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Kontekst kulturowy a program edukacji językowo‑komunikacyjnej w L1. Głos w dyskusji

100%
Nocoń J.
Z Teorii i Praktyki Dydaktycznej Języka Polskiego
|
2020
|
vol. 29
111-121
EN
The article’s theme concerns challenges encountered in the 21st century in the course of language communicative education within the scope of Polish as a native language. The author expresses conviction that socialisation process does not substitute for education, and therefore one of the paramount purposes/aims of language education within the scope of native language is to cater to the language-communicative needs of students stemming from cultural transformation taking place in the contemporary world. New tasks that a Polish language teacher needs to face are developing the so-called new communicative competency which facilitates communicative acts in media-dominated world of today, including digital media. The said tasks also involve counteracting the lowering of verbal communication standards, particularly the cases of verbal aggression and primitive vocabulary. 
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Wpływ socjalizacji na znaczenie leksykalne

48%
Urbancová L.
Acta Universitatis Lodziensis. Folia Linguistica
|
2019
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vol. 53
91-97
EN
The paper pays attention to meaning of words, especially slečna (miss) and pani (misses), which are effected by socialisation. The author presents texts as examples of creating social part of the meaning. It is based on gender stereotypes and when a certain society wants to change usage of certain words, such as miss and misses, it can lead to a discussion in the society. The whole situation is related to a topic of control and power in the society.
PL
W artykule zwrócono uwagę na społecznie tworzone i zmienne znaczenia konotacyjne słowackich leksemów pani, slečna, pán (pol. pani, panna, pan). Autorka uznaje zmiany w zwyczajach nominacyjnych użytkowników języka słowackiego za przejaw socjalizacji lingwistycznej, która z kolei wiąże się z takimi pojęciami jak stereotypy oraz władza symboliczna i dyskurs.
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