{"title":"English Tense Expressing Verb Phrases in the Process of Teaching Polish Students","authors":"T. Krzeszowski","doi":"10.14746/gl.1966.1.08","DOIUrl":"https://doi.org/10.14746/gl.1966.1.08","url":null,"abstract":"","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123683969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Intensive und extensive Methode im Fremdsprachenunterricht","authors":"A. Szulc","doi":"10.14746/gl.1966.1.02","DOIUrl":"https://doi.org/10.14746/gl.1966.1.02","url":null,"abstract":"","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125327909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hrsg. v. Ruth Klappenbach u. Wolfgang Steinitz; Bearb.: Ruth Klappenbach u. H. Malige-Klappenbach; Lfg 1/2: A — annehmen, Lfg 3: annehmlich-Aufbruch, Lfg 4: aufbrucn(s) — Ausfuhrung; Berlin: Akademie Verlag, Lfg 1/2.3 — 1961; Lfg 4 __ 1962; im Rahmen der Veroffentlichungen des Instituts fur deutsche Sprache und Literatur der Deutschen Akademie der Wissenschaften zu Berlin.
{"title":"Wörterbuch der Deutschen Gegenwartssprache","authors":"Krystyna Toby-Tereszyńska","doi":"10.14746/gl.1966.1.19","DOIUrl":"https://doi.org/10.14746/gl.1966.1.19","url":null,"abstract":"Hrsg. v. Ruth Klappenbach u. Wolfgang Steinitz; Bearb.: Ruth Klappenbach u. H. Malige-Klappenbach; Lfg 1/2: A — annehmen, Lfg 3: annehmlich-Aufbruch, Lfg 4: aufbrucn(s) — Ausfuhrung; Berlin: Akademie Verlag, Lfg 1/2.3 — 1961; Lfg 4 __ 1962; im Rahmen der Veroffentlichungen des Instituts fur deutsche Sprache und Literatur der Deutschen Akademie der Wissenschaften zu Berlin.","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115997116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"JAN RUSIECKI O nauczaniu języków obcych Zarys metodyki ogólnej kursu podstawowego. PZWS, Warszawa 1964","authors":"Tomasz P. Krzeszowski","doi":"10.14746/gl.1966.1.16","DOIUrl":"https://doi.org/10.14746/gl.1966.1.16","url":null,"abstract":"","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115413691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Auffassung und Methode des audiovisuellen Fremdsprachenunterrichts","authors":"Eugen Spálený","doi":"10.14746/gl.1966.1.04","DOIUrl":"https://doi.org/10.14746/gl.1966.1.04","url":null,"abstract":"","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123135873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Having analysed the results of teaching in experimental groups and types of mistakes made by students, the author suggests that the methods of teaching Russian accent should be based on: making students acquainted, particularly the older ones, with the norms and structure of Russian accent during the whole process of teaching; developing students’ perception abilities and their auditory memory with the help of special drills based on mechanical aids of teaching; analysing and comparing the characteristic features of Russian and Polish accents in order to eliminate the influence of the mother tongue. It has been experimentally proved that teaching Russian accent by means of its norms effectively helps students to master the correct Russian pronunciation and to acquire orthoepic habits.
{"title":"On the method of teaching Russian accent in Polish schools","authors":"Mścisław Olechnowicz","doi":"10.14746/gl.1966.1.06","DOIUrl":"https://doi.org/10.14746/gl.1966.1.06","url":null,"abstract":"Having analysed the results of teaching in experimental groups and types of mistakes made by students, the author suggests that the methods of teaching Russian accent should be based on: making students acquainted, particularly the older ones, with the norms and structure of Russian accent during the whole process of teaching; developing students’ perception abilities and their auditory memory with the help of special drills based on mechanical aids of teaching; analysing and comparing the characteristic features of Russian and Polish accents in order to eliminate the influence of the mother tongue. It has been experimentally proved that teaching Russian accent by means of its norms effectively helps students to master the correct Russian pronunciation and to acquire orthoepic habits.","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133110310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Kodematische Grundlagen der Theorie des Fremdsprachenunterrichts","authors":"Ludwik Zabrocki","doi":"10.14746/gl.1966.1.01","DOIUrl":"https://doi.org/10.14746/gl.1966.1.01","url":null,"abstract":"","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124985522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-29DOI: 10.14746/GL.2019.46.1.12
S. Toffel
Discourse markers (DMs), represented by words and phrases such as but, you know, moreover, have for many years been a widely discussed topic in linguistics in Poland and abroad. However, no attention has been paid yet to DMs in teaching Polish as a foreign language (PFL). The paper explores this neglected issue by analysing the modes of presentation of DMs in the three most popular series of textbooks for teaching PFL (levels A1-B1). The textbooks were analysed manually to identify DMs and the ways in which they are taught. The results show that the textbooks differ in the number of DMs appearing in them. However, four common problematic aspects of the instruction of DMs in the analysed textbooks were identified: translation of DMs, usage of homographs of DMs, the mechanical nature of exercises and lack of sufficient input
