scholarly journals Plain language as a tool used in the adaptation of texts for the purpose of teaching Polish as a foreign language — research overview

2021 ◽  
Vol 11 ◽  
pp. 187-200
Author(s):  
Olga Matyjaszczyk-Łoboda

The aim of the article is to collect and present studies into text comprehensibility conducted so far. The author examines studies dealing with plain language, Polish language teaching and pedagogy. The article opens with an overview of the history of research into text difficulty in the world featuring various concepts of automatic measurement of text difficulty level. Next the author presents studies devoted to comprehensibility of utterances in Poland, as well as studies concerning text difficulty with regard to language teaching. This is followed by a discussion of the principles of the text simplification principle according to the Wrocław plain language model and in the teaching of Polish.The article closes with a short overview of publications containing simplified authentic texts used in the teaching of Polish as a foreign language.

2021 ◽  
pp. 115-134
Author(s):  
Petr Pytlík ◽  
Jana Veličková ◽  
Vojtěch Štilec

LILA – THE METHODOLOGICAL PORTAL FOR WORK WITH AUTHENTIC TEXTS IN GERMAN CLASSES The cultural and scientific concept of linguistic landscapes is not used strictly in cultural and scientific disciplines anymore. Recently, several publications have appeared on theoretical foundations for the use of authentic and public texts in foreign language teaching, as well as on practical designs and their advantages for foreign language and cultural education. This article introduces the project „LiLa“ which develops on these latest trends and tries to transform them into practical teaching materials.


ReCALL ◽  
1992 ◽  
Vol 4 (7) ◽  
pp. 3-5 ◽  
Author(s):  
Peter Metcalfe

The recent history of the teaching of grammar, both for first- and second-language learning, has produced highly polarised and acrimonious debate. The repercussions have extended beyond the boundaries of linguistics into the social and political domain. The present generation of foreign-language undergraduates has been profoundly (if unknowingly) affected by this debate, as reflected in their approach to the learning of grammar, and any consideration of the methodology of language teaching, including that of CALL, must take account of it.


2011 ◽  
Vol 19 (1) ◽  
pp. 111-127
Author(s):  
Reyes Llopis García

This article analyzes the usefulness of cognitive grammar for teaching foreign languages, also because of a growing interest for this discipline in recent years. First the author exposes an overview of cognitive grammar, a language model framed in the cognitive linguistics. Although the concept exists since the late 1980s, its applications for second language acquisition is very recent. In the second part of the article the author explains basics of the cognitive grammar, as well as its most important concepts.


2020 ◽  
Vol 15 (4) ◽  
Author(s):  
Ana Stipančević

The study of attitudes plays an important role in the field of social psychology, but also in the field of language teaching theory, since attitudes towards the nation, language, and teaching itself affect the motivation for language learning, and thus academic achievement. The goal of modern foreign language teaching is not only to develop students' communicative, but also their intercultural competence, which includes the ability to make contact with members of other cultures, the ability to compare their own and foreign cultures, as well as overcoming cultural conflicts and misunderstandings. Teaching a foreign language has, therefore, a task to connect people and build bridges between cultures. The best way that cultures draw closer to each other is direct contact or residence in the target country, but, as most people are not in a position todo this, knowledge of a foreign culture can be acquired indirectly through teachers and teaching content. Today it is very controversial whether and to what extent modern textbooks have the potential to impart knowledge about German culture, as well as the image of a country and its people. Intercultural didactics argues that textbook texts are not sufficient for the acquisition of the knowledge and skills, and urge the use of authentic texts in teaching a foreign language. In order to determine the potential of textbook and authentic texts for teaching German as a foreign language (and culture) experimental research was conducted in the year 2014-15 with students from the Faculty of Philosophy (Novi Sad) who have German as an elective course. The study applied the two approaches, traditional, in which the textbook texts and other didactic materials were the basic teaching tool, and innovative, in which authentic texts were used. The study included a total of 36 students and lasted for two semesters. The research used questionnaires, and the research results are presented in the form of mean values, with a standard deviation. For determining the statistical significance of differences between means the t-test was used. In addition to the descriptive, the correlation method was also used, and the data were processed using the program SPSS Statistics 20.


