ROLA I ZAKRES GRAMATYKI W NAUCZANIU JĘZYKA ROSYJSKIEGO

Author(s): Tomasz Wójcik / Language(s): Polish Issue: 1/1970

The article discusses the role and scope of grammar in teaching Russian to Poles. The term “grammar” has a double meaning, it may stand for the grammatical structure of the language and is then a synonym of the term “structure” . In the second meaning by grammar we understand the description of a language, or more strictly — of the gram­matical structure of the language. The teaching of Russian to Polish learners is at times reduced to doing grammar and then it consists in teaching about the language rather than drilling language skills. As knowledge about the language grammar does not help to master the language, on the contrary — it strengthens the influence of the native language in the process of teaching a foreign language for it does not eliminate the phenomenon of interference at all. Mastering grammar as knowledge about a language does not guarantee the mastering of language skills, i.e. the skill of “operating” the language material. The school syllabus considers the foundations of grammar essential in the process of learning the Russian language. The author believes, however, that the scope of grammatical material taught should be restricted to problems concerning the differences between the systems of the Polish language and the Russian language on all the levels of language structure. Disregarding these differences inevitably results in the learners making mistakes under the influence of the Polish substrate. Many mistakes result from the fact that the teaching of Russian does not include systemic properties of words, such as rection of case, rection of case and preposition, word order in a sentence, ways of joining components, distribution of parts of speech. None of the textbooks of descriptive grammar discuss these problems for descripitve grammar analyses only the grammatical functions which are expressed by formal exponents of grammatical categories, not the ones which appear only in syntactic relations with other words. This is why descriptive grammar (school grammar, not functional descriptive grammar) is of little use in the teaching of Russian; it deals with the structure of one language only. As has been said, the term “grammar” may be synonymous with structure of the language and then it is essential that it be mastered. Language structure has a number of levels. On each level function homogenic units: phonemes, morphemes, words, syntactic groups, sentences. The structural units form a hierarchy — from the most concrete (if by aphoneme we understand a sound, not the sum of distinctive features alone) to the most abstract (if by a sentence we mean a syntactic abstract model of an utterance, not a concrete utterance). The same hierarchy is formed by language habits. All the skills are subordinated to the main ones — speaking and understanding. The author believes that in the process of teaching a foreign language the starting point should be the smallest communicative unit which is a sentence. As far as the skills are concerned, the most important ones have to come first since the others are developed indirectly, the reverse is not possible. To this day the teaching of Russian in Polish schools is based on what is called teaching of a language as a subject. It has not been programmed yet. When it has been possible to programme the teaching of foreign languages the teaching of grammar will be synonymous with the teaching of the structure of the given language.

POLONIZMY SYNTAKTYCZNE

Author(s): Tomasz Wójcik / Language(s): Polish Issue: 1/1971

In the present article the author sets out to analyze syntactic mistakes made by Polish learners of Russian. Several groups (or types) of syntactic mistakes may be distinguished accordingto the structural differences that occur on the syntactic levels of Polish and Russian. On the basis of the analysis of the various types of mistakes the author comes to the conclusion that the so-called interference of the source language consists in nothing else than in syntactic substitution by which he implies the transimission of concrete messages of the target language by means of the syntactic structures of the source language. Every language, apart from structures that it has in common with all other languages, has its own peculiar syntactic structures, e.g. the Russian ‘где бы ты ни был’, ‘куда ни посмотришь’, ‘с кем бы то ни было’, ‘снам не сбыться’, ‘нам этого не сделать’. Such structures should be given more attention to by Polish learners of Russian. Next, the author discusses in detail such problems as the scope of grammatical forms both in Polish and Russian, forms of dependent cases, the scope of certain parts of speech, verb reaction, word order, the ways of combining word components, and the syntactic properties of the word.

НЕКОТОРЫЕ СПОСОБЫ ГРАФИЧЕСКОГО ИЗОБРАЖЕНИЯ ИНТОНАЦИИ (ПРИ ОБУЧЕНИИ РУССКОМУ ЯЗЫКУ КАК ИНОСТРАННОМУ)

Author(s): Valentin Gutenev / Language(s): Russian Issue: 1/1972

Graphic presentation applied in the process of teaching intonation should be a scientifically based system of conventional signs. The purpose of employing the system should be the development of such habits as: speaking, reading and writing. The basic unit of Russian intonation is ‘syntagme’, for in speaking we are concerned with sequences of syntagmes, not words. This is realized in a continuation of open segments accentually opposed. It is believed that original ways of graphic presentation of intonation by means of the notation used in music and generally accepted signs denoting vowels make the quicker mastering the pronunciation possible.

