JĘZYK POLSKI NA TLE JĘZYKÓW ŚWIATA A NAUCZANIE WYMOWY W GLOTTODYDAKTYCE
Polish Compared with Other Languages and Teaching Pronunciation in Glottodidactics

Summary/Abstract: The aim of the article is to reveal phonological processes which have to be taken into account in order to teach Polish successfully in multi-lingual environment. The author describes Polish phonological system compared with other languages, considers language acquisition and indicates that whatever comes late in the development of child’s speech is also a special challenge for foreigners learning Polish as a foreign language. She depicts phoneticphonological processes, typical of foreign accents and their infl uence on communication. In certain conditions (spontaneous speech, children’s utterances) simplifi cations or substitutions do not disturb communication while listening comprehension is greatly based on the context. In other words, if our brain ‛does not understand’ what it hears, it tries to reconstruct the speaker’s intentions by substitutions of elements within natural phonological classes and by adding the most probable elements in a given context. Mental phonological processes also help to reconstruct intentions of speakers with a foreign accent. The article also presents strategies of dealing with combinations of consonants. Polish perception is effi cient when it comes to simplifi cations resembling processes typical of language acquisition or spontaneous Polish. Another problem presented in the article is breaking down Polish consonant combinations and how it disturbs the processes of speech comprehension. Numerous examples used in the paper show how vital phonological processes are, controlling speech comprehension. It is possible to understand a person speaking with a foreign accent if his or her phonetic-phonological strategies are consistent, predictable and equivalent to the processes in child’s speech development or spontaneous speech.

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