In linguistics, the Gunning-Fog Index is a test designed to measure the readability of a sample of English text. The readability index is based on two criteria: a syntactic (the length of text sentences) and a semantic one (the number of polysyllabic words). The mathematical algorithm lets then establish the text difficulty to its potential reader. The resulting number is an indication of the number of years of formal education that a person requires in order to easily understand the text on the first reading. That is, if a passage has a fog index of 12, it has the reading level of a U.S. high school senior. The paper presents an attempt to adopt the index elaborated for English for measuring readability of texts written in Polish and shows the possibility of its implementation in the area of teaching Polish as a foreign language.
The main purpose of the article entitled “Toegepaste chemische onkruidebestrijding oftewel over de volgorde van voorbepalingen binnen de Nederlandse en Poolse nominale woordgroepen” is to fill in the gap in the contrastive studies into Dutch and Polish syntax. In the article, the author presents and compares the word order of the expressions appearing before nouns in Dutch and Polish nominal groups. This linguistic research may constitute a starting point for the practical application of the research results in the teaching of Dutch and Polish as a foreign language. Both teachers as well as students of those languages have to be aware of the differences and similarities in the syntactic structures of the word nominal groups in order to learn those languages in an easier way and in order to make fewer (interferential) mistakes.
The goal of the present paper is to review most of the research done in the field of computer games in glottodidactics. Some preliminary conclusions made while implementing puzzle video games into foreign language classes in a high school will also be presented. The aim of the author is to show a full spectrum of possibilities of video games, and to state that some of them can work perfectly with the more traditional methods of teaching a foreign language at school.
Conscious language teachers are searching for alternative methods to sustain or reinforce the educational bond with students. The Communicative Approach is a student-centred method concentrating on language as a medium of communication. The target linguistic system is learned with the use of discussions, debates, projects, group work and authentic materials. In contrast to traditional language teaching the communicative method is learner-oriented, as it is dictated by learner’s needs and interests. It could bring inspiration and encouragement to both teachers and students.
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