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„Język polski” jako przedmiot nauczania w opinii uczniów szkół gimnazjalnych i podstawowych

100%
Budrewicz Z., Sienko M.
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia
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2014
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vol. 5
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issue 161
77-94
PL
The authors of the article focus on analyzing students’ questionnaires in which they commented on the role of their mother tongue. More than 900 students of Kraków’s selected primary and secondary schools took part in this research. The students prefer to gain pragmatic knowledge. This knowledge means the abilities which help the students obtain good grades on tests; as a result, these skills are seen as a ticket to a better school and then a successful life (in most cases this means a well-paid job). In the students’ answers to the “usefulness” of Polish language in terms of individual development of children and young people, the didactic aspect of literary, linguistic and cultural content turned out to be of marginal significance. The students do not appreciate the value of learning native language as a means to self-exploration in terms of axiology. They do, however, realize the usefulness of linguistic learning in developing communicative skills (in most cases it is related to one’s ability to communicate with other people). The opinions of the primary and secondary school students are crucial analytic material for contemporary debates on strengthening the role of native language in the school education system. The opinions and assessments derived from educational experiences show lack of a deeper agreement between the discourse of Polish studies didactics and school practice aimed at accomplishment of educational targets. Key words: questionnaires, empirical research, Polish studies education, literary and cultural education, language training
2
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Studium przypadku w badaniach glottodydaktycznych

75%
Jaroszewska A.
Neofilolog
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2020
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issue 54/2
245-268
EN
The presented article is an attempt at providing a systematic outline of the basic information on the case study in the context of using in the language teaching studies. Surely, it is not discovering any new knowledge. It is rather a discussion of some obvious issues which especially young researchers frequently remain unconscious of. Simultaneously, it is aimed at provoking thinking on the topic, followed by popularising this highly interesting and valuable method as it enables to study any human activity, both the mental one and the one related to social relations, on many planes. Obviously, provided specific conditions are met.
3
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Aspekt polskiego czasownika jako problem przekładu oraz wyzwanie dla uczących się i nauczających języka polskiego jako obcego

62%
Terka B.
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
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2018
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vol. 25
87-95
EN
The article concerns the issue of Slavonic aspect of Polish verb in the contrastive approach. The base for the contrastive analysis is Polish-German and German-Polish translation. Empirical research could finally be conducted in a complete and systematic way thanks to the new research perspective opened by applying cognitive semantics methods to the relevant issue. Here, the theories of Renata Grzegorczykowa and Volkmar Lehmann (concerning the primary or secondary cognitive character of each aspectual partner) are of particular importance. Conclusions drawn from the analysis focus on the following issues: the repertoire of functional exponents of aspect in German, the relevance of the category in Polish, the true importance of contextual and cognitive indicators of perfectiveness or imperfectiveness of verbs. The results are relevant from the perspective of translators and translation, but they can also be applied to the field of glottodidactics. They can provide a solid base for reopening the discussion on the ways of teaching aspect to students from non-Slavic countries and presenting the relevant issue in course books and other teaching materials.
PL
Artykuł dotyczy zagadnienia słowiańskiego aspektu polskiego czasownika w ujęciu kontrastywnym. Podstawę analizy materiałowej stanowi przekład polsko-niemiecki i niemiecko-polski, a jej systematyczne i kompletne przeprowadzenie umożliwia nowa perspektywa badawcza, którą otwiera kognitywne ujęcie omawianego zagadnienia. Szczególne znaczenie mają tu konkluzje R. Grzegorczykowej i V. Lehmanna dotyczące kognitywnej prymarności lub sekundarności danego partnera w ramach opozycji aspektowej. Płynące z analizy materiału wnioski zogniskowane są wokół następujących problemów: repertuaru wykładników aspektu w języku bezaspektowym, relewancji omawianej kategorii w języku polskim, rzeczywistego udziału kontekstu w wyrażaniu znaczenia opozycji dokonaności : niedokonaności oraz znaczenia wykładnika kognitywnego dla rozpoznawania aspektu. Wyniki przeprowadzonych badań mogą znaleźć zastosowanie nie tylko w praktyce translatorskiej, ale także w glottodydaktyce polonistycznej. Stanowią dobry punkt wyjścia do ponownego otwarcia dyskusji na temat sposobów nauczania aspektu w grupach niesłowiańskich oraz prezentacji omawianego zagadnienia w podręcznikach i innych materiałach dydaktycznych do języka polskiego jako obcego.
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Zdalne nauczanie języka obcego w edukacji przedszkolnej - ujęcie praktyczne

