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1

Lexikalische Strategien der Germanistikstudierenden zu ihrem Studienbeginn

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Targońska J.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2014
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issue 9
171-200
EN
In this article we aim to consider causes of poor lexical competence and a limited command of productive vocabulary, which we have observed in selected first-year students of German. In the theoretical part of the article, we focus on the specificity of learning vocabulary of a foreign language, we explain the con-cept of a strategy in learning lexis and also take a closer look at some components of lexical competence. We further discuss some factors which may facilitate learning vocabulary. In the analytical part of the paper, we present some strategies of learning lexis that have been evidenced in the data gathered from a group of first-year students of German. Specifically, we have collected some data which reveal their meaning recognition techniques and strategies they adopt to learn new words and expand their command of German vocabulary. The analysis highlights both some strengths and weaknesses of the lexical learning habits of the respondents. It allows us to draw some conclusions relevant for teaching techniques in school education.
2

Theoretische Überlegungen zu Kollokationen in DaF-Lehrwerken

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Targońska J.
Prace Językoznawcze
|
2015
|
issue 17/3
125–136
PL
W niniejszej pracy przedstawiono najpierw ogólny zarys dwojakiego rozumienia pojęcia kolokacji: w ujęciu szerokim – frekwencyjnym oraz w ujęciu wąskim – semantycznym. Następnie wskazano na fakt, z czego wynikają problemy w użyciu kolokacji w nauce języków obcych. A ich przyczyn można szukać w nieznajomości wśród uczniów zjawiska kolokacyjności i konwencjonalności w zestawianiu wyrazów w syntagmach w różnych językach. Główna część artykułu przedstawia koncepcję uwzględniania zjawiska kolokacyjności w podręcznikach do nauki języka niemieckiego jako obcego. Rozważania teoretyczne dotyczą następujących zagadnień: w jaki sposób podręczniki mogłyby przekazywać wiedzę na temat kolokacji, jak mogłyby budować świadomość kolokacyjną oraz pomagać w rozwoju receptywnej i produktywnej kompetencji kolokacyjnej.
3

Zur Erfassung der Kollokationen in Vokabeltaschenbüchern und Vokabelheften für DaF-Lernende

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Targońska J.
Prace Językoznawcze
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2016
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issue 18/4
PL
W niniejszym artykule podjęto próbę analizy książeczek słówek, które są opracowywane do konkretnych podręczników do nauki języków obcych. Celem ich analizy było zbadanie, czy kolokacje są uwzględniane w tych materiałach przeznaczonych do samodzielnej nauki. Artykuł przedstawia wyniki analizy czterech takich książeczek opracowanych do podręczników do nauki jęz. niemieckiego jako obcego na poziomie od A1 do B2. Analizie jakościowej i ilościowej poddano nie tylko listy słówek, ale również przykładowe zdania, służące wyjaśnianiu znaczenia nowych słówek. Na podstawie wyników tej analizy podjęto też próbę odpowiedzi na pytanie, czy dzięki tym publikacjom uczący się języka niemieckiego mogą rozwinąć kompetencję kolokacyjną.
EN
Acquisition and usage of collocations is a source of problems for foreign language learners because students are often not aware of their existence and do not realize their importance in mastering foreign language vocabulary. Collocations are conventionalized fixed sequences of words specific for each language, therefore they cannot be creatively generated by a speaker. Collocations have to be both acquired and recalled as vocabulary learning units. Special materials accompanying handbooks may be useful if they present vocabulary not only as individual words but also as collocations. This paper analyses specimens of such materials designed for specific handbooks. The objective of the analysis is to investigate if these learning materials include collocations. The paper presents the results of an analysis of four specimens designed for coursebooks for teaching German as a foreign language (Levels A1 – B2). The qualitative and quantitative analysis covered not only word inventories but also exemplary sentences used to illustrate the meaning of new words. The results of the analysis also allow to address the question of how such materials help learners to develop collocational competence.
4

Frazeodydaktyka i jej rola w rozwijaniu (wybranych elementów) kompetencji leksykalnej

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Targońska J.
Prace Językoznawcze
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2017
|
issue XIX/4
147-168
EN
The objective of this paper is to investigate the role of teaching phraseology in the development of lexical competence of foreign language learners. In the part of the paper we address the issue of vocabulary from the point of view of LL2 and argue that phrases are an important element of foreign language vocabulary. The second part of the paper is devoted to lexical competence. A new approach to this competence kind is proposed, in the light of which it is seen as consisting of several subcompetences. The phraseological competence elaborated on in this paper is one of them. The third part presents aims and teaching methods in working on phraseologisms in foreign language classes. We further describe some changes in teaching methods that took place over the last decades. The paper underscores the importance of teaching phrases to foreign language learners and the teacher’s role in developing phraseological competence as an important element of lexical competence.
5
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WORTBILDUNG UND WORTBILDUNGSÜBUNGEN ALS FORSCHUNGSGEGENSTAND DER FREMDSPRACHENLEHR- UND -LERNFORSCHUNG

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Targońska J.
Acta Neophilologica
|
2013
|
vol. XV/1
201-216
EN
The aim of this paper is to present various empirical studies on word-formation, not within linguistic approach but in relation to learning and teaching of a foreign language. The paper largely concentrates on studies carried out among learners of German as a second language. The studies presented in this paper are based on teaching materials as well as students’ perspective in word-formation exercises. Based on presented approaches, certain faults in current studies were pointed out as well as new study areas proposed.
6
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INNOWACJE METODOLOGICZNE – ZASTOSOWANIE INNOWACYJNYCH TECHNIK ELICYTACJI W BADANIU KOMPETENCJI KOLOKACYJNEJ

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Targońska J.
Neofilolog
|
2018
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issue 50/1
109-125
EN
Research on collocational competence, which is a component of lexical competence, is part of more general research on the acquisition of vocabulary. The methodology adopted in such research continues to evolve. The present article overviews some elicitation techniques for measuring the acquisition of collocations which have been used so far, focusing on their weaknesses. Another focus of the article is innovative and unconventional techniques of elicitation, which are not only an effective measure of the growth of students’ receptive and productive collocational competence, but also a means of raising their collocational awareness.
7
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Zur Rolle der Arbeit mit Definitionen im Fremdsprachenunterricht – theoretische Überlegungen

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Targońska J.
Acta Neophilologica
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2012
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issue XIV/2
97-108
EN
Classwork based on dictionary definitions has not been fully appreciated in the methodology of teaching a foreign language, perhaps due to the fact that the potential such definitions offer for a variety of classroom activities has not been as yet recognized. Additionally, one has to note a very strong belief among teachers that incorporating definitions into one’s teaching methods can only produce beneficial effects to advanced students. The present article attempts to demonstrate a full range of possibilities opened by the use of definitions as a teaching technique, not only in lexical learning but also in developing the student’s communicative and compensatory competence, or as an introduction to monolingual dictionary based classroom activities.
8
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Stand der Forschungen zum L3-Erwerb

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Targońska J.
Acta Neophilologica
|
2001
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issue III
97-107
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