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Glottodydaktyka porównawcza jako nowa subdyscyplina glottodydaktyki

100%
Gębal P. E.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2014
|
issue 10
37-49
EN
This article makes an attempt at reflecting on the need to separate an area described as “comparative for-eign language didactics” from among the areas of contemporary foreign language didactics. Its first part outlines the development of European and Polish didactic thought, understood as parallely developing areas of research activity, generating and using free flow of academic ideas. It constitutes an attempt at combining the trends which are part of the implementation of the assumptions of foreign lan-guage didactics by Franciszek Grucza and his successors, and other concepts, including Władysław T. Miodunka’s Polish language didactics. From the international perspective, the first European papers, undertaking conscious reflection on the sense of existence of comparative foreign language didactics, become an important point of reference for our deliberations. Specialists in teaching of foreign languages from France and Germany undertook their development, placing it among other research currents of the contemporary foreign language didactics. The theoretical deliberations and research solutions underscore the sense of development of theoretical and methodological assumptions for comparative foreign language didactics. They become part of the following part of the publication which comprises the original concept of comparative foreign language didactics – understood as the sub-discipline of Polish foreign language didactics.
2
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O leksyce nacechowanej stylistycznie w nauczaniu Białorusinów języka polskiego

71%
Kaleta R.
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
|
2017
|
vol. 24
127-134
EN
The aim of the present paper is to describe the idea of stylistic marked vocabulary in teaching Polish in Belarusian environment. Particular attention is paid to the nuances of different stylistic tokens Polish and Belarusian, which apparently seem very similar to each other. The collected material can help lectors working with Belarusians in stressing the particular issues of stylistic teaching of Polish language and Belarusians learning the Polish language – in avoiding stylistic errors. The issue of stylistic marked vocabulary seems to be detracted from in the field of foreign language didactics. In practice, language learners often have little awareness of such language errors which often do not hinder communication. Therefore, a need for devising dedicated exercises that would help learners not only notice this subtle linguistic difficulty but also eliminate its consequences arises.
PL
Artykuł dotyczy leksyki nacechowanej stylistycznie w nauczaniu języka polskiego Białorusinów. Szczególna uwaga zwracana jest na niuanse stylistyczne różniące leksemy polskie i białoruskie, które z pozoru wydają się bardzo do siebie podobne. Zebrany materiał może pomóc lektorom pracującym z Białorusinami w akcentowaniu poszczególnych kwestii stylistycznych w nauczaniu JPJO, a Białorusinom uczącym się języka polskiego – w unikaniu błędów stylistycznych.
3
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CERTYFIKATOWE TESTY Z JĘZYKA POLSKIEGO I ANGIELSKIEGO NA POZIOMIE C2 W UJĘCIU PORÓWNAWCZYM

63%
Banach M.
Neofilolog
|
2019
|
issue 53/1
71-88
EN
The amendment to the Polish Language Act in 2015 has resulted in significant changes in the system of the state certificate examinations in Polish as a foreign language. One of the changes is a revised format of the certificate examination at C2 level. The author begins by briefly presenting the recent revisions to the test. The Polish examination is then compared with its English equivalent: C2 Proficiency, a renowned British test which has undergone numerous changes since its first ad-ministration in 1913. The comparative analysis is focused on the struc-ture of both examinations and their parts, task types that are used and skills that are tested. Through showing similarities and differences between the analyzed language proficiency tests the author reflects on practical implications of various choices made by experts who are responsible for test design and development.
4
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Glottodydaktyczne błędy analogiczne na przykładzie języka polskiego i języka białoruskiego

51%
Kaleta R., Katedra Białorutenistyki W. L. S., rkaleta@uw.edu.pl
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
|
2015
|
vol. 22
PL
Artykuł wpisuje się w nurt glottodydaktyki porównawczej i dotyczy polsko-białourskiej i białorusko-polskiej laspologii. W artykule zostały zaprezentowane błędy analogiczne w języku polskim i białoruskim, czyli błędy dotyczące analogicznych kwestii językowych, które sprawiają trudność Białorusinom uczącym się języka polskiego oraz Polakom chcącym opanować język białoruski. W artykule zarysowano także możliwe podobne pola badawcze, m.in. analizę porównawczą dotyczącą kształcenia i pracy lektorów języka polskiego i języka białoruskiego.
EN
The article examines the problem of errors typical of both Belarusian and Polish from the point of view of comparative didactics of foreign language teaching. The article presents the idea of the so-called analogy errors in both Belarusian and Polish, which may be further defined as errors pertaining to similar language aspects and which may be problematic for both Belarusians learning Polish and Poles learning Belarusian. A list of potential areas of related research has been proposed as well, including a comparative analysis of both training and teaching practice of teachers of Belarusian and Polish.
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