{"title":"The hidden reefs in foreign language teaching: on the presence and instruction of discourse markers in textbooks for teaching Polish as a foreign language","authors":"S. Toffel","doi":"10.14746/GL.2019.46.1.12","DOIUrl":"https://doi.org/10.14746/GL.2019.46.1.12","url":null,"abstract":"Discourse markers (DMs), represented by words and phrases such as but, you know, moreover, have for many years been a widely discussed topic in linguistics in Poland and abroad. However, no attention has been paid yet to DMs in teaching Polish as a foreign language (PFL). The paper explores this neglected issue by analysing the modes of presentation of DMs in the three most popular series of textbooks for teaching PFL (levels A1-B1). The textbooks were analysed manually to identify DMs and the ways in which they are taught. The results show that the textbooks differ in the number of DMs appearing in them. However, four common problematic aspects of the instruction of DMs in the analysed textbooks were identified: translation of DMs, usage of homographs of DMs, the mechanical nature of exercises and lack of sufficient input","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"270 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122113045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-29DOI: 10.14746/GL.2019.46.1.02
Monika Kowalonek-Janczarek
The purpose of this study is to compare Poland’s and Japan’s foreign languagepolicies in preschool, elementary, lower/upper secondary and higher education and shed light on the aspect of multilingualism in this milieu as well. Based on secondary data (ministerial ordinances, governmental reports, curricula) and literature knowledge, the paper provides a comparative overview of the Polish and Japanese contexts which differ in a strong way. While Poland’s foreign language policy is mainly based on the objectives of the EU’s policy according to which every European citizen should master two other languages in addition to his or her mother tongue, the Japanese government’s policy aims at improving English education.
{"title":"Englisch als Lingua franca versus andere Sprachen im Bildungswesen: Polen und Japan im Vergleich","authors":"Monika Kowalonek-Janczarek","doi":"10.14746/GL.2019.46.1.02","DOIUrl":"https://doi.org/10.14746/GL.2019.46.1.02","url":null,"abstract":"The purpose of this study is to compare Poland’s and Japan’s foreign languagepolicies in preschool, elementary, lower/upper secondary and higher education and shed light on the aspect of multilingualism in this milieu as well. Based on secondary data (ministerial ordinances, governmental reports, curricula) and literature knowledge, the paper provides a comparative overview of the Polish and Japanese contexts which differ in a strong way. While Poland’s foreign language policy is mainly based on the objectives of the EU’s policy according to which every European citizen should master two other languages in addition to his or her mother tongue, the Japanese government’s policy aims at improving English education.","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123542388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-29DOI: 10.14746/GL.2019.46.1.10
Martje Tammenga-Helmantel
This study investigates the position, content and pedagogy of Landeskunde in proficiency skills-focussed Dutch foreign language teaching. It analyses the course book used most frequently in Dutch secondary education for German as a foreign language: Neue Kontakte. This research examines the position of cultural content in course materials and in explicitly formulated learning goals. Moreover, it is investigated what cultural content is introduced and whether this is either integrated in language proficiency training and connected to the world of the learners. The results show that Neue Kontakte offers a broad range of cultural topics which are either linked to the Netherlands or Dutch or to the learners’ personal environment. Additionally, Landeskunde is integrated in language proficiency exercises. On the other hand, its status is considered weak; no cultural learning goals are formulated and hardly any repetition of cultural content and little critical reflection on the foreign and the own culture are observed.
{"title":"Verbindliche und verbindende Landeskunde. Eine Analyse des niederländischen DaF-Lehrwerkes Neue Kontakte","authors":"Martje Tammenga-Helmantel","doi":"10.14746/GL.2019.46.1.10","DOIUrl":"https://doi.org/10.14746/GL.2019.46.1.10","url":null,"abstract":"This study investigates the position, content and pedagogy of Landeskunde in proficiency skills-focussed Dutch foreign language teaching. It analyses the course book used most frequently in Dutch secondary education for German as a foreign language: Neue Kontakte. This research examines the position of cultural content in course materials and in explicitly formulated learning goals. Moreover, it is investigated what cultural content is introduced and whether this is either integrated in language proficiency training and connected to the world of the learners. The results show that Neue Kontakte offers a broad range of cultural topics which are either linked to the Netherlands or Dutch or to the learners’ personal environment. Additionally, Landeskunde is integrated in language proficiency exercises. On the other hand, its status is considered weak; no cultural learning goals are formulated and hardly any repetition of cultural content and little critical reflection on the foreign and the own culture are observed.","PeriodicalId":212023,"journal":{"name":"Glottodidactica. An International Journal of Applied Linguistics","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127094150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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