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Tytuł:
Approaches to alcohol in textbooks for teaching foreign languages for beginners. An investigation of English, Spanish, Russian and Polish textbooks
Autorzy:
Szamryk, Konrad
Powiązania:
https://bibliotekanauki.pl/articles/1929471.pdf
Data publikacji:
2021-12-14
Wydawca:
Wyższa Szkoła Gospodarki w Bydgoszczy. Wydawnictwo Uczelniane
Tematy:
textbooks
foreign language textbooks
teaching foreign languages
alcohol
cultural content of textbooks
Opis:
This study discusses different approaches to alcohol in textbooks for teaching foreign languages (English, Spanish, Russian, Polish) on a beginner level (A1). In a broader context, the article deals with the cultural content and evaluation of foreign language course books. At the outset, the materials for foreign language teaching have been investigated with a frame of content analysis, using both quantitative and qualitative methods. Quantitative analysis reveals that alcohol occurs in varying levels in the textbooks – from complete absence in some to 118 references in one textbook. Alcohol appears in Polish and Russian textbooks to a greater extent than in English and Spanish. Moreover, the paper suggests that the common feature of the books is a higher tolerance towards beer and wine than to spirits. In the second part of the study, based on the qualitative descriptions, three approaches towards presenting alcohol in the course books are discussed: tabooing, cautionary treatment and an affirmative approach. Additionally, this study discusses that in Slavic course books alcohol might also be introduced because of linguistic reasons (grammatical and phonetic).
Źródło:
Heteroglossia- studia kulturoznawczo-filologiczne; 2021, 11; 245-260
2084-1302
Pojawia się w:
Heteroglossia- studia kulturoznawczo-filologiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
How authentic is language included in English and German language textbooks for primary education in Poland? A case study
Autorzy:
Budzyńska, Paula
Powiązania:
https://bibliotekanauki.pl/articles/913255.pdf
Data publikacji:
2018-09-10
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
corpus stylistics method
early school education in Poland
English language textbooks
German language textbooks
literary materials in textbooks
Opis:
This study aims at investigating the authenticity of vocabulary and grammar structures included in two selected English language textbooks (hereafter ELTs) and two German language textbooks (hereafter GLTs) for the first stage of education in Poland. In order to achieve the assumed objective, the author examined literary materials, that is, songs, rhymes, or short stories, included in selected ELTs and GLTs in accordance with the principles of the corpus stylistics method developed, for example, by Semino & Short (2004), Mahlberg (2014), or McIntyre (2015). With the support of BYU-BNC and DWDS corpora, the performed analysis indicated, for instance, that in the case of both types of textbooks studied, the number of authentic words that children are to learn seems to be rather insufficient. The outcomes of the study enable suggesting certain modifications targeted at the increase of the authenticity of language that the analysed textbooks include.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2018, 45, 1; 27-40
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Zur didaktischen Konzeption von Stufen 3, Moment mal 2 und Mittelpunkt B2, C1 im Lichte der universalistischen und relativistischen Theorien
Autorzy:
Mucha, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/606323.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
German language textbooks
culture
Opis:
The essence of the presented article is the analysis of four textbooks for teaching the German language which looks into typical elements of German culture as well as cultural universals. The analysis of the following textbooks: Stufen 3, Moment Mal 2, Mittelpunkt B2 and Mittelpunkt C1 has indicated that older ones (more than 10 years older) devoted more attention to typical German culture phenomena and culturally conditioned Polish-German differences than the most recent textbooks where universal areas of reality have been accepted, e.g. travelling, professional life, means of payment, environmental protection. Moreover, new phenomena such as globalization, internationalization, cloning and genetically modified food were mentioned in the textbooks published in 2008.
Źródło:
Lublin Studies in Modern Languages and Literature; 2012, 36; 77-91
0137-4699
Pojawia się w:
Lublin Studies in Modern Languages and Literature
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Einige Überlegungen zur Wortbildungslehre im fremdsprachlichen Deutschunterricht
Some reflections on a word formation in teaching German as a foreign language
Autorzy:
Mac, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/916966.pdf
Data publikacji:
2018-11-05
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
teaching German as a foreign language
textbooks
word formation
textbooks Word formation
Opis:
The goal of this article is to expatiate on the important function of the morphological structures in foreign language teaching. Firstly, I will try to answer the question about morphology’s position in foreign language teaching. Furthermore, I will focus on the difficulties arising with implementing teaching methods of word formation rules. The third part deals with the effects of morphology in the didactical field with regard to teaching German as a foreign language.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2009, 35, 1; 103-115
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Historia w egipskich podręcznikach do wychowania muzułmańskiego (2013/2014 do 2015/2016) jako czynnik kształtujący postawy uczniów
History in the Egyptian Textbooks for Islamic Education (2013/2014 till 2015/2016) as a Factor Shaping Pupils’ Attitudes
Autorzy:
Wolny, Edyta
Powiązania:
https://bibliotekanauki.pl/articles/577994.pdf
Data publikacji:
2016
Wydawca:
Polskie Towarzystwo Orientalistyczne
Tematy:
Egypt
textbooks
Islam
education
history
Opis:
Egyptian textbooks for Islamic education in state primary schools teach not only religion but also good behaviour, a positive attitude towards Christians, caring about nature and patriotic feelings. One element which is used in teaching and educating children is history: the history of religion and their country. Selected historical facts are used to shape the attitudes of children and teenagers and to teach religion. Egyptian school textbooks are updated every year and sent to pupils at the beginning of each term. This article aims to present the results of the analysis of the contents of the textbooks for Islamic education in Egyptian state primary schools over the last three years – from 2013/2014 till 2015/2016. It shows that elements of history are not only used to teach the history of Islam but also good manners, behaviour and create the good character of young Egyptian citizens since historical figures are role models for children to imitate.