51%
Szymańska M.
Pedagogika Przedszkolna i Wczesnoszkolna
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2021
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issue 1 (17)
53-64
EN
Remote Education in the Foreign Language Preschool Education - Practical Approach Even though the children’ motivation to learn and cooperate with others is undeniably high, this tendency can still be disturbed by numerous aspects depended on the teacher, such as the classroom management, the selection of teaching aids or methods. This task become even more demanding with the necessity of remote education of preschool children. The aim of this article is to present the practical approach of the remote education in the foreign language preschool teaching process. First, the role of language teaching among the preschool children will be described. The aspects such as special needs and abilities will be emphasized. Secondly, the methods and difficulties of remote language teaching in kindergarten will be presented. Finally, the description of the practical approach will be divided into synchronous and asynchronous solutions, containing some examples of exercises.
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Ocenianie w nauczaniu języków obcych. Fakty, mity i trudności

51%
Komorowska H.
Neofilolog
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2019
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issue 53/2
153-170
EN
The article presents selected psychological and sociological aspects of the process of evaluating educational attainment in language education. Attention is given to stereotypical and ahistorical opinions connected with the role of assessment in grammar-translation and audiolingual methods as well as in the communicative approach. Distortions are also discussed such as introducing testing techniques of a practical value in mass education as solutions responding to authentic communicative needs of the learners or presenting formative evaluation as one of the recent educational innovations. Several myths which unify the academic community and facilitate interaction are examined and distinguished from complex issues and difficulties such as assessing intercultural competence or objectivizing the evaluation of interactive skills. The text suggests that misrepresentation of the past serves to create an image of continuous progress in SLA/FLT as well as to paint a more optimistic picture of the present educational context with assessment as its integral element.
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Nauczanie języka sąsiada od przedszkola do zakończenia edukacji – kluczem do komunikacji w Euroregionie Pomerania. Założenia teoretyczne, cele i wstępne wyniki projektu

51%
Bielicka M., Olpińska-Szkiełko M.
Neofilolog
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2022
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issue 58/1
119-132
EN
The paper presents a report on the implementation of the educational project Teaching the neighbours’ language from kindergarten to the end of education - the key to communication in the Euroregion Pomerania co-financed by the European Regional Development Fund (ERDF) under the Interreg VA Cooperation Program Mecklenburg-Vorpommern/Brandenburg/Poland. 24 educational institutions in Poland and 33 educational institutions in Germany took part in the project. 3,771 children and 821 teachers and kindergarten educators participated in project events. The number of lessons conducted during the project was over 30,000. In addition to school education, the project covered numerous meetings of Polish and German children and youth, workshops for teachers, educational forums for parents and others. The project developed curricula for German as a language of the neighbours at all educational stages and in all types of Polish schools, as well as numerous multimedia teaching materials, such as educational games, worksheets, educational films, etc. This paper describes the project, its theoretical and practical foundations and its results.
7
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Korpusgestützte Analyse der Verben ernennen und 任命 (renming): ein fremdsprachenunterricht-orientierter deutsch-chinesischer Vergleich

45%
Yaqing Y., Aptacy J.
Convivium. Germanistisches Jahrbuch Polen
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2021
189-211
PL
Językoznawstwo korpusowe może służyć nauce języków obcych i wspierać uczniów w przyswajaniu słownictwa. Wychodząc z tego założenia, w niniejszym artykule dokonujemy porównawczej analizy niemieckich zdań z ernennen z korpusu DWDS i zdań chińskich z 任命  (renming) z korpusu BCC, głównie pod kątem struktur walencyjnych. Mimo że obydwa czasowniki znaczą to samo we własnym systemie językowym, różnią się one znacząco na poziomie parole. Naszym zdaniem różnice te mogą być przyczyną negatywnej interferencji w języku docelowym. Dzięki analizie realizacji walencji tych czasowników wyciągnięto bezpośrednie wnioski dla dydaktycznego wykorzystania badanego materiału.
EN
Corpus linguistics can aid foreign language teaching and support vocabulary acquisition. With this assertion as a point of departure, this study is based on extracting sentences containing ernennen from the DWDS corpus, and those containing 任命 (renming) from the BCC corpus, in order to conduct a comparative analysis, mainly in terms of valency patterns. Although the two words each mean the same thing in their own language system, they differ noticeably at the parole level. In the Authors’ opinion, these differences can cause negative interference in the target language. The analysis of the valence realization of these verbs allows clear conclusions to be drawn for didactic uses of the examined material.
DE
Die Korpuslinguistik kann dem Fremdsprachenunterricht dienen und die Lernenden beim Wortschatzerwerb unterstützen. Davon ausgehend werden in dem vorliegenden Beitrag Sätze mit ernennen aus dem DWDS-Korpus und die mit 任命 (renming) aus dem BCC-Korpus exzerpiert und vor allem in Bezug auf ihre Valenzmuster vergleichend analysiert. Obwohl die zwei Wörter jeweils in ihrem eigenen Sprachsystem dasselbe bedeuten, unterscheiden sie sich merklich auf der parole-Ebene. Diese Unterschiede können nach unserer Ansicht Ursache für eine negative Interferenz in der Zielsprache sein. Durch eine Analyse der Valenzrealisierung dieser Verben konnten direkte Schlussfolgerungen für eine didaktische Aufarbeitung des untersuchten Materials gezogen werden.
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