Polish is learnt by two types of learners; namely, heritage language learners (HLLs) and foreign language learners (FLLs). HLLs are of Polish origin and have gained their partial knowledge of language in a natural environment unlike FLLs who learn Polish in a formal institutional setting and have no Polish roots whatsoever. Lexical resources of HLLs and FLLs and their access to mental lexicon language data, even when their overall level of language proficiency is similar, seem to differ. HLLs speak more fluently, particularly when talking about everyday matters, and their production sounds more native like, being more formulaic. FLLs on the other hand, when speaking, “look for words” with more difficulty and sentences they build often sound odd. The aim of the project is to find out whether the lexical resources of HLLs are really, qualitatively and quantitatively, different to that of FLLs and if so, to what extent. In order to estimate the vocabulary size of the two groups samples of HLLs’ and FLLs’ writing at B2 level were analyzed with the use of various indices such as lexical variation, density, sophistication and Lexical Frequency Profile.
The paper builds on our previous work in the field of bilingual education and/ or the process of natural bilingualisation of Slovak-German bilinguals in Slovak educational diasporas (educational islands) in Austria. Starting point of psycholinguistic testing based on classic American Peabody Picture Vocabulary Test ( PPVT -III in its revised and German version) presented in this paper is the thesis of initial lagging behind of linguistic (lexical, grammatical) competence level of language L2 of bilingual children from preschool age in relation to various sociolinguistic variables, which, however, with age may, under certain favourable conditions nearly equal competence of monolinguals and in the area of reception of language even exceed it. For testing the reception levels of German mental lexicon we used two approximately equally large groups of respondents in a bilingual secondary grammar school in Bratislava and Vienna. The hypothesis of our research was that bilingual Austrian-Czech/Slovak bilinguals from Austria would achieve significantly better results than the Slovak-German bilinguals from Slovakia. The test results, however, surprisingly disproved our hypothesis and want to contribute to the debate on setting minimum standards of language competence of bilinguals as well as on optimisation of conditions of bilingual or monolingual education of not only Slovaks abroad.
The press brings the reader closer not only to the news of a community but also to its language and culture. The objective of this study is to know the relationship between press consumption and lexical competence. Specifically, the weekly time spent by 171 graduate students from Malaga reading the press and its relationship with two lexical tests in Spanish – mother tongue – and French or English – foreign language – will be analysed. The results show that there is no significant relationship between available vocabulary and press consumption. Instead, the relationship is significant with the ability to identify technicalities when the data refer to the foreign language of the informants. These findings invite us to continue promoting didactic applications that integrate press reading both to improve lexical competence and to integrate the sociopragmatic component of the language.
The present paper attempts to investigate causes of poor lexical compe-tence of prospective students of modern philology. The focus is placed on the techniques and cognitive strategies selected by such students in learning lexis.
In the context of complete meaningful linguistic activities such as writing summaries, the paraphrase prompts reflection on the interaction between words, meaning and discourse, and thus helps develop the lexical component of discourse competence. Paraphrasing exercises are useful for both native and foreign language practice, especially for future translators, and lend students greater awareness of the shades of meaning distinguishing synonymic expressions in given contexts. We show that variations in meaning due to the use of synonyms and morpho-syntactical reformulations may be analyzed in terms of point of view and focalization, thereby taking into account the subjective and intersubjective dimensions of lexicon and discourse.
W artykule omówiono rolę tekstów w rozwijaniu sprawności czytania ze zrozumieniem i mówienia. Zaproponowano jeden tekst będący zagadką kryminalną. Do tekstu dołączono przykładowe ćwiczenia, które mogą towarzyszyć czytaniu, by było ono bardziej efektywne. Zaproponowano także ćwiczenia rozwijające kompetencję komunikacyjną oraz ćwiczenia wzbogacające leksykę.
EN
The author discusses the role of texts in developing reading and speaking skills. She uses criminal fiction as an exemplary text and suggests some exercises, which are meant to help develop the skill of reading, the lexical competence, and to increase vocabulary range.
This paper emphasizes the need to include collocational competence in the model of lexical competence. Different ways of understanding of the notion “collocation” are presented together with the existing models of lexical competence. Next, a new model of lexical competence is pro-posed, i.e. the model covering lexical competence as well. The Author presents her original concept of collocational competence and argues for its development in vocabulary extension at a foreign language class.
