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    Wyświetlanie 1-8 z 8
    Tytuł:
    Rola języka ojczystego w nauczaniu gramatyki języka rosyjskiego na studiach rusycystycznych i proponowane rozwiązania dydaktyczne
    The role of the native language in teaching Russian grammar during Russian philology studies and the proposed didactic solutions
    Autorzy:
    Zając-Knapik, Halina
    Powiązania:
    https://bibliotekanauki.pl/articles/956376.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
    Tematy:
    native language
    linguistic interference
    interlanguage contrast
    grammar explanation
    language rules
    translation exercises
    quantising of linguistic information
    didactic experiment
    testing
    control group
    experimental group
    język ojczysty
    interferencja
    kontrast międzyjęzykowy
    komentarz
    gramatyczny
    reguła językowa
    ćwiczenia translacyjne
    kwanty informacji
    lingwistycznej
    eksperyment dydaktyczny
    testowanie
    grupa kontrolna
    grupa
    eksperymentalna
    Opis:
    W artykule omawiane są, na podstawie opracowań glottodydaktycznych, niektóre poglądy na temat roli i znaczenia języka ojczystego w procesie nauczania języka obcego. Podkreślamy w nim znaczenie reguły gramatycznej. Omawiamy także znaczenie ćwiczeń tłumaczeniowych z języka ojczystego na język obcy. Opracowanie zawiera rozwiązania dydaktyczne w zakresie wykorzystania języka polskiego w nauczaniu gramatyki języka rosyjskiego na zajęciach z praktycznej nauki języka rosyjskiego. Zaprojektowane przez nas kwanty informacji lingwistycznej mają na celu zbadanie skuteczności oddziaływania ćwiczeń translacyjnych wśród studentów filologii rosyjskiej oraz prezentują znaczenie komentarza gramatycznego i kontrastowania form języka rosyjskiego z formami języka polskiego jako skutecznych środków zapobiegających interferencji języka polskiego.
    In the article, some views on the role and significance of the native language in the process of teaching foreign language are discussed. The author emphasises the significance of grammar rules in forming language awareness of students and discusses the role of translation exercises from a native language to a foreign language. The article contains didactic solutions in the scope of using the Polish language in teaching Russian grammar at classes of practical Russian. The quantums of linguistic information designed by the author of the article aim at examining the effectiveness of translation exercises among Russian philology students and explore the significance of grammar explanation and the importance of contrasting forms of the Russian and Polish language during the presentation of a new language material as the effective means of preventing interference from the Polish language.
    Źródło:
    Linguodidactica; 2015, 19; 265-281
    1731-6332
    Pojawia się w:
    Linguodidactica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Płynna gramatyka. Wybrane problemy metodologii i dydaktyki gramatyki języka włoskiego
    Liquid Grammar: Some Problems Regarding the Methodology and Didactics of Italian Grammar
    Autorzy:
    Słapek, Daniel
    Powiązania:
    https://bibliotekanauki.pl/articles/446296.pdf
    Data publikacji:
    2016-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    Italian grammar
    grammar rules
    grammar didactics
    gramatyka języka włoskiego
    reguły gramatyczne
    dydaktyka gramatyki
    Opis:
    Italian grammar today is still subject to change and reinterpretation. In this article, I attempt to introduce some problems regarding Italian grammar from the point of view of the methodology of grammar didactics. It is not, therefore, a study of the standard Italian language; rather, it is mainly a reflection on the creation of grammar rules and their explication in grammar textbooks that are dedicated primarily to foreigners. The problems that students of Italian grammar may encounter are the following, among others: the presentation of outdated grammar structures (the differences between standard grammar and actual language practice); a lack of explicitly expressed rules for various language problems; a lack of discussion about grammatical differences that result due to sociolinguistic variations; and a lack of appropriate comments for some grammar issues, which cause difficulties for foreigners. I seek to suggest some methodological solutions and to define the features of grammar (textbooks) on an academic level that could help to overcome—at least partially—similar problems. All questions that I discuss in the present text are illustrated with examples taken from popular academic grammar textbooks written by Polish and Italian linguists.
