Search results

1

W jaki sposób lekcja języka ojczystego może przyczynić się do rozwoju wielojęzyczności uczniów?

100%

Łyp-Bielecka A.

Neofilolog

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2012

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issue 39/2

157-169

EN

Effective teaching and learning of foreign languages is one of the main objectives of institutionalized school education. The high level of learners language awareness enhances the development of multilingualism. The article presents selected means of rising language awareness during native language lessons in Polish schools.

2

De rol van sociaal tolk in de maatschappij

99%

Knap-Dlouhá P.

Neerlandica Wratislaviensia

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2019

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vol. 29

249-262

EN

In this article, the question of different roles that community interpreters play in the context of interpreted interactions is addressed, or rather how these roles are perceived. The fact that interpreters function as mediators of pronouncements from one language to another (and vice versa) is apparent from the nature of the interpretation process itself. However, frequent studies by contemporary researchers in this field show that the role of community interpreter is clearly different from that of conference interpreter; the role of the community interpreter, as seen by several authors, often goes beyond the mediation of the language transfer of necessary information, and the interpreter is often even considered responsible for the coordination of a particular conversation between participants of interpreted communication: the community interpreter determines who is speaking and who is listening; explains to the participants what the other party mean; signals this; and explains why a certain interpreted communication was not understood by one of the parties. The specific cultural position of the interpreter can sometimes also be the reason why the interpreter “leaves his mediating role”. Interpreters always operate between two worlds which are different at different levels and which it is precisely the interpreter’s job to connect through the language transfer of communications. In the case of community interpreters, we often have to deal with striking differences in norms and values. Does the interpreter have to inform the participants of the interaction about these differences or not? Doesn’t he go too far if he actively intervenes in conflict situations in an interpreted dialogue, because the other participant doesn’t have the necessary knowledge about the cultural traditions and customs of the other party? Can we expect the interpreter to inform his client, who does not speak the language of the country in question, of his rights as soon as he notices that the other party does not respect them? The article discusses various insights into the role played by community interpreters. We start from the hypothesis that the perception of the role of the community interpreter will be highly dependent not only on different conceptual representations of individual authors but will also be differently anchored in different countries and cultures.

3

Aspectos positivos de las influencias intralingüísticas en el proceso de adquisición de L2

99%

Mikołajczak S.

Studia Romanica Posnaniensia

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2014

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vol. 41

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issue 1

119-127

EN

The processes that take place in the mind of a multilingual person during the second language acquisition are mostly shrouded in mystery. We can only observe traces of these processes manifesting themselves in the interpenetration of two or more linguistic systems. The current study aims to recognize how the knowledge of L1, in this case Spanish, influences on the acquisition and usage of the target language – Portuguese (L2), and how to take advantage of the interferences to make the L2 learners succeed. The possibility of linguistic influences grows with each acquired language. There are also important contributing factors such as a degree of similarity between the languages, a level of proficiency in each of them, and the manner and time of a language acquisition. During the Portuguese course at the Spanish Philology, we can observe such phenomena as: code switching or total displacement, hybrids, false friends, multi-word units calquing, and morphogrammatical transfer. Although one of the factors that affects the L2 acquisition is the level of proficiency, the students hardly take advantage of their mother tongue, selecting the language typologically closer to Portuguese, Spanish. The students use the previously acquired knowledge to create analogies that should be considered as an intermediate step in the acquisition of L2, not as something negative, but rather a means for providing a starting point for the analysis of error which, consequently, leads to improvement.

4

L1 French learning of L2 Spanish past tenses: L1 transfer versus aspect and interface issues

99%

Pons J. A., Ahern A., Fuentes P. G.

Studies in Second Language Learning and Teaching

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2017

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vol. 7

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issue 3

489-515

EN

This paper examines the process of acquiring L2s that are closely related to the L1 through data on how adult French speakers learning L2 Spanish in a formal setting develop knowledge and use of past tenses in this L2. We consider the role of transfer and simplification in acquiring mental representations of the L2 grammar, specifically in the area of tense and aspect, and how learners deal with integrating grammatically encoded, lexical and discursive information, including mismatching feature combinations leading to particular inferential effects on interpretation. Data is presented on the Spanish past tenses (simple and compound past, pluperfect, imperfect and progressive forms) from two tasks, an oral production filmretell and a multiple-choice interpretation task, completed by learners at A2, B1, B2 and C1 CEFR levels (N = 20-24 per level). L1 influence is progressively attenuated as proficiency increases. Difficulties were not always due to negative L1 transfer, but related also to grammar-discourse interface issues when integrating linguistic and pragmatic information in the interpretation process. This has clear implications for the teaching of closely related languages: instruction should not only focus on crosslinguistic contrasts, but also prioritize uses requiring complex interface integration, which are harder to process.