In this article I will concentrate on various techniques for learning and teaching vocabulary that support the memorizing of new words, and I will present the results of a survey conducted among students of applied linguistics on this topic. The main aim of this article is to verify the hypothesis that students haven’t yet been exposed to different techniques for effective vocabulary learning. First, I will show what the mental lexicon is and how it is organised. How mnemonists learn will also be discussed. Then I will briefly explain the terms ‘vocabulary’ and ‘lexical competence’ and show the important principles of vocabulary training. At the end, I will present the most important results of my survey (opinion poll).
The importance of stereotypical uses of language, especially in the area of collocational combinatorics, is decisive in language teaching and learning. This type of lexical relationship is difficult for non-native learners to acquire because of its complexity, not only in terms of lexical use, but also in terms of particular linguistic awareness. Learners’ collective corpora can be revealing in describing their transitional competence. The diagnostic of interlanguage specific difficulties makes it possible to evaluate the progression of a target language, to describe it, to identify its hegemonic variety and to create the most effective activities. In this article, we will discuss the issue of interlanguage in the learner corpora and language corpora for use in lexical learning in French as a foreign language lessons. We address questions that a learner of L2 French has, which are sometimes difficult to find answers to in scholarly grammars or L2 French workbooks.
It is widely accepted that terminological minimum is a practical means used for the selection of specialist vocabulary to be taught at various proficiency levels in LSP courses. This popular understanding of the notion renders it similar to the concept of lexical minimum; from the didactic perspective, the two notions seem to largely overlap, being in fact vocabulary lists based mainly on the frequency parameter. However, this picture has largely obscured the true ontological status of the two concepts, and it was not until only recently that the notion of lexical minimum was defined in a more comprehensive way, bringing to light some of its most salient characteristics. Likewise, it seems necessary to re-define the notion of the terminological minimum, if only on account of the specific nature of the lexical unit included in them, i.e. the term. The current paper attempts to elucidate the notion in question and to provide a methodological framework for the compilation of a modern terminological minimum.
The objective of this paper is to investigate the role of teaching phraseology in the development of lexical competence of foreign language learners. In the part of the paper we address the issue of vocabulary from the point of view of LL2 and argue that phrases are an important element of foreign language vocabulary. The second part of the paper is devoted to lexical competence. A new approach to this competence kind is proposed, in the light of which it is seen as consisting of several subcompetences. The phraseological competence elaborated on in this paper is one of them. The third part presents aims and teaching methods in working on phraseologisms in foreign language classes. We further describe some changes in teaching methods that took place over the last decades. The paper underscores the importance of teaching phrases to foreign language learners and the teacher’s role in developing phraseological competence as an important element of lexical competence.
W artykule scharakteryzowano leksykę w 3 podręcznikach do nauki języka polskiego przeznaczonych dla frankofonów, które opublikowano na początku XX w. Przeprowadzona w kontekście glottodydaktyki historycznej analiza filologiczna miała na celu: wskazanie prawidłowości, które dotyczyły relacji między zastosowaną metodą gramatyczno-tłumaczeniową a rodzajem nauczanej leksyki oraz charakterystykę słownictwa w perspektywie leksykologicznej. Skonstatowano, że: (1) nauczanie leksyki, mimo że było podporządkowane opisowi gramatycznemu, odbywało się w dużej mierze z udziałem sposobów rozwijania kompetencji leksykalnej, wykorzystywanych we współczesnej glottodydaktyce (pola leksykalno-tematyczne, związki semantyczne, jednostki nacechowane ładunkiem etnolingwistycznym), (2) dawne podręczniki mogą stanowić cenne źródło do badań z zakresu lingwistyki historycznej, zwłaszcza w aspekcie kulturowym.
EN
The article characterizes the lexis of 3 textbooks to teach Polish, dedicated to francophone users, published at the beginning of the 20th century. The objective of the philological analysis conducted in the context of historical glottodidactics was: to indicate the regularity between the applied grammar-translation method and the kind of taught lexis and to characterise vocabulary in the lexicological perspective. It concluded that: (1) despite the subordination of the teaching lexis to a grammatical description, the process is carried out with methods of developing lexical competence used in contemporary glottodidactics (lexical-thematic fields, semantic relationships units with an ethnolinguistic charge), (2) old textbooks can be a valuable resource for research in historical linguistics, especially in the cultural aspect.
W artykule autor przedstawia problemy metody komunikacyjnej i zadaniowej w nauczaniu jpjo, które definiuje na podstawie własnych badań (m.in. zawartości podręczników komunikacyjnych do jpjo, testów komunikacyjnych uczniów szkół sobotnich na Ukrainie) i obserwacji dydaktycznych oraz analizy książki I. Janowskiej Podejście zadaniowe do nauczania i uczenia się języków obcych. Wskazuje na niedoskonałość tej metody. W drugiej części artykułu wykazuje, że realizacja programu kulturowego w nauczaniu jpjo spełnia kryteria podejścia zadaniowego i metody zadaniowej. Czyni to na przykładzie zadań kulturowych, zrealizowanych przez studentów polonistyki lwowskiej w roku 2011.