    Reguły gramatyczne języka włoskiego wciąż podlegają zmianom i reinterpretacjom. Niniejszy artykuł ma na celu omówienie wybranych problemów języka włoskiego z puntku widzenia metodologii nauczania gramatyki. Nie jest to studium nad normą językową, lecz raczej refleksja nad tworzeniem reguł gramatycznych i ich eksplikacją w podręcznikach gramatyki opisowej języka włoskiego pisanych z myślą o obcokrajowcach. Problemy, jakie napotkać mogą czytelnicy gramatyk włoskich, to m.in.: przywoływanie reguł przestarzałych lub brak omówienia nowych, dopuszczalnych form gramatycznych (a zatem rozbieżności między normą gramatyczną a uzusem językowym), brak eksplicytnie wyrażonych reguł dla wybranych problemów językowych, brak omówienia różnic gramatycznych ze względu na społeczne odmiany języka, czy też brak stosownych komentarzy dla problemów gramatycznych sprawiających trudności obcokrajowcom. Spróbuję zaproponować pewne rozwiązania metodologiczne oraz nakreślić cechy gramatyki (podręcznika) na poziomie akademickim, które podobne problemy – przynajmniej w pewnym stopniu – pomogą przezwyciężyć. Omawiane w tekście kwestie zilustrowane są przykładami zaczerpniętymi z popularnych akademickich gramatyk języka włoskiego autorstwa polskich i włoskich językoznawców.
    Źródło:
    Italica Wratislaviensia; 2016, 7; 231-247
    2084-4514
    Pojawia się w:
    Italica Wratislaviensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Exploring Arabic Learners English Errors Interlingual vs. Intralingual Analysis and Remedial Teaching Strategies
    Autorzy:
    Rajan, Panthayil Babu
    Makarevicius, Algirdas
    Hartrup, Philip
    Powiązania:
    https://bibliotekanauki.pl/articles/38453471.pdf
    Data publikacji:
    2024-07-11
    Wydawca:
    Academicus. International Scientific Journal publishing house
    Tematy:
    ESL
    Interlingual
    Intralingual
    Morphological
    Relative Clauses
    Lexical
    Verb tense
    Syntax
    Grammar rules
    Article usage
    Simplification
    Prepositions
    English language acquisition
    Semantic inaccuracies
    Teaching strategies
    Opis:
    Arabic students frequently encounter errors while learning English as a second language (ESL). This study investigates prevalent interlingual and intralingual errors observed among Arabic learners of English. The authors posit that by addressing morphological, lexical, and semantic inaccuracies, English instructors can assist Arabic learners in cultivating a more comprehensive and nuanced proficiency in the English language, thereby enhancing their communicative abilities across various contexts. The instructional strategies explained in this paper offer valuable insights for ESL teachers and tertiary-level Arabic students aiming to mitigate or eliminate such errors. Additionally, the teaching recommendations presented in this paper serve as beneficial resources for experienced and novice instructors, facilitating the reduction of errors commonly encountered by Arabic students in their English language acquisition journey.