JĘZYKOZNAWCZE PODSTAWY NAUCZANIA JĘZYKA ROSYJSKIEGO

Author(s): Tomasz Wójcik / Language(s): Polish Issue: 1/1972

The article deals with the problem of linguistic grounds for methods of teaching Russian to Polish learners. The author is of the opinion that recent methodology has been a closed static theory in discrepancy with practice of teaching in secondary schools and at universities. Present achievements of linguistics have not been made use of. All that complicates the process of teaching and impedes the learner to master the language. A serious disadvantage of the theory is the fact that it is concerned with forms and not with the process o f teaching. The emphasis is put 0n the external aspects of teaching the language without considering, even to the minimal degree, the nature of the language, its structure, function and its specific features.The traditional approach assuming that language is a set of lexical itoms having a static character and a set of grammatical rules is typical. Syntax is treated as a study of sentence and not (as it should be) as the plane 0n which syntactic functions of various language units operate. In the author’s opinion the teacher of Russian should fully realize what languageas a subject of teaching is and what specific features it exhibits. It is significant for the teacher to understand the basic function of language and the structure of Russian as contrasted to Polish as well as the interdependence of forms and the purpose of the course. Unfortunately, the methodology of teaching Russian is primarily concerned with forms and methods of teaching and not with the language and the process of teaching. It is emphasized that teaching grammar and texts instead of teaching the language, teaching vocabulary without paying attention to language habits and the linguistic abstract and analysing isolated linguistic facts where synthesis is appropriate makes acquiring a good com m and of Russian far more difficult and sometimes impossible even though the syllabus is followed. The factors disabling the mastering of Russian have been very thoroughly analysed in the article. The methodology based on linguistic grounds is postulated.

ИЗ ЛИНГВИСТИЧЕСКИХ ОСНОВ МЕТОДИКИ ОБУЧЕНИЯ ПОЛЯКОВ ФОНЕТИКЕ РУССКОГО ЯЗЫКА

Author(s): Valentin Gutenev / Language(s): Russian Issue: 1/1973

The methods of teaching a foreign language are substantially based on reception, retention and imitation of a phonetic model characteristic of the target language i.e. a word as a complex of sounds. As regards teaching Russian in Polish schools, it is indispensable that the stable reproduction habits be developed. The basic difficulty in mastering them , which is the consequence of being accustomed to equal distribution of effort connected with the pronunciation, concerns the inability to produce quick and sure utterances. In teaching phonetics main emphasis should be put on acoustic impression, without disregarding the chief aim i.e. development of hearing and phonetic memory. Other important factors involved in the methods of teaching phonetics include multiplicity of aspects and complexity of teaching, communicative freedom of the teacher, developing a habit of fluent articulation, and proper use of a conscious imitation.

METODYCZNA KONCEPCJA JĘZYKA

Author(s): Tomasz Wójcik / Language(s): Polish Issue: 1/1973

The topic of this article is a conception of language as the subject of teaching. Taking into account the low standard of Russian teaching — despite the constant improvement of the syllabuses, aids and methods — the author has come to the conclusion that the knowledge of the orthography, vocabulary, correct reading etc., is not sufficient for acquiring the language itself. In the teaching process due regard should be paid to the communicative function of language, teaching the language synthesis and the ability to produce texts. The author considers it advisable to adopt the conception of language that would combine the lexico-grammatical material (system), syntactico-semantic conditions in which it functions (text) and the language habits. By “text” the author means the social norm of the use o f grammatical and lexical forms as opposed to individual texts which - inependently of their character - are specific manifestations of this norm (in other words – the text of the language).

