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Identyfikacja i klasyfikacja błędów językowych na lektoracie języka niemieckiego

100%
Kawka J.
Forum Filologiczne Ateneum
|
2018
|
vol. 6
|
issue 1
159-169
EN
Knowledge of foreign languages constitutes one of the key competencies amongst graduates of the Bachelor of Economics. In the era of globalisation, the importance of a high level of proficiency in foreign languages has become self-evident. The empirical part of this article is devoted to the analysis of the most common language mistakes committed by first-year students of the B1 group of Marketing and Management at the University of Economics in Krakow. A portion of the final exams submitted by a group of 13 students has been analyzed. The study focuses on the identification and classification of errors and presents the frequency distribution, as percentages, of errors in individual categories. The author's intention is not to indicate the causes of errors and their assessment, but to present the problems faced by students of the Bachelor of Economics, who learn ‘business language’, which a specialism within the German language studies. The results of the study might act as a starting point for the development of appropriate educational materials to support the process of teaching a wide variety of German language courses.
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Kupiłem grejpfrut czy grejpfruta? O błędach językowych w glottodydaktyce polonistycznej

58%
Stefańczyk W. T., Katedra Języka Polskiego jako Obcego W. P., reinhold5@interia.pl
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
|
2015
|
vol. 22
PL
Artykuł porusza zagadnienie ekspansji męskożywotnej końcówki -a w bierniku liczby pojedynczej w grupie rzeczowników nieżywotnych. Część tego typu form jest zgodna z normą wzorcową, np.: forda, pokera, golfa, borowika, inne natomiast występują wyłącznie w języku potocznym, np.: zęba, paznokcia, gwoździa. Niekiedy trudno jest rozstrzygnąć, która forma jest prawidłowa, np.: zamówić kotlet czy zamówić kotleta. Artykuł przynosi ponadto propozycje rozwiązań glottodydaktycznych oraz przedstawia dylematy dotyczące wskazanych kwestii.
EN
The paper discusses the issue of the expansion of the masculine animate ending – a onto the group of inanimate nouns. Some of such forms are in agreement with the paradigmatic norm, others, on the other hand, appear only in colloquial language. It is at times difficult to establish which form is the correct one. The paper also puts forth proposals of methods of their teaching and presents some dilemmas concerning the abovementioned questions.
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