    Źródło:
    Academicus International Scientific Journal; 2024, 15, 30; 126-137
    2079-3715
    2309-1088
    Pojawia się w:
    Academicus International Scientific Journal
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Il tipo "macchina da scrivere": tra norma, competenza grammaticale e sintassi storica
    "Macchina da scrivere": Between Grammar Rule, Grammatical Competence, and Historical Syntax
    Autorzy:
    Mastrantonio, Davide
    Powiązania:
    https://bibliotekanauki.pl/articles/446354.pdf
    Data publikacji:
    2018-06-20
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    grammatica normativa
    competenza grammaticale
    sintassi storica
    allineamenti morfosintattici
    modalità deontica
    grammar rules
    grammatical competence
    historical syntax
    morphosyntactic alignment
    deontic modality
    Opis:
    In questo contributo affrontiamo i costrutti formati da “nome + da + infinito”, p. es. macchina da scrivere, macchina da cucire e altri. Nel corso del Novecento, espressioni come quelle appena menzionate sono state giudicate sbagliate da una certa tradizione grammaticale; al loro posto, secondo questi grammatici, si sarebbero dovuti usare i costrutti concorrenti formati con la preposizione “per”, cioè macchina per scrivere, macchina per cucire ecc. Questa posizione ha influenzato almeno una generazione di discenti ed è stata contestata dagli storici della lingua, i quali hanno mostrato che le forme con la preposizione “da” sono ben attestate fin dall’italiano antico, p. es. tavolo da giocare, armi da combattere, pancha da sedere, cane da combattere. Ciò che finora non è stato fatto è cercare una spiegazione in termini linguistici di questa apparente contraddizione. La soluzione può essere trovata prendendo in considerazione una rianalisi sintattica che si è verificata nel passaggio dall’italiano antico all’italiano contemporaneo. Tale rianalisi interessa il fenomeno della transitività: mentre nell’italiano antico il ruolo sintattico del nome che regge “da + infinito” non aveva nessuna rilevanza nella formazione del costrutto, nell’italiano contemporaneo tale nome deve corrispondere al complemento diretto del verbo all’infinito (p. es. libro da leggere, cf. leggere il libro, ma *coltello da tagliare, cf. *tagliare il coltello). Forme come macchina da scrivere sono sopravvissute alla restrizione in quanto polirematizzate, pertanto avvertite come unità non separabili.
    In this paper, we deal with constructions featuring a noun followed by “da + infinitive”, such as macchina da scrivere and macchina da cucire. During the 20th century, such phrases were considered wrong by some grammarians; the rule that grammarians proposed instead was to modify such constructions by replacing the preposition da with the preposition per, as in macchina per scrivere and macchina per cucire. As a matter of fact, this prescription influenced at least one generation of students, as can be seen in posts and discussions found on websites and in grammar questions addressed to linguists. Historical linguists reject such a prescription, showing that constructions with da frequently are found in Old Italian texts, as in tavolo da giocare, armi da combattere, pancha da sedere, and cane da combattere. Until now, there have been no attempts to provide a linguistic explanation of the state of things. The apparent contradiction can be solved if one takes into account a syntactic re-analysis that took place within the transition from Old to Modern Italian: the syntactic role of the name preceding “da + infinitive” has no relevance in Old Italian; on the contrary, in Modern Italian, the name must correspond to the direct object of the infinitive (i.e., libro da leggere, cf. leggere il libro, but *coltello da tagliare, cf. *tagliare il coltello). Phrases like macchina da scrivere were not affected by such a restriction, as they are phrasemes, hence perceived as a unity.
    Źródło:
    Italica Wratislaviensia; 2018, 9.1; 107-121
    2084-4514
    Pojawia się w:
    Italica Wratislaviensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Between usage-based and meaningfully-motivated grammatical rules: A psycholinguistic basis of applied cognitive grammar
    Autorzy:
    Król-Markefka, Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/634613.pdf
    Data publikacji:
    2014
    Wydawca:
    Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
    Tematy:
    applied cognitive linguistics, usage-based model, grammar teaching, grammatical rules
    Opis:
    The aim of the article is to present a usage-based theory of second language acquisition (SLA) which might serve as a framework for explaining the learning mechanisms that are operating when students are exposed to the meaningfully-motivated Cognitive Grammar-based teaching materials. Currently, two seemingly quite different stands of Cognitive Grammar (CG) applications are advocated: one focusing on the use of meaningfully-motivated linguistic explanations and the other on the usage-based nature of language. The article outlines a unified psycholinguistic theory, inspired by Brian MacWhinney’s Competition Model and developed by Nick C. Ellis, which is compatible with both the meaning-based and the usage-based conceptions of language assumed by CG, and which can provide a more fine-grained frame of reference for introducing Cognitive Grammar into the teaching practice. Finally, some suggestions are made concerning practical application of CG-inspired pedagogical rules that should enhance the effectiveness of meaningfully motivated grammatical instruction.
