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Transfer w kontekście dydaktyki językowej doby postkomunikacyjnej

100%
Nowak I.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
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2015
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issue 12
69-80
XX
This article is devoted to the issues of foreign language teaching. It analyses the process of teaching a specific foreign language which also takes into account linguistic thinking which constitutes its starting point. The problem can be accounted for by means of constructivism – a key assumption of language teaching in the postcommunication era. According to constructivism, acquisition of new knowledge is based on the prior knowledge. Consequently, the mechanism of transfer is regarded as a mental and linguistic activity which to a great extent determines foreign language acquisition. Types of transfer (unconscious and controlled), its kinds (interlingual, intercultural, intralingual) and aspects (positive and negative) allow for the presentation of didactic consequences in teaching Russian to the Polish.
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O (NIE)MOŻLIWOŚCI ZASTOSOWANIA MODELU SŁOWNIKA UMYSŁOWEGO W PODRĘCZNIKACH DO NAUCZANIA JĘZYKA OBCEGO (NA PRZYKŁADZIE JĘZYKA ROSYJSKIEGO DLA POLAKÓW)

100%
Nowak I.
Acta Neophilologica
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2013
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vol. XV/1
103-116
EN
The article is an attempt at searching for theoretical basics for effective foreign language learning. The starting point for the considerations is the bilingual model, which is a subordinate and coordinate method of organizing linguistic material of the mother tongue and foreign language. Formation of bilingual (Polish-Russian) mental glossary of a learner is treated as a mental process and effectiveness of its reorganization is based on the concept of the frame. The author’s considerations are illustrated with an analysis of selected teaching resources for teaching Russian as a foreign language to Polish students.
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