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EN
The aim of the article is to give insight into reading comprehension and the role of prior knowledge in reading literary texts in Spanish as a foreign language. In order to achieve this, the author conducted a survey to investigate understanding and inferencing in understanding of the culturally marked text elements in three literary texts fragments. The subjects were students of the first and the second year of Spanish language and literature. The results indicate that it requires both linguistic and cultural knowledge to establish adequate comprehension and that the knowledge of the language cannot compensate for insufficient knowledge of the world.
PL
Celem artykułu było przeanalizowanie znaczenia rozumienia i posiadanej wiedzy w czytaniu tekstów literackich w języku hiszpańskim jako obcym. przeprowadzono badanie dotyczące rozumienia i wnioskowania w rozumieniu nacechowanych kulturowo elementów tekstowych we fragmentach trzech tekstów literackich. Badani byli studenci pierwszego i drugiego roku studiów języka i literatury hiszpańskiej. Wnioski wskazują, że odpowiednie rozumienie tekstu zależy od wiedzy językowej i kulturowej oraz że znajomość kodu językowego nie kompensuje braku wiedzy o świecie.
EN
The paper speculates whether the lexicographic description in a general dictionary of Polish should contain explicit information about cultural knowledge petrified in the language. The author believes that this kind of commentary is important from the point of view of mediation between generations and cultures, and it can help create an active dictionary. An analysis of words from various fields (Wielkanoc ‘Easter’, szlachta ‘nobility’, dzwony ‘bell-bottoms’, bezpieka ‘security services’, orzeł ‘eagle’, magiel ‘mangle’, trzepak ‘carpet hanger’, and others) illustrates and justifies this desideratum, assuming that cultural information will be only partially connected with the semantic description. Such information should be incorporated in different fields within the microstructure of an entry, including material illustration. For many units, the introduction of an explanation in an extrasemantic section “cultural knowledge and competence” can be used as an alternative or supplementary solution.
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