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Językoznawczy kontekst badań edukacyjnych

100%
Wiśniewska-Kin M.
Studia Edukacyjne
|
2018
|
issue 49
415-430
EN
The article is going to show how the approach to the educational role of language has changed. The emergence of new thinking about language is directly associated with the tendency to shift from objectivity to subjectivity. To make the reconstruction of this change, I will discuss the selected elements of the structuralist theory of language and compile them with elements of the cognitive theory of language; for instance, classic categorization methods vs. natural categorization, taxonomic definingvs. cognitive defining.The proposed comparative analyzes open up space to thinking about the measures that can be taken in order to create conditions conducive to revealing the real development potential of a child in the process of education.
2

The importance of formal grammar skills: Reflections on Polish students learning Norwegian

67%
Haugan J.
Beyond Philology: An International Journal of Linguistics, Literary Studies and English Language Teaching
|
2018
|
issue 15/1
107-132
EN
Norwegian and Scandinavian languages in general have grown quite popular among Polish students in recent years and more and more Polish universities are trying to offer Bachelor’s and even Master’s programmes in a Scandinavian language. Based on experience as a teacher of a Norwegian grammar course at the University of Szczecin and as a teacher of grammar at the Inland Norway University of Applied Sciences which in 2016/2017 hosted around twenty Erasmus+ students from Szczecin, some of the challenges for Polish students of academic Norwegian will be reflected upon, as well as some of the challenges for a teacher of Norwegian who has very little knowledge of Polish. The main purpose of this paper will be to argue for the importance of grammar skills in language education and especially in language teacher education. This study is a contribution to the Educational Role of Language network.
PL
Język norweski i inne języki skandynawskie stały się w ostatnich latach bardzo popularne wśród polskich studentów, a coraz więcej polskich uczelni stara się oferować programy licencjackie, a nawet magisterskie w językach skandynawskich. Bazując na swoim doświadczeniu nauczyciela kursu z gramatyki języka norweskiego na Uniwersytecie Szczecińskim oraz nauczyciela gramatyki na Inland Norway University of Applied Sciences, gdzie w roku akademickim 2016/2017 goszczono około dwudziestu studentów programu Erasmus+ ze Szczecina, opisuję niektóre wyzwania stojące przed polskimi studentami, jak również wyzwania stojące przed nauczycielem języka norweskiego mającego bardzo małą znajomość języka polskiego. Głównym celem tego artykułu jest zwrócenie uwagi na znaczenie umiejętności gramatycznych w edukacji językowej, a zwłaszcza w edukacji nauczycieli języków obcych. Niniejsze opracowanie stanowi wkład w sieć Educational Role of Language.
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