ОБУЧЕНИЕ РУССКОЙ ИНТОНАЦИИ ПРИ ИЗУЧЕНИИ ПРОСТОГО ОСЛОЖНЕННОГО ПРЕДЛОЖЕНИЯ

Author(s): Vasilij Fedoseev / Language(s): Russian Issue: 1/1978

ОБ УЧЕБНОМ СЛОВАРЕ ФРАЗЕМАТИЧЕСКОЙ СОЧЕТАЕМОСТИ ИДИОМ РУССКОГО ЯЗЫКА

Author(s): Valentin Gutenev / Language(s): Russian Issue: 1/1978

К СОПОСТАВИТЕЛЬНОМУ МЕТОДУ ИЗУЧЕНИЯ ЛЕКСИЧЕСКОЙ СОЧЕТАЕМОСТИ

Author(s): Leon Kominč / Language(s): Russian Issue: 1/1978

БАЛЕТСКИ ТЕРМИНИ ФРАНЦУСКОГ ПОРЕКЛА У СРПСКОМ ЈЕЗИКУ

Author(s): Jovana Marčeta,Svenka Savić / Language(s): Serbian Issue: 3/2020

The popularity of classical ballet increased in France in the 16th century. Therefore, the majority of ballet terms that are in use today all around the world come from the French language. In this paper, we analyse classical ballet terms of French origin used as part of the professional language of those who practice classical ballet and communicate in the Serbian language in written and oral form. The empirical material was excerped from several ballet books. This research is based on the analysis of the professional literature in Serbian, as well as on interviews with ballet dancers from Serbia. The aim of the study is to analyse the potential irregularities and inconsistencies in the oral and written use of the observed terms in the Serbian language. Furthermore, we will propose the normative use of the chosen ballet terms, in accordance with the features of the Serbian language, which will be useful for ballet dancers, as well as for ballet critics and journalists.

Bulgarian Students’ Perceptions Of Issues And Challenges In Preparing For The English Language Maturity Exam

Author(s): Irina Nikolova Ivanova,Gergana Gerova / Language(s): English Issue: 3/2020

The article looks into issues related to the maturity exam in English on the basis of a survey conducted with Bulgarian students who intended to sit the exam. The scope of investigation includes students’ reasons for choosing the exam, their preparation, and the difficulties they experience in the language areas and skills it covers. The results helped to identify aspects of the exam, which make it students’ preferred choice for a second obligatory school-leaving test. Respondents’ self-evaluation in the skill and knowledge areas resulted in a comprehensive picture of test-takers’ strengths and difficulties, and identified issues, which have to be taken into consideration by teachers and officials responsible for preparing the exam and evaluating its quality.

Teaching Language And Culture With The Consideration Of Ethno-Psychological Aspects Of Communication

Author(s): Tatiana Pochinok,Dana Bartosh,Elena Stoyanova / Language(s): English Issue: 3/2020

The authors support the idea that in teaching language and culture it is necessary to consider the ethno-psychological aspects of communication which are revealed through the different values, perceptions and norms of the communicative behavior of the speakers. What the authors have in mind by the ethno-psychological aspects of communication are the ethno-psychological peculiarities of the speakers that belong to different cultures. They are connected with their mentality and revealed by it. Ethno-psychological peculiarities can influence the communicative norms and linguistic structures that the speakers use interacting with their foreign partners and thus cause misunderstanding in international communication. That is why in the process of teaching language and culture the perception of a target culture in comparison with the perception of a native culture should be taken into consideration. The knowledge of the ethno-psychological peculiarities can be provided through culture-related texts called Value and Language Capsules.Value Capsules present the information about the views and perceptions of a target culture in comparison with a native culture. Assignments connected with the Value Capsule teach the students to identify, analyze and compare the ethno-psychological peculiarities. Language Capsules, on the other hand, are focused on the communicative norms and linguistic structures to realize the ethno-psychological peculiarities of a representative of a target culture. The assignments connected with Language Capsules are directed to predict and plan the possible communicative behavior of international partners in certain intercultural situations.

SPONTANEOUS INCHOATIVE VERBS IN ROMANIAN

Author(s): Maria Poponeț / Language(s): English Issue: 2/2020

In this paper, we take a look at the Romanian inchoatives which do not show reflexive morphology in an attempt to understand what underlies unmarkedness in this language. Starting from Haspelmath’s (2005) hypothesis that verbs are organized along a spontaneity scale which has an influence on morphological marking and transitive acceptability, we put forward a fine-grained classification of internally caused verbs into semantic categories seeking to establish if this has a bearing on their morphosyntactic properties. Our analysis will reveal that semantic notions like animacy and the natural development of the event intertwine to establish the core and filter out the various verb categories.