EL LE ◽  
2020 ◽  
Author(s):  
Matteo Santipolo

In the history of language teaching many approaches and methods have been adopted, but, no matter whether they were implicit or explicit, generally speaking, in all of them, only little space was devoted to extra- and paralinguistic aspects. This has led many foreign language learners to acquire a very deep knowledge of grammatical aspects but not always equally qualified of the extra- and paralinguistic ones. This contribution describes how including the latter aspects in the teaching syllabus may improve learners’ proficiency and efficiency in using the foreign language.


2018 ◽  
pp. 47-70
Author(s):  
Svitlana Gritsenko

The vocabulary of the Ukrainian language of the XVIth–XVIIth centurу as a systemic dynamic phenomenon was studied in the thesis basing on Ukrainian-language written sources of various styles and genres, a set of techniques was selected and applied, a number of new approaches to the analysis of the time dynamics of vocabulary was proposed. It is stressed that the most noticeable are changes of vocabulary and semantics due to the verbalization of the dynamics of the culture of society – the transformations in the material-subject and production spheres, intercessions of some social and cultural dominants. It is accentuated that an important factor in the dynamics of the Ukrainian language is its interaction with the other languages, that leads to the changes in the structure of language elements, their interconnections and their functions. The correlation between dynamics and statics in the vocabulary of the Ukrainian language of the XIth–XVth century and XVIth–XVIIth century is determined, combinations of various changes of the lexical system of the Ukrainian language are characterised. Changes appear in the formation of new values of specific or borrowed lexemes as a result of metonymic transformations, semantic attraction, entering into constant phrases or cliché expressions, generalization or specialization of meanings, emergence of connotative, estimative elements of semantics. Functional reduction of the word, its absence in the written sources of the next period in comparison with the previous stage of the existence in language testifies deactualization of the notion in the language model of the world, as well as intercession of an older lexeme by a new nomination – specific or borrowed. The regularities of the expansion of the Ukrainian vocabulary due to foreign-language influences are discovered, the factors that influenced the degree of saturation of thematic and lexical-semantic groups are outlined. The architectonics of the lexical system and its conceptual organization as a reproduction of the contemporary language model of the world of Ukrainian people are revealed. The formal and semantic derivation of nominative units, adaptation of borrowings to the structure of the recipient language are analized. Dynamics of the formal structure of the vocabulary is connected with a change in the meaning of the primary lexeme. Formal derivation establishes motivational and word-formation models, outlines productive ones for the appropriate period of language development. According to the sources of the XVIth–XVIIth century both non-hybrid (monolingual) and hybrid derivatives are present there. Analysis of derivatives of foreign genesis, the history of their appearance in the Ukrainian language of the XVIth–XVIIth century, as well as the study of the functioning of borrowings in the language allowed to estimate hypothetically the place of derivation (in the source language, intermediate language, recipient language); complexity of genesis estimation of derivatives associated with the presence of common affixes and word-formation models for interacting languages. For many lexemes the time of their appearance in the Ukrainian language is specified, assumptions about time and conditions of borrowings are verified. For the study of the history of borrowings it is important to find out the history of functioning of the corresponding lexemes in the source language and intermediate languages, and their timing appearance (moment of entry), distribution and adaptation in the recipient language. Determination of the moment, the time of „birth” – appearance and rooting – of the borrowings foresees the proof of the absence of written fixation of an appropriate lexeme in older written sources. The conditional identification of the time of the first fixation and the time of borrowing allowed to find out lexemes for which the time of borrowing can be set: for such date a year / relative chronological sign, which is indicated in the written source, or exactly the year of writing a memorial are accepted. For a series of lexemes relative chronological characteristics (indication of time period from the interval of one year to another or the corresponding century) are proposed. Application of methods of determining the time of the appearance of lexeme based on the history of the designated reality contributed to the definition of borrowings that nominate the notion of material culture, the history of which is clearly established, or the time before which these borrowings could not appear in the recipient language. It was clarified that the chronology of foreign language nominatives contributes to clarification of the sources of borrowing, in particular, for alternative explanations available in science. An important role in determining the chronological characteristics of the lexemes has the information about the peculiarities of the analyzed lexemes’ functionning in the potential intermediary languages.


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