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СТРУКТУРА ПСИХОЛОГІЧНОГО МЕХАНІЗМУ ФОРМУВАННЯ ІНШОМОВНИХ ЗДІБНОСТЕЙ

100%
Шумський О.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 1(55)
334-342
EN
At present due to the rapid development of intercultural communication the problem of researching the foreign language capacity is really topical. The aim of this paper is to describe the structure of psycholinguistic mechanisms of forming foreign language capacity of the personality and characterize its main components. In the paper the essence of the notion “foreign language capacity” is defined. We interpret this term as the individual-psychological and psycho-physiological peculiarities which enable the high rate and level of mastering foreign language under certain conditions and within the scope of a particular language teaching methodology that is, acquiring basic speaking-, listening-, reading- and writing skills. Language capacity is usually realized in speech activity which stipulates a number of interconnected language actions, that is semantic, phonematic, lexical, morphological and phonetic ones. The main components of the foreign language capacity structure are selected and characterized. They are as follows: foreign language thinking and feel for language. The individual-typical peculiarities (or types) of mastering languages are analyzed. There are three of them, that is communicative speech, cognitive-linguistic and mixed ones. These types differ in the volume of aural- or visual memory; the lability-inertness of mental-speech processes; capacity for speech activity or linguistic analysis. The role and place of internal and external factors which affect the forming of foreign language capacity are defined. The internal factors are as follows: a number of a person’s inclinations along with his or her potential possibilities which stipulate the prevalence of a particular form of activity. The external factors are teaching methods as well as a teacher’s personal characteristics and the peculiarities of the social and psychological environment in which the teaching process takes place. It is substantiated that capacity for communication form the basis of communication skills of the personality and it has its own specific character and structure. The general structure of psychological mechanism of forming foreign language capacity is characterized. It has the following structure: inclinations – foreign language communicative activity – foreign language capacity – secondary linguistic identity – foreign language activity – foreign language competence.
2
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Versprachlichtes Gedächtnis

100%
Chlebda W.
tekst i dyskurs - text und diskurs
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2020
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issue 13
101–122
EN
The mnemonic turn in the humanities has placed memory in the centre of interest. This includes linguistics as well. It turns out that memory, both individual and communal / ceollecktive, is strongly linked to language, that is, it participates both in the forming of memory content and in its material expression: its externalizing in verbal narrations (and, more broadly, semiotic narrations). Both processes – the shaping of memory and its externalizing – take place in the forms available to hu- mans through their ethnic language (phonetic, morphological, lexical, syntactical, genological, and discursive forms), which allows memory to exist. It also has an influence, oftentimes a deforming one, on the very shape (content) of memory and the ways its content is conveyed. This highly complex range of problems has given rise, in the humanities, to a new research subdiscipline known as memory linguistics or linguistic memory science whose goals and tasks have precisely delineated in this paper.
3
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Une mémoire à toutes les sauces : Rien et autres souvenirs d’Anne Élaine Cliche

80%
Kyloušek P.
Svět literatury – Časopis pro novodobé literatury (World of Literature – Journal for Modern Literatures)
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2020
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vol. XXX
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issue Zvláštní číslo – Le monde de la littérature
177-189
EN
What is the source of memory? How is a memory constituted? Could memory conserve itself and be perpetuated? If yes, how? What is the role of language and the relationship between memory and writing? Anne Élaine Cliche’s novel, published in 1998, unfolds between Montreal, New York and Jerusalem and even if the core of the story is situated in contemporary times, the recall of the Jesuit Relations refers to missionary adventures of the seventeenth century. The analysis of the novel insists on its phenomenological and philosophical aspects, in Kundera’s manner. While the first part of the novel places emphasis on the constitution and the preservation of memory through body, voice and transposition into language, in the second part, the questioning of memory concerns its truthfulness and the interaction between memory constituted in narrative and reality, between an individual act and a collective memory
4
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Biblioteczne warsztaty nauki języka włoskiego dla dzieci - nauka poprzez zabawę

80%
Koman A.
Biblioteka i Edukacja
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2016
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issue 10
XX
W ramach Tygodnia z Kulturą Włoską organizowanego na Uniwersytecie Pedagogicznym w Krakowie odbyły się warsztaty biblioteczne nauki języka włoskiego dla dzieci w wieku przedszkolnym. Program zajęć przewidywał zabawę na Boblesach, uaktywniających pamięć językową poprzez aktywizację fizyczną, i obejmował trzy zabawy, które miały na celu w sposób przystępny pomóc dzieciom przyswoić nazwy kolorów, zwierząt oraz podstawowych zwrotów w języku włoskim. W programie uwzględniona została także część plastyczna oraz podsumowanie, podczas którego powtórzono z dziećmi nowopoznane włoskie słownictwo. Wydarzenia takie jak te są nie tylko niekonwencjonalną próbą uczenia dzieci języka, ale także dowodem na aktywny udział bibliotek w procesie kształcenia jej najmłodszych użytkowników.
EN
During the Week of Italian Culture organised by the Pedagogical University of Cracow a library workshop of teaching the Italian language to preschool children was arranged. The program was based on Bobles, activating the linguistic memory through physical activation, and included three games which were supposed to help the children to memorise, in an accessible way, the names of colours, animals, and some basic expressions in Italian. Moreover, the children also participated in the artistic part of the workshop and the revision part. Events like these are not only an unconventional attempt at teaching a foreign language to children, but also a great example of active participation of libraries in the process of education of the youngest user.
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