PROBLÈMES PRATIQUES DE LA TRADUCTION, DANS LE LIVRELA TRADUCTION AUJOURD’HUI. LE MODÈLE INTERPRÉTATIF(MARIANNE LEDERER) PRECIS THEORIQUE, EXEMPLES ET CONSIDERATIONS PERSONNELLES

Author(s): Aura Celestina Cibian / Language(s): French Issue: 2/2020

Marianne Lederer's book is a theoretical and practical landmark for us. By combining theory with practical examples, the author manages to offer readers ways for a better understandingand fixation of different aspects of translation. The book also offers openness to various other translation theorists quoted by the author. The present article contains our personal considerations regarding chapter 2 - practical problems of translation. The author's examples, we’ve used them in FFL class, supplemented with others, in Romanian, from our personal practical experience. We also encourage our Romanian students to come up with their own examples.

Tłumaczenie teatralne w polskim języku migowym

Author(s): Magda Schromová,Aleksandra Kalata-Zawłocka / Language(s): Polish Issue: 1/2020

W artykule bliżej przedstawiono temat tłumaczenia teatralnego, które w ostatnich latach podlega dynamicznemu rozwojowi. Tłumaczenie teatralne to rodzaj tłumaczenia artystycznego, które umożliwia społeczności Głuchych uczestniczenie w otaczającej ich kulturze słyszących. Artykuł szczegółowo omawia kilka rodzajów tłumaczenia teatralnego: pozycyjne, strefowe, cieniowe oraz eksperymentalne. Główna uwaga poświęcona jest tłumaczeniu cieniowemu – specjalnemu rodzajowi symultanicznego tłumaczenia języka fonicznego na język migowy, wykonywanemu w taki sposób, że każdemu aktorowi na scenie towarzyszy jeden tłumacz. Podczas tłumaczenia cieniowego tłumacze są w pełni włączeni w występ, poruszają się razem z aktorami – są ich cieniami. Tłumaczenie cieniowe jest dla osób Głuchych bardzo komfortowe, widzowie mogą się skupić na grze aktorów bez konieczności odrywania wzroku od artystów. W Polsce pierwsze próby zastosowania tej formy tłumaczenia podjęto dopiero w 2015 roku. Artykuł porusza również temat przygotowania do tłumaczenia, trudności związanych z każdym z opisanych rodzajów tłumaczenia oraz specyficzną rolą tłumacza.The article explores the topic of theatrical interpreting, a type of interpreting that has been developing dynamically for the last few years, enabling Deaf people to participate in the surrounding culture of the hearing society. The article discusses in detail a few forms of theatrical interpreting, such as position interpreting, zone interpreting, shadow interpreting and experimental interpreting. The main attention in the article is given to shadow interpreting, a special form of simultaneous interpreting from spoken language to sign language, whereby each actor on stage is accompanied by one interpreter. During the play, sign language interpreters are an integral part of the performance – they follow the actors and become their shadows. This form of interpreting is very comfortable for Deaf viewers as they can fully concentrate on the actors’ performance without the necessity to split their attention between the artists and the sign language interpreting. The first attempts to apply this form of interpreting in Poland were made only in 2015. The article deals also with the topics of preparation for interpreting, challenges connected with each type of the interpreting described in the article as well as the specific role of an interpreter.

„Uczyć się od błędów”

Author(s): Bartłomiej Maliszewski / Language(s): Polish Issue: 1/2020

Tematem artykułu jest analiza błędów popełnionych przez uczniów polonijnych szkół amerykańskich podczas warsztatów przygotowujących do egzaminu certyfikatowego z języka polskiego jako obcego. Zestawienie powtarzających się uchybień pozwala ukazać specyfikę języka przedstawicieli młodej Polonii amerykańskiej i może też posłużyć jako pomoc w procesie glottodydaktycznym, gdyż błędy pokazują, na co warto położyć nacisk podczas przygotowań do egzaminu certyfikatowego z języka polskiego. The article focuses on the analysis of the errors made by the students of Polish from community schools based in the USA collected during the workshop preparing them for the certification examination in Polish as a foreign language. The comparison of the recurring errors allows some insight into the language used by young representatives of the Polish community in the USA. It may also serve as an aid in the didactic process since the errors point to those aspects which need to be given due attention during the preparation for such an examination.

Nauczyciel języka niemieckiego mediatorem interkulturowym?