EN
In the article, the author presents the problems of communicative language teaching and of a task-based method of teaching Polish as a foreign language (jpjo). He defines the problems basing on his own research (including the content of communicative textbooks for jpjo, communication tests completed by the students of Saturday‟s schools in the Ukraine) as well as based on observation of teaching and on the analysis of I. Janowska‟s book Task-based approach towards teaching and learning foreign languages. The author indicates the defects of the method. In the second part of the article he demonstrates that the implementation of the cultural programme in jpjo teaching meets the criteria of the task-based approach and of task-based method. He proves this based on the example of cultural tasks completed by the students of Polish studies in Lviv in 2011.
Developing learners’ lexical subsystem is one of the most important tasks of foreign language didactics. The observable turn towards vocabulary (“Wortschatzwende”) has contributed to an in-depth reflection on learners’ lexical competence, including their strategic competence. The aim of this paper is to present results of a correlating research concerning the influence of personality variables (understood according to the Five-Factor Model) on the range and frequency of strategies used by Polish high-school students to learn German vocabulary. The research project described in this paper was conducted in April 2021. The Polish adaptation of the NEO Five-Factor Inventory was applied to examine the learners’ personality traits. The Polish version of Schmitt’s Vocabulary Learning Strategies Questionnaire (VLSQ) was used to investigate students’ preferred strategies for learning German vocabulary. Based on the conclusions from the research, an attempt was made to formulate practical guidelines for foreign language teachers concerning the possibilities of developing learners’ lexical competence. The report is complemented by a list of open research questions and problems in this field.
The number of students with the experience of migration has been growing year by year in Polish schools. They need to learn Polish relatively fast for educational purposes. This paper presents, based on a pilot glottodidactic experiment, the observations of how foreign children could be helped to learn Polish using simple math exercises. The demonstrated outline of the didactic innovation is aimed at showing how the repeatability of language sequences in the narration of the exercises affects the development of students’ grammatical and lexical competence.
The knowledge of the vocabulary of early school-age children learning Polish abroad is one of the most important determinants of the level of their language proficiency. The paper presents the situation of Polish language teaching in the United States of America and Ukraine. Additionally, the paper discusses the status of the language among people of Polish origin. The author describes the preliminary results of the research on lexical competence of students: semantic fi elds with the largest lexical deficit among the children compared to their peers in Poland.
PL
Znajomość słownictwa dzieci w wieku wczesnoszkolnym uczących się języka polskiego poza granicami Polski jest jednym z najważniejszych wyznaczników poziomu opanowania polszczyzny. W artykule przedstawiono sytuację dydaktyki polszczyzny w Stanach Zjednoczonych i na Ukrainie. Dodatkowo został omówiony status języka wśród osób polskiego pochodzenia. Autorka opisuje wstępne wyniki badań kompetencji leksykalnej uczniów – zakresy tematyczne, w których odnotowano największy deficyt słownikowy dzieci w porównaniu z ich rówieśnikami w Polsce.
Autorka podejmuje problem semantyki leksykalnej w zaburzeniach należących do spektrum autyzmu (ASD). Na wstępie zwraca uwagę na to, że w badaniach nad ASD semantyka jest opisywana rzadziej niż pragmatyka. Po próbie wyjaśnienia tej dysproporcji, uzasadnia potrzebę dalszych badań nad semantyką w ASD. Przechodzi do omówienia pojęć: sprawność leksykalna, sprawność semantyczna, kompetencja leksykalna, kompetencja semantyczna i odnosi je do osób z ASD, wskazując na ważną rolę aspektu jakościowego. Charakteryzuje dwie perspektywy badań nad semantyką w ASD – opisową i wyjaśniającą. Podkreśla znaczące zróżnicowanie umiejętności językowych u osób z ASD. Podaje argumenty uzasadniające wartość badań nad semantyką leksykalną w logopedii. Postuluje, by w określaniu przedmiotu badań odnosić się do wiedzy o wszystkich relewantnych językowo i kulturowo cechach leksemów. Proponuje, jakie kwestie należy uwzględnić w przyszłych badaniach: wielorakie zróżnicowanie semantyczne słownictwa; uwzględnianie relacji paradygmatycznych i syntagmatycznych; odwołanie się do tego, jak słowa znaczą. Stawia hipotezę, które grupy leksemów mogą okazać się szczególnie interesujące w badaniach nad semantyką leksykalną w ASD. Sygnalizuje problem wykorzystania teorii lingwistycznych (strukturalizmu, kognitywizmu) w logopedii.