    Źródło:
    Studia Linguistica Universitatis Iagellonicae Cracoviensis; 2014, 131, 1
    2083-4624
    Pojawia się w:
    Studia Linguistica Universitatis Iagellonicae Cracoviensis
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Pedagogical rules for the use of English articles: an evaluation and suggestions for improvement
    Autorzy:
    Król-Markefka, Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/634387.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
    Tematy:
    English articles, grammatical rules, grammar teaching, applied Cognitive Grammar
    Opis:
    The aim of the article is to analyse the grammatical rules for the use of English articles which are offered to students of English as a foreign language and evaluate them from the perspective of their pedagogical effectiveness. The article highlights the most problematic issues and the potential weaknesses of the rules most commonly used in contemporary pedagogical/reference grammars. It is argued that some of the problems identified could be at least partially solved or avoided by the introduction of rules based on Cognitive Grammar. A brief outline of the Cognitive Grammar conception of articles is presented to show how the specific “uses” of articles can be subsumed under more general, broader, conceptually-based rules.
    Źródło:
    Studia Linguistica Universitatis Iagellonicae Cracoviensis; 2015, 129, 2
    2083-4624
    Pojawia się w:
    Studia Linguistica Universitatis Iagellonicae Cracoviensis
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Die Entwicklung interner grammatischer Regeln im gesteuerten Fremdsprachenunterricht
    Developing internal rules in instructed second language acquisition
    Autorzy:
    Czarnecka, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/916948.pdf
    Data publikacji:
    2018-11-05
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    rules of grammar
    grammar acquisition
    second language acquisition
    Opis:
    Internal rules of grammar exist in the language irrespective of how they are described by the linguists. This paper is an attempt to answer the question in what way internal rules develop both in the mother tongue and in instructed second language acquisition. The author refers to the hierarchy of processing procedures, chunk related and cognitively based research and demonstrates how this development may be supported in instructed second language acquisition.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2009, 35, 1; 81-89
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Le “Auree norme” del GDLI. Quando le norme redazionali diventano grammaticali
    The “Golden Rules” of GDLI: When Style Sheet Becomes Grammar
    Autorzy:
    Corino Rovano, Silvia
    Powiązania:
    https://bibliotekanauki.pl/articles/446509.pdf
    Data publikacji:
    2018-06-20
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    grammatica
    dizionario
    lessico
    regole
    italiano
    grammar
    dictionary
    lexicon
    rules
    Italian
    Opis:
    Tutte le redazioni di dizionari prevedono delle regole di edizione. Ogni collaboratore, infatti, deve attenersi allo stile previsto dalla pubblicazione. Così chiunque intenda partecipare al lavoro redazionale, viene di solito provvista di un fascicolo più o meno consistente che contiene le norme per scrivere i lemmi. Naturalmente anche i redattori del GDLI vennero forniti di questo tipo di materiale. Ogni collaboratore riceveva un sottile libretto dal titolo Auree norme cui doveva attenersi. Tuttavia, ad un esame attento di questo fascicolo, le indicazioni previste dal GDLI appaiono più ricche ed articolate. Infatti, non contengono soltanto un insieme di regole formali e di indicazioni tipografiche, ma hanno un respiro molto più ampio. Il redattore si trova di fronte ad una serie di regole relative all’ortografia e alla grammatica. La presente ricerca intende individuare le norme di interesse grammaticale e alcuni elementi di morfologia e sintassi emersi durante la discussione della redazione.
    All dictionary editors have editorial rules. In fact, every collaborator must follow the style foreseen by the publication. To this end, every person who intends to participate in the editorial work is usually provided with a more or less consistent style sheet that contains the rules for writing the lemmas. The editors of the GDLI were also provided with this type of material. Each collaborator, in fact, received a thin booklet entitled “Auree norme”, or “Golden rules”, that he had to follow. However, upon a careful examination of this precious file, the indications provided by the GDLI appear richer and more articulated than the usual set of editorial norms. In fact, they do not only contain a set of formal and typographical rules, but they have a much wider perspective: the editor is faced with a series of indications concerning spelling and grammar. The present research aims to identify the norms of grammatical interest and some elements of morphology and syntax that emerged during the discussion of the editing process of these dictionaries.
    Źródło:
    Italica Wratislaviensia; 2018, 9.1; 51-69
    2084-4514
    Pojawia się w:
    Italica Wratislaviensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-8 z 8

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