5

Błędy interferencyjne spowodowane wpływem innego języka obcego w wypowiedziach pisemnych Słoweńców uczących się języka polskiego

85%

Bednarska K., Katedra Filologii Słowiańskiej W. F., katarzyna.bednarska@uni.lodz.pl

Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców

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2015

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vol. 22

PL

Celem artykułu jest analiza błędów interferencyjnych spowodowanych wpływem języka drugiego (L2) i pojawiających się w wypowiedziach pisemnych Słoweńców uczących się języka polskiego jako obcego. W pierwszej części autorka przedstawia problematykę wpływu L2 na L3 i stan badań nad tym zagadnieniem. Druga część stanowi analizę błędów pojawiających się na poziomie leksykalnym, morfologicznym i składniowym. Podstawę analizy stanowi korpus 61 wypracowań napisanych przez studentów polonistyki Uniwersytetu w Lublanie.

EN

The aim of the paper is to analyze the interference errors caused by the influence of a second language (L2) and made by Slovenes in written texts when learning Polish as a foreign language. The first part describes the theory of the influence of L2 on L3. The second part is the analysis of errors which occur on the lexical, morphological, and syntactic level of the language. The analysis was conducted on the basis of 61 essays written by the students of Polish Studies at the University of Ljubljana.

6

Błędy interferencji zewnętrznej w interjęzyku ucznia

71%

Borecka V. E.

Linguodidactica

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2016

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vol. 20

PL

Błąd językowy jest jednym z najistotniejszych problemów współczesnej glottodydaktyki. Przyczyny powstawania błędów są wielopłaszczyznowe i wynikają ze złożonych czynników. Niewystarczająca kompetencja językowa wyzwala mechanizm interferencji, polegający na transferze nawyków nabytych w języku ojczystym do języka obcego. Celem publikacji jest zwrócenie uwagi na różnorodność błędów językowych wynikających z oddziaływania międzyjęzykowego w interjęzyku ucznia. Materiał badawczy stanowią wypowiedzi pisemne w języku angielskim 116 uczniów białostockich szkół ponadgimnazjalnych. Dokonana analiza wyekscerpowanych z tego korpusu błędów doprowadziła do powstania klasyfikacji błędów interferencyjnych w płaszczyźnie leksykalnej oraz gramatycznej wraz z komentarzem glottodydaktycznym. Zastosowanie wyników badań w praktyce pedagogicznej może pomóc nauczycielom zrozumieć procesy powstawania błędów oraz podjąć stosowne decyzje metodyczne dotyczące profilaktyki i terapii błędów.

EN

A linguistic error is one of the most fundamental problems of modern language teaching. Causes of errors are complex and result from different factors. Insufficient language competence triggers the mechanism of interference, involving the transfer of habits acquired in a native language to a foreign language. The aim of the publication is to highlight the diversity of linguistic errors resulting from crosslinguistic influence in a learner’s interlanguage system. The research material consists of written tasks performed in English by 116 students of secondary schools in Bialystok. The analysis of the errors excerpted from the corpus led to the classification of interlingual interference errors of lexical and grammatical categories along with linguistic commentary. The application of the research results in teaching practice can help teachers understand the nature of errors and take appropriate methodological decisions concerning prevention and treatment procedures.

7

Analiza błędów językowych w praktyce glottodydaktycznej (na przykładzie języka angielskiego w szkole ponadgimnazjalnej)

71%

Borecka V. E.

Białostockie Archiwum Językowe

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2016

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vol. 16

EN

The aim of the article is to draw attention to the problems of error analysis in terms of its suitability for glottodidactics. Error analysis from a conventional perspective consists of successive stages of error identification, description, explication and evaluation. Carrying out these activities in the procedural order enables implementation of the last phase of analysis – error therapy, which is also its goal. In a broader perspective, error prevention is also taken into account. However, it turns out that in pedagogical practice proper conduct of the processes of identifying, describing, and classifying errors may be complicated. The article briefly presents the technique of error analysis in foreign language teaching in theoretical terms and also shows problematic examples taken from research material in the form of written tasks in English of Polish secondary school students. A few reflections have been formulated to help teachers understand processes of linguistic difficulties and take appropriate decisions concerning the methodology of prevention and treatment of language errors.

8

Psycholingwistyczne przyczyny fosylizacji w nauce języka angielskiego

71%

Borecka V.