EN
The article deals with the problem of lexical semantics disorders in autism spectrum disorder (ASD). In the introduction, it is pointed out that semantics is analysed less frequently than pragmatics in ASD research. Having attempted to explain this disproportion, the author emphasises the need for further research into semantics in ASD. Then, the concepts of lexical ability, semantic ability, lexical competence and semantic competence are discussed refering it to people with ASD. The important role of the qualitative aspect in research is indicated. The article characterizes two perspectives of research on semantics in ASD – descriptive and explanatory. It is highlighted thatpeople with ASD demonstrate considerably diverse language skills. Arguments are provided in favour of undertaking research into lexical semantics as beneficial for speech therapy theory and practice. It is postulated to take into account all linguistically and culturally relevant features of lexemes. The issues that should be addressed in future research are: multiple semantic variations in vocabulary, paradigmatic and syntagmatic relations, references to the ways words mean. The author hypothesizes which groups of lexemes may be especially interesting as material for research on lexical semantics in ASD. She also mentions the problem of applying linguistic theories (structural linguistics, cognitive linguistics) in speech therapy.
W niniejszej pracy przedstawiono najpierw ogólny zarys dwojakiego rozumienia pojęcia kolokacji: w ujęciu szerokim – frekwencyjnym oraz w ujęciu wąskim – semantycznym. Następnie wskazano na fakt, z czego wynikają problemy w użyciu kolokacji w nauce języków obcych. A ich przyczyn można szukać w nieznajomości wśród uczniów zjawiska kolokacyjności i konwencjonalności w zestawianiu wyrazów w syntagmach w różnych językach. Główna część artykułu przedstawia koncepcję uwzględniania zjawiska kolokacyjności w podręcznikach do nauki języka niemieckiego jako obcego. Rozważania teoretyczne dotyczą następujących zagadnień: w jaki sposób podręczniki mogłyby przekazywać wiedzę na temat kolokacji, jak mogłyby budować świadomość kolokacyjną oraz pomagać w rozwoju receptywnej i produktywnej kompetencji kolokacyjnej.
Lexical competence of intermediate and advanced learners of Polish as a foreign language is usually tested by means of tasks which focus on the form and meaning of items and not on their use. This kind of evaluation checks mostly learners’ declarative knowledge that cannot be applied under pressure. A fluent and adequate reaction in authentic situations requires implicit (or highly automatized declarative) knowledge based on such an organization of the mental lexicon in which, beside single words, formulaic expressions are stored. The purpose of the article is an analysis of vocabulary teaching/testing at the B2 level in the context of learners’ needs. The author argues that traditional tests should be complemented by tasks which; (i) necessitate the use not only of specific words but also of formulaic language, (ii) engage learners in a quasi-natural communication. Such tasks could help to evaluate their implicit vocabulary knowledge and their use in tests could in turn have a beneficial effect on the way vocabulary is taught in Polish.
PL
Stopień opanowania słownictwa przez uczących się języka polskiego na poziomach wyższych jest często sprawdzany za pomocą zadań, które w większym stopniu koncentrują się na znajomości form i znaczeń wyrazów, w mniejszym zaś na użyciu złożonych struktur leksykalnych. Ten rodzaj ewaluacji pozwala ocenić stan wiedzy deklaratywnej uczniów. Jest ona trudna do wyzyskania w autentycznych sytuacjach komunikacyjnych, w których spontaniczne działania wymagają od użytkownika wykorzystania wiedzy implicytnej. Celem niniejszego artykułu jest ogląd dydaktyki i ewaluacji słownictwa w języku polskim jako obcym dokonany z perspektywy potrzeb komunikacyjnych uczących się na poziomie średnim ogólnym. Zwraca się w nim uwagę na fakt, iż wiedza implicytna jest rezultatem głębokiej internalizacji słownictwa, a szybkie, fortunne reakcje użytkownika wspomaga właściwa organizacja leksykonu mentalnego, w którym, obok pojedynczych słów, magazynowane są różnej długości zespolenia (ciągi formuliczne). Pokazuje się też sposoby ukomunikacyjnienia obecnie stosowanych technik ewaluacji stopnia opanowania leksyki, a także proponuje takie, które opierają się na działaniach uwikłanych w kontekst i/lub w nim wyraźnie osadzonych.
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