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Recenzja książki pod redakcją Johna Stewarta pt. Mosty zamiast murów. Podręcznik komunikacji interpersonalnej. Warszawa: Wydawnictwo Naukowe PWN, 2010, str. 616.

100%
Wysocka M. S.
Neofilolog
|
2012
|
issue 38/2
263-269
PL
Recenzja książki pod redakcją Johna Stewarta pt. Mosty zamiast murów. Podręcznik komunikacji interpersonalnej. Warszawa: Wydawnictwo Naukowe PWN, 2010, str. 616.
2
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Language awareness of non-native speakers of Polish

100%
Wysocka M. S.
Kwartalnik Neofilologiczny
|
2019
|
issue 3
518-532
PL
Artykuł bada poziom świadomości językowej wśród zaawansowanych użytkowników języka polskiego jako obcego (146 uczestników kursu języka polskiego prowadzonego przez Szkołę Języka i Kultury Polskiej Uniwersytetu Śląskiego). Badana świadomość językowa odnosi się do rezultatów w nauce i obserwowanych zmian w języku respondentów oraz percepcji materiału językowego (gramatyki, słownictwa i elementów fonologii) pokazując przede wszystkim trudności językowe, z jakimi borykają się badani. Po ukazaniu najbardziej problematycznych kwestii, autorka przedstawia propozycję ćwiczeń podnoszącą świadomość językową osób uczących się języka polskiego.
EN
The article investigates the level of language awareness manifested by the advanced learners of Polish as a FL (146 students of the Polish Language Course attending the School of Polish Language and Culture at the University of Silesia in Katowice, Poland). The exact focus is on learning outcomes (areas of language progress and regress), and perception of the Polish language material learnt (including grammar, vocabulary and phonology), an emphasis being put on most problematic issues. Having presented learners’ opinions and reflections on language, implications for teachers including teaching materials raising language awareness are offered.
3
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Poetry in Teaching Grammar to the Advanced Users of Polish as a FL

100%
Wysocka M. S.
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2019
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vol. 5
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issue 1
55-72
EN
The article offers an insight into problematic issues the advanced learners of Polish as a FL cope with in terms of grammar in speaking and writing. It opens with a brief insight into teaching literature, poetry including, in a FL classroom. What follows includes types of poems and their potential to be used in the teaching context, mainly when teaching grammar. Having presented  the scope of linguistic problems experienced by the users of Polish as a FL, the type and frequency of grammatical problems are discussed. Polish grammar-based issues the foreigners struggle with constituted the main area of the research conducted among 146 students of the Polish Language Course attending the School of Polish Language and Culture at the University of Silesia in Katowice, Poland. The findings come from oral and written assignments produced by the sample in question, and, most frequently, reflect grammatical mistakes that are persistent and difficult to eliminate from the linguistic repertoire. Given that,  ways of using poetry as a means of a “grammar refresher” are suggested. These include a few examples of activities based on poems to be used  when trying to overcome particular linguistic difficulties, together with implications for teachers raising students’ language awareness and developing reflection on language per se.
4
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The neural bases of fossilization

63%
Ślęzak-Świat A., Wysocka M. S.
Linguistica Silesiana
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2010
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vol. 31
257-264
EN
The article aims at presenting a few neuroanatomical models and neuroanatomically based theories (the Maturational State Hypothesis, the Aging Hypothesis, the Fragile Rote Hypothesis and the Entrenchment Hypothesis, among other things,) inherent in the concept of fossilization. The models will be considered from the point of view of the advanced users of language, an emphasis being put on an interplay of factors responsible for the fossilized language competence.
5
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The state of incompleteness in a bilingual user

63%
Krężałek A., Wysocka M. S.
Linguistica Silesiana
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2009
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vol. 30
253-260
EN
The main concern of this paper is to investigate the relation between self evaluation of the LI and L2 linguistic competences by bilingual university students and the concepts of fossilization and attrition. The two terms refer to changes in language proficiency and imply a state of incompleteness of linguistic knowledge of both languages. Fossilization is identified as stagnation in attaining the target language proficiency whereas attrition is described as a loss of aspects of previously acquired linguistic knowledge. The former occurs at the level of active L2 development whereas the latter takes place at the state of post-active language acquisition. The paper constitutes an attempt to investigate the significance of the two concepts in the processes of bilingual development and maintenance. It considers the manifestations of fossilization and attrition as well as their indications as to the linguistic competences of bilingual users. It eventually attempts to estimate how widespread the rwo phenomena may be in the bilingual context and what their product is.
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