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One Skill, Many Conceptualizations: Discussion of the Ability to Read, the Purposes for and Types of Reading

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Gąsior K., Okuń-Jaśkowiak A., Głaz A., Kniaź-Hunek L., Bendrat A., Prażmo E., Terejko P., Szczypa P., Czemiel G., Antoszek E., Galant J., Komsta M., Frelik E., Waszkiewicz A., Oleszczuk A., Waszkiewicz A., Okuń-Jaśkowiak A.
New Horizons in English Studies
|
2018
|
issue 3
EN
The main aim of the article is to present the ambiguity of the concept of reading. As an introduction, the author puts into foreground the importance of good reading skills. Then the concept of reading is discussed followed by the classification of the purposes for reading and its types. The concluding remarks are devoted to the author’s justification of the selected themes and her stance towards the ideas under discussion.
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Strategie uwodzenia tekstem. O odpowiedzialnej lekturze literatury podczas zajęć na przykładzie języka polskiego jako rodzimego oraz jako języka obcego

86%
Czerkies T.
Postscriptum Polonistyczne
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2014
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issue 1(13)
27-46
EN
The article discusses problems for native speakers and foreigners when reading literary texts during Polish language classes. Two important books are presented here (K. Koziołek, 2006; A. Janus¬ Sitarz, 2009). It also refers to publications about the importance of literature in teaching and the role of the teacher (J. Kowalikowa 2004, B. Chrząstowska 1979, 2009). The author of the article also compares the theory of A. Janus¬ Sitarz (designed for teaching Polish as a mother tongue) with J. Spiro’s concept of 6 reading types (concerning the function of literary texts in teaching Polish as a foreign language). The author concentrates on the problem of responsible reading (as described by M.P. Markowski, 2000) and on teaching being understood as an invitation to a dialogue with text. K. Koziołek, A. Janus¬ Sitarz and C. Kramsch in glottodidactics recommend this kind of dialogic approach.
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