Author(s): Sylwia Adamczak-Krysztofowicz,Krystyna Mihułka / Language(s): Polish Issue: 2/2019

Celem niniejszego artykułu jest włączenie się do debaty naukowej na temat roli nauczyciela języków obcych jako mediatora interkulturowego. Autorki charakteryzują sylwetkę nauczyciela języka obcego pełniącego funkcję mediatora interkulturowego. Ponadto podsumowują badania polskich germanistów, które dotyczą stanu kompetencji interkulturowej nauczycieli języka niemieckiego w edukacji przedszkolnej oraz w szkolnictwie podstawowym, średnim i wyższym w Polsce. Refleksję nad rolą nauczycieli jako mediatorów interkulturowych kończy dyskusja nad możliwymi rozwiązaniami w zakresie rozwoju kompetencji międzykulturowych studentów języków obcych, zwłaszcza studentów filologii germańskiej i lingwistyki stosowanej. This article intends to contribute to the academic debate on the role of a foreign language teacher as an intercultural mediator. Specifically, the authors present a critical overview of constitutive characteristics of an intercultural mediator. Furthermore, the authors discuss research on the state of intercultural competence of Polish teachers of German as a foreign language, both in pre-school education and in primary, secondary and higher education in Poland. This reflection on the role of teachers as (inter)cultural mediators concludes with a discussion of proposals for the development of intercultural competence of foreign language students, especially of students of German philology and applied linguistics.

ELF-awareness and Teachers' Attitudes Towards Classroom Materials' Evaluation

Author(s): Natalia Rzońca / Language(s): English Issue: 2/2019

The present article focuses on the impact of English as a Lingua Franca (ELF) research on English language pedagogy in relation to teaching materials and, more specifically, the way culture and different varieties of English are included in them. Moving beyond the traditional native speaker norm-based approach to teaching English requires a substantial reassessment and rethinking of teachers’ current beliefs, assumptions and classroom practices. The author seeks to investigate teachers' prevailing attitudes towards this development. The first part of the paper discusses some vital theoretical issues concerning ELF and their implications for teaching English with special attention paid to classroom materials. The concept of ELF - aware teaching is also introduced. The findings of the empirical study which aimed at investigating whether English language teachers in the Polish context follow ELF-aware pedagogy based on cultural diversity are presented then. More specifically, the respondents' attitudes towards ELT materials embracing various cultures and accents are discussed. Niniejszy artykuł skupia się na wpływie wyników badań nad językiem angielskim jako lingua franca (ang. English as a lingua franca – ELF) na nauczanie języka angielskiego w odniesieniu do materiałów dydaktycznych, a w szczególności na sposób, w jaki kultura i różne odmiany języka angielskiego są w nich przedstawione. Odchodzenie od tradycyjnego nauczania języka angielskiego opartego na normach wyznaczonych przez rodzimych użytkowników języka angielskiego wymaga dokładnej oceny obecnych przekonań i założeń nauczycieli oraz ewaluacji ich działań w klasie. Celem artykułu jest analiza dominujących postaw nauczycieli wobec rozwoju, jaki niosą za sobą badania nad językiem angielskim jako lingua franca. W pierwszej części omówiono kilka istotnych zagadnień teoretycznych dotyczących ELF i ich implikacje dla nauczania języka angielskiego, biorąc pod uwagę przede wszystkim materiały dydaktyczne. Przedstawiona została również koncepcja nauczania ze świadomością ELF (ang. ELF-aware teaching). Następnie zaprezentowane zostały wyniki badania, które miało na celu ocenę, czy nauczyciele języka angielskiego w Polsce propagują pedagogikę opartą na ELF, która skupia się na różnorodności kulturowej. Zanalizowana została postawa respondentów wobec sposobu, w jaki różne kultury i akcenty są przedstawione w materiałach dydaktycznych.

Barbara Skowronek "Fremdsprachenunterricht als Kommunikation unter Berücksichtigung von lautlich kommunizierenden Gehörlosen". Poznań: Wydawnictwo Naukowe UAM, 2019

Author(s): Grażyna Zenderowska-Korpus / Language(s): Polish Issue: 2/2019

Book review

Онлайн колаборация чрез Blackboard: правила или автономност?

Author(s): Aylya Iliyazova / Language(s): Bulgarian Issue: 1/2020

This paper aims to present some of the options that the online platform Blackboard offers for collaborative learning. Various functionalities of the platform and the specific set of tools used during group work are explored. Emphasis is placed on specific moments in online collaborative work, which have implications for teaching and learning by using Blackboard features. Learners’ autonomy in learning through cooperation, as well as the specific rules when teaching and learning in a changed reality are the object of interest in the article.