments of literary texts and the didactic goals assigned to them. The conducted study of 43 titles approved for educational use over the last twenty years in Poland reveals that in the majority of textbooks adapted to the 1999 core curriculum, fragments of literary texts appear and are used, in accordance with the communicative approach, mainly to develop key language competencies. Over time, a clear downward trend is noticeable, which means that in the current textbooks, adapted to the 2018 core curriculum, literary texts are practically non-existent, despite the possibilities offered by the action-oriented approach in this matter.
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