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Phonologie / Phonetik / Phonodidaktik – zu den Prinzipien der Ausspracheschulung aus philologischer Sicht

100%
Tworek A.
Linguistische Treffen in Wrocław
|
2019
|
issue 16
353-363
EN
The philological pronunciation training is based on scientific knowledge from the field of phonology and phonetics, which are then worked out in the so-called phonodidactics. However, it is not uncommon for phonological approaches to be hardly applicable in foreign language didactics. In this context, the well-known theory of distinctive features is a prime example. In this article, principles are formulated that optimize the effectiveness of foreign language didactic phonetics.
2
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Phonetically Gifted Students – on the Language Aptitude Components

100%
Zalisz K.
Linguistische Treffen in Wrocław
|
2020
|
issue 18
479-486
EN
The focal point of the article is to explore the notion of language aptitude from the perspective of phonetically gifted students. The introductory part includes an overview of primary as well as contemporary theories and research findings regarding the concept itself. Having presented the theoretical background, the following sections are devoted to the ongoing discussion concerning the language aptitude components and their mutual dependence. The final section focuses on possible perspectives and implications for further research in the area of foreign language attainment. Additionally, the author’s work-in-progress study on phonetically gifted students is delineated.
3
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Unterricht und Lernen von Geräuschen einer Fremdsprache: Schülerperspektive

88%
Zalisz K.
Linguistische Treffen in Wrocław
|
2021
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issue 20
387-400
EN
The following article presents the results of a questionnaire study regarding Polish students’ perceptions of English sounds learning and teaching. In the first part of the article, the theoretical background is delineated. The most crucial definitions of attitudes and beliefs in the context of foreign language learning and teaching are also provided in the introductory section. The article discusses the role of pronunciation training in the foreign language classroom. Namely, what goals and priorities of phonetics should be incorporated in language teaching. The main objective is to present the attitudes towards teaching and learning foreign language sounds from the students’ perspective. The findings provide essential insight into the notion of self-reflection, and its impact on the overall language attainment process. Students’ reflective thoughts on their education experience appears to be highly significant, especially in the current situation of distance and remote learning. Teenage learners, mindful of the communication skills priority, seem to represent positive attitudes towards phonetics training in the classroom. The participants acknowledge not only the necessity of proper foreign sounds imitation in communicative situations, but also the equal status that pronunciation has among all the other language elements taught at schools such as grammar or vocabulary. The study also intend to explore learners’ beliefs about the sufficient level of pronunciation proficiency (comfortable intelligibility vs. native-like pronunciation), as well as preferred phonetic models and favored sound practice techniques. Researching attitudes and beliefs (of both learners and teachers) is contributory to understanding individual differences and educational needs of learners, as well as it is necessary for discerning and establishing appropriate teaching goals and priorities; not only in terms of sounds training, but also in the overall foreign language attainment process.
4
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Błędy wymawianiowe popełniane przez cudzoziemców – uwagi terminologiczne na marginesie badań ankietowych

88%
Biernacka M.
Academic Journal of Modern Philology
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2021
|
issue 13
31-39
EN
The aim of this article is to present and discuss selected results of a survey study conducted on the popularity and use of particular terms in the field of phonodidactic lapsology. The study shows that specialists in the field of teaching foreign languages and in the field of speech-language pathology use the same terms while referring to different kinds of errors. Also, the definition boundaries of individual lexemes are more or less blurred, depending on the case in which they are used (for example, substitution). Moreover, the definitions of particular lexemes are frequently not precise enough and vary depending on the area of study within which they are used. Due to the fact that one of the criteria for recognizing scientific terminology is its frequency, efforts were made to take a closer look at how teachers of Polish as a foreign language most often define errors made by foreigners which consist in replacing one sound with another.
5
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Kreatywny trening percepcji przed artykulacją – czyli ćwiczenia fonetyczne uwzględniające prawidłową drogę akwizycji. Uwagi na marginesie książki Ewy Kołaczek, Testuj swój polski – Fonetyka (Prolog, Kraków 2017, ss. 166)

63%
Biernacka M.
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
|
2018
|
vol. 25
211-217
EN
The aim of the article is to review the textbook Testuj swój polski – Fonetyka by Ewa Kołaczek. It is the newest collection of phonetic exercises for Polish as a foreign language at the A1–B1 levels (according to CEFR). The qualitative analysis of the material, the proposed types of exercises and the arrangement of phonetic issues allow for the conclusion that the textbook is an interesting teaching aid which can help develop the phonological and phonetic competencies.
PL
Celem recenzji jest omówienie publikacji Testuj swój polski – Fonetyka autorstwa Ewy Kołaczek, najnowszego zbioru ćwiczeń fonetycznych do nauczania języka polskiego jako obcego na poziomach biegłości A1–B1 w skali ESOKJ. Jakościowa analiza materiału, proponowanych typów ćwiczeń czy uporządkowania samych zagadnień pozwala uznać książkę za interesujący i dobry materiał do treningu zarówno słuchu mownego, jak i artykulacji.
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