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Paradygmaty badawcze w nauczaniu wymowy/ języka mówionego w kontekście komunikacji międzynarodowej

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Waniek-Klimczak E.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2011
|
issue 4
41-51
EN
Research in teaching pronunciation and speaking skills in non-native languages tends to follow either strictly model-based ‘prescriptive' paradigm or a combination of descriptive with normative, based on a clearly specified point of reference as the target. While these approaches may bring valuable insights into the study of second and/or foreign language speech, the use of a language for international communication presents new challenges. With a rapid increase in the number of speakers of English who use the language as ‘lingua franca' there is a need to revise the paradigm, creating research programs that will be able to answer specific questions concerning priorities in teaching effective communication in English. On the basis of examples from Polish students of English, po­tential problems in the area of pronunciation and vocabulary are discussed. The paper concludes by suggesting a research program aiming at establishing priorities in teaching English for international communication to Polish learners.
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