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Probleme der Lexikographie und Didaktisierung von Phraseologismen für Deutsch lernende Polen

100%
Szczęk J.
Linguistische Treffen in Wrocław
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2022
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issue 21
481-487
EN
Idioms are a part of the lexicon in the respective language and are considered by the learners of the respective foreign language as a hard nut to crack. The didactic proposals in the field of idiomatics do not seem to be sufficient. This also applies to the language pair German and Polish. The more welcome are phraseodidactic publications that try to remedy this deficiency. The combination of phraseodidactic and lexicographic practice seems to be a good idea. One such attempt is the work of Daniel Berg: “300 idiomów języka niemieckiego”, which was recently published as an e-book by PWN-Verlag. In the light of the previous phraseodidactic offer for German learning Poles, Daniel Berg’s publication is critically evaluated. Since the publication has many shortcomings in all respects, it is not recommended to use it in GFL lessons. The author disregards all the rules that one has to follow when writing a didactic and lexicographic work. Against this background, it is also assumed that corresponding corrections have not been made. At the same time, it is pointed out that phraseodidactic works require special treatment in which theory is to be combined with practice.
2
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Compétences phraséologiques et didactique du figement en langues étrangères

100%
Sułkowska M.
Academic Journal of Modern Philology
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2020
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vol. 9
185-196
EN
The author discusses the important issue of acquiring phraseological competence and presents selected aspects of phraseodidactics in foreign languages. The aim of the article is to signal and present significant issues that appear in applied phraseology, especially in the field of phraseodidactics. In the first section, the tems “language competence” and “phraseological competence” are discussed. The term “phraseological competence” has not been widespread in the publications on the subject of phraseology or glottodidactics. Nevertheless, phraseological competence represents a higher level of lexical and collocational competence, which is indispensable for learning phraseology, particularly in a foreign language. The second section presents research on teaching phraseology of French as a foreign language. The research shows the character of scale in phraseologization from the perspective of non-native users of phraseology and its meaning in glottodidactics. In the third section the author carries out a synthesis of foreign phraseology acquisition and distinguishes between its most important stages.
3
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Polskie ekwiwalenty funkcjonalne leksemów brodino i mozzarella z włoskich kronik piłkarskich

88%
Godzich A.
Acta Neophilologica
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2020
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vol. XXII/1
171-186
EN
This paper discusses the presence of food-related phraseology in Italian football language and Italian football chronicles and its Polish functional equivalents. The study demonstrates the significance of the relation between contrastive linguistics and applied phraseology as brodino and mozzarella have more than one functional equivalent in Polish. Brodino can be translated as strzał tylko do statystyk, zbyt lekki strzał, zbyt lekki strzał w sam środek bramki and mozzarella as niesatysfakcjonujący remis, niedosyt, ciężkostrawny podział punktów, zwycięstwo potrzebne z uwagi na trudną sytuację w tabeli, trzy cenne punkty. As the author indicates, the presence of food-related phraseological units in Italian football terminology proves that culture-related aspects are crucial to master the target language. Hence, the role of such terminology in transla-tion of specialist and journalistic texts and the role of phraseological competences in the process of foreign language teaching should be highly important in educational processes.
4
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Frazeodydaktyka i frazeotranslacja jako nowe dyscypliny frazeologii stosowanej

75%
Sułkowska M.
Applied Linguistics Papers
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2018
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issue 25/2
169-181
EN
Praseodidactics and phraseotranslation: new disciplines in applied phraseology
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Linguistique contrastive et phraséologie appliquée

75%
Sułkowska M.
Linguistica Silesiana
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2018
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vol. 39
6

Frazeodydaktyka i jej rola w rozwijaniu (wybranych elementów) kompetencji leksykalnej

63%
Targońska J.
Prace Językoznawcze
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2017
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issue XIX/4
147-168
EN
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.
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Recenzja książki: Monika Sułkowska (red.), "Frazeologia somatyczna w ćwiczeniach" (Katowice: Wydawnictwo Uniwersytetu Śląskiego, 2019)

51%
Grabowska M., Ucherek W.
Neofilolog
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2021
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issue 56/1
141-148
PL
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8
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Aufgaben und Übungen im Verbund zur Förderung der phraseologischen Kompetenz im DaF-Unterricht

51%
Chrissou M.
Colloquia Germanica Stetinensia
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2022
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issue 31
133-155
PL
Znaczenie leksyki frazeologicznej na wszystkich poziomach komunikacji ustnej i pisemnej jest empirycznie ugruntowaną pewnością, która dowodzi, że znajomość frazeologizmów jest ważnym wymiarem biegłości językowej i nieodzownym składnikiem kompetencji komunikacyjnej w języku obcym. W artykule omówiono pojęcie ‘kompetencji frazeologicznej’ w oparciu o kompetencje cząstkowe składające się na ten obszar wiedzy. Definicja tego terminu prowadzi do pytań dotyczących dydaktyki języka podczas lekcji. W oparciu o zasadność zadań zorientowanych na treść w nauczaniu języków obcych postawiono pytanie, w jaki sposób podejście to może być stosowane w połączeniu z nauczaniem skoncentrowanym na formie w celu rozwijania kompetencji frazeologicznych. W oparciu o przykłady z praktyki szkolnej omówiono możliwe zastosowania i ograniczenia ich łącznego użycia.
EN
The important role of formulaic language at all levels of oral and written communication is an empirically founded certainty. This clearly shows that knowledge of formulaic sequences or multiword units are an important dimension of language mastery and an indispensable component of communicative competence in the foreign language. In this article, the term ‘phraseological competence’ is discussed, based on the partial competencies that constitute this area of knowledge. The definition of the term leads to questions concerning the language learning and its promotion in the classroom. Starting from the legitimacy of task-based learning in foreign language teaching, the question is addressed as to how this approach can be used in conjunction with form-focused instruction for the development of phraseological competence. Based on examples from classroom practice, possible applications and limitations of their combined use will be shown and reflected upon.
DE
Der wichtige Stellenwert phraseologischer Lexik auf allen Ebenen der mündlichen und schriftlichen Kommunikation stellt eine empirisch fundierte Gewissheit dar. Dies belegt, dass die Kenntnis von Phraseologismen eine wichtige Dimension der Sprachbeherrschung und eine unerlässliche Komponente der kommunikativen Kompetenz in der Fremdsprache darstellt. Im Beitrag wird der Begriff ‚phraseologische Kompetenz‘ anhand der Teilkompetenzen diskutiert, die diesen Kenntnisbereich konstituieren. Aus der Begriffsbestimmung ergeben sich sprachdidaktische Anschlussfragen zu ihrer unterrichtlichen Förderung. Ausgehend von der Legitimation inhaltsorientierter Aufgaben im Fremdsprachenunterricht wird der Frage nachgegangen, wie sie sich im Verbund mit formfokussierten Übungen zur Entwicklung der phraseologischen Kompetenz einsetzen lassen. Anhand von Beispielen aus der Unterrichtspraxis werden Möglichkeiten und Einschränkungen ihres kombinierten Einsatzes aufgezeigt und reflektiert.
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