Białostockie Archiwum Językowe

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2017

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vol. 17

EN

Fossilization as a unique feature of interlanguage systems manifests itself in the cessation of the development of certain linguistic phenomena that remain unchanged in relation to the target language. Although the vast majority of students’ errors evolve towards normal structures and then disappear, some of them stabilize permanently. The purpose of this paper is to try to find the answer to the question: are there any features of persistent fossilization of lexical-grammatical structures in the interlanguage of Polish students learning English? The research material was provided by a study conducted on a group of 15 secondary school students in the years 2013–2016. The four-year study consisted of a systematic analysis of language errors that kept appearing in the students’ written tasks, regardless of the type and quantity of teaching material provided, the length of the study period, the age of the students and the exposure to a variety of teaching techniques. The author attempts to present the phenomenon of fossilization and its main psycholinguistic factors.

9

O uczeniu gramatyki polskiej Słowian

71%

Karolczuk A.

Poradnik Językowy

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2022

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vol. 790

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issue 1

214-225

EN

This paper presents diverse approaches to teaching grammar in the language acquisition process. It focuses on a compilation of the models, methods, techniques, and tricks of teaching grammar. The paper concerns especially teaching Polish grammar to Slavic speakers while taking consideration of the cognation of the languages and the resulting interdependencies. This situation creates both easiness and diffi culty in grammar teaching.

PL

W artykule przywołano i pokrótce omówiono współczesne podejścia do uczenia gramatyki języka obcego. Skupiono się na zestawieniu, przypomnieniu i skrótowym omówieniu funkcjonujących dzisiaj (częściej lub rzadziej) modeli, metod, technik i chwytów stosowanych w tym zakresie. Omówiono uczenie gramatyki polskiej Słowian, biorąc pod uwagę pokrewieństwo językowe i wynikające stąd zarówno swoiste ułatwienia, jak i utrudnienia w przyswajaniu gramatyki polskiej przez mówiących po ukraińsku czy rosyjsku.

10

Rozmówki polsko-hiszpańskie. Problemy językowe i próby ich przezwyciężenia podejmowane przez polskich uczestników hiszpańskiej wojny o niepodległość w świetle materiałów wspomnieniowych

71%

Krzyżostaniak M.

Annales Universitatis Paedagogicae Cracoviensis. Studia Historicolitteraria

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2021

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vol. 21

75-86

EN

The article presents selected mechanisms of communication between the Polish participants of the Napoleonic campaign in 1808-1812 and the local population behind the Pyrenees. The sources of information were the memoirs of Polish soldiers fighting on the Iberian Peninsula in the Grande Armée. Even though a significant part of the memoirs focuses on the military aspects of the participation of Poles in the Peninsular War, several do provide a whole spectrum of information about the daily lives of soldiers on foreign ground and many observations regarding the customs of their brothers in arms - mainly the French - as well as the local population. Among the fragments devoted to the non-military aspects of their stay on the Iberian Peninsula, the remarks on the attempts at communication - both verbal and non-verbal - between Poles and Spaniards seem to be particularly interesting. The purpose of this article is to explain why, in many situations, efficient communication could not take place in an intermediary language (French) and how the Polish soldiers dealt with lexical and grammatical structures in the previously unknown Spanish language. It is worth pointing out that language transfer is clearly noticeable - both from the native language of the soldiers (Polish) and from French, which most of Napoleonic soldiers learnt as their first Romance language.

11

SEMANTIC ANALYZABILITY AND IDIOM COMPREHENSION: A CASE STUDY OF ARAB LEARNERS

57%

Daoudi A.

Concordia Discors vs Discordia Concors: Researches into Comparative Literature, Contrastive Linguistics, Cross-Cultural and Translation Strategies

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2010

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vol. 2

98-112

EN

One of the reasons for the relevance of idiom studies is the pervasiveness of figurative language in everyday discourse (Cieślicka: 2005). However, despite the frequency of idioms, they remain an obstruction to a lot of foreign language learners. The comprehension and interpretation of idiomatic expressions has been the focus of much debate in recent literature. Yet, despite the fact that there exists extensive research on processing idiomatic expressions in the monolingual mode, much less has been written about the way in which bilingual language users comprehend and interpret idiomatic language. The present study aims to fill in the gap by highlighting the issue of bilingual figurative competence. It starts with a brief overview of idiom comprehension models. Then, it presents and analyses a study conducted on the strategies Arab learners use to decode idioms. The results of the field research are analyzed, discussed and conclusions are drawn, in a last instance.

12

Transfererscheinungen zu Beginn des L3-Erwerbs: Evidenz aus der schriftlichen Sprachproduktion mehrsprachiger Deutschlerner

57%

Długosz K., Długosz K.

Kwartalnik Neofilologiczny

|

2018

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issue 4

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