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1

Język pierwszy dziecka - od nabywania do kształcenia kompetencji językowej i komunikacyjnej

100%

Niesporek-Szamburska B.

Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik

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2010

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issue 3

99-112

EN

The study involves learning the first language by children. The author starts with describing external environment, where the process of getting familiar with the language and learning the mother tongue proceeds (family and peers' environment and institutional environment – school). The author mentions the theories describing the way the language is learned, and among others those which reveal how the universal language pattern transforms through the process of child's speech perception into the pattern which is typical for the mother tongue. Showing communicative approach (interactive perspective), the author also points to the different social relations which the children face in family, institutional and peers' environment and which influence, besides memory and cognitive skills, the rate at which the first language is learned. Referring to the institutional actions, the study also describes three areas of activities which influence the children's language: developing individual language, building child's language consciousness and accustoming child's language skills to the role of a sender and a receiver. In addition, four areas of child's verbal activities were outlined: reading, speaking, writing and listening, of which effective realization was called an achievement in school's programme documents. In conclusion, the author, once again, refers to very attractive for the children peers' environment which now brings very different, medial communication type, which influences the language and the texts created in the mother tongue by the young user.

2

Użycie strategii uczenia się gramatyki przez studentów filologii angielskiej

67%

Pawlak M.

Neofilolog

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2011

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issue 37

39-54

EN

Grammar learning strategies can be defined as deliberate actions and thoughts which are employed for learning and gaining greater control over the use of grammar structures (Cohen and Pinilla-Herrera, 2009: 64). This indicates that they are used with the purpose of developing both ex-plicit and implicit second language knowledge. Surprisingly, empirical in-vestigations of such strategic devices are few and far between, with the available studies relying on different classifications and data collection tools, and often producing conflicting results. The present paper contrib-utes to this important line of inquiry by reporting the findings of a re-search project which aimed to explore the use of these strategies by 200 advanced adult learners of English, future teachers of this language en-rolled in a BA program in English philology. The data were collected by means of an instrument designed by the present author (Pawlak, 2009c, 2010, 2011) on the basis of his taxonomy of such strategic devices and, similarly to earlier studies in this area (e.g. Pawlak 2008, 2009a), the analy-sis showed that the choice of grammar learning strategies hinges upon a number of variables and there are differences between the responses to Likert scale items and open-ended questions. The results serve as a basis for tentative suggestions for grammar instruction in modern languages departments and directions for future research.

3

Wiedza językowa słyszących dzieci niesłyszących rodziców. Studium przypadku

67%

Zaborniak-Sobczak M., Perenc L.

Logopedia

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2017

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vol. 46

337-353

PL

Artykuł obejmuje opis wybranych aspektów rozwoju wiedzy językowej ośmioletniego, słyszącego chłopca na tle procesu jego wychowania językowego wśród osób niesłyszących, porozumiewających się w języku migowym. Wyniki dotychczasowych badań, głównie anglojęzycznych, w zakresie wpływu nietypowego środowiska lingwistycznego na rozwój mowy i języka słyszących dzieci niesłyszących rodziców nie są jednoznaczne. Na łamach niniejszej publikacji opisano jeden z kilkunastu przypadków, stanowiących materiał empiryczny szerszych badań1 , których celem jest między innymi rozpoznanie i opisanie kompetencji komunikacyjnych i językowych (głównie w zakresie języka fonicznego) słyszących dzieci niesłyszących rodziców.

EN

The article is/constitutes a description of selected aspects of the eight-year-old hearing boy’s development of linguistic knowledge on the background of the process of his language development among the deaf parents who communicate using sign language. The results of previous studies, mostly of English-language, in terms of the impact of an unusual language environment on speech and language development of the hearing children of deaf parents are not unambiguous. This publication describes one of several cases comprising the empirical material of broader research of which the purpose is, among others, the identification and description of communicative and language competences (mainly in terms of the phonological language) of the hearing children of deaf parents.

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1 Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik

1 Logopedia

1 Neofilolog

1 2020

1 2011

1 2010

1 Niesporek-Szamburska B.

1 Pawlak M.

1 Perenc L.

1 Zaborniak-Sobczak M.

Język pierwszy dziecka - od nabywania do kształcenia kompetencji językowej i komunikacyjnej

Użycie strategii uczenia się gramatyki przez studentów filologii angielskiej

Wiedza językowa słyszących dzieci niesłyszących rodziców. Studium przypadku