Źródło:
Przegląd Orientalistyczny; 2016, 1-2; 231-240
0033-2283
Pojawia się w:
Przegląd Orientalistyczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dyskurs obywatelstwa w podręcznikach do kształcenia literaturowego w gimnazjum. Krytyczna analiza dyskursu
The Discourse of Citizenship in Literature Text Books in High Schools. A Critical Analysis of the Discourse
Autorzy:
Popow, Monika
Powiązania:
https://bibliotekanauki.pl/articles/644846.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
citizenship
textbooks
critical discourse analysis
Opis:
The paper gives an ironic and short, both empirical and normative analysis of current Polish home education intertwined with a metaanalysis of the role of metaphors in the language of the educational sciences. Entomological metaphor of subimago helps here in revealing the social status quo of the mentioned „home education” in Poland. One can describe socioeducational reality using different forms of expression. Metaphorization is one of them, not always adequate, but indispensable as well as cognitively pleasant. 
The paper gives an ironic and short, both empirical and normative analysis of current Polish home education intertwined with a metaanalysis of the role of metaphors in the language of the educational sciences. Entomological metaphor of subimago helps here in revealing the social status quo of the mentioned „home education” in Poland. One can describe socioeducational reality using different forms of expression. Metaphorization is one of them, not always adequate, but indispensable as well as cognitively pleasant.
Źródło:
Kultura-Społeczeństwo-Edukacja; 2012, 2; 151-171
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Konwergencyjny charakter pytań jako jeden z inhibitorów twórczości
The convergent nature of tasks as one of the inhibitors of creativity
Autorzy:
Jasiulewicz, Anna
Powiązania:
https://bibliotekanauki.pl/articles/2029488.pdf
Data publikacji:
2021
Wydawca:
Ośrodek Badawczy Facta Ficta
Tematy:
didactics
creativity
pedagogy
school
textbooks
Opis:
Creativity is the area of interest of many scientific disciplines, including psychology, sociology and pedagogy. Within each of these sciences, the biggest attention is paid to the essence of getting to know the creative process and ways to develop it. In the case of education, the need to develop creativity is written in every educational document. However, in order to strengthen and support creativity, it’s necessary to know the mechanisms that have negative effect of limiting it. Any, even the most creative, teaching method can be ineffective if it comes with inhibitors that the educator may not even know about. In the literature, inhibitors are defined as any factor that blocks, inhibits or limits the development of creative processes. In the psychology of creativity, four types of inhibitors have been described. Within each of them, there are those, that result from ineffective methods of didactic work. The knowledge that students receive is barren, it doesn’t provoke thought and it doesn’t encourage them to look for answers by their own. Education is focused on the amount of memorized knowledge and not on the ability to formulate problems. The nature of the tasks often prevents the beginning or full development of the creative process. As the research results show, the tasks that students give are most often of a convergent nature and accept only one correct answer or only one solution. This problem is not only at the level of higher education, but also appears in the first grades of primary school and even in kindergarten. It would seem that the reason of this problem is the teacher's work and teaching methods, but students can also deal with this way of formulating instructions in school textbooks. The study of one of the textbooks used in the first grade of primary school, in terms of the nature of the tasks it contains, is just one example of what pedagogy of creativity is struggling today. Because if from in early age we don’t teach children to ask questions and search for results by their own, we can’t speak of effective creative education at all.
Źródło:
Facta Ficta. Journal of Theory, Narrative & Media; 2021, 8, 2; 119-134
2719-8278
Pojawia się w:
Facta Ficta. Journal of Theory, Narrative & Media
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Threats Related to Patriotic Education. An Analysis of the Primary School Textbooks
Autorzy:
Gruntkowska, Dominika
Powiązania:
https://bibliotekanauki.pl/articles/2159106.pdf
Data publikacji:
2022-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
textbooks
learning
citizenship
patriotism
school
Opis:
The article presents the issue of patriotic discourse in school textbooks for teaching Polish for grades 4–8 of primary schools. At the same time, this issue is placed in the aspect of recent changes in education made and announced by the minister of science and education. The analysis of the textbooks carried out using the KAD method shows that, although we constantly deal with a romantic vision of patriotism due to the canon of reading, it is sometimes broken through reflection on historical events and the past. The martyrdom tendency, formed in the period of Romanticism, is still the dominant one, the presence of which is part of the paradigm of the long duration of Romanticism. The article also addresses what patriotic education at school should be today. Not only today, but for a long time now, we have been dealing with a tendency to produce and reproduce a conservative discourse and be closed within a martyrological narrative. This way of understanding patriotism today may lead young people to consider any form of patriotism as anachronistic and inadequate to our times.
Źródło:
Kultura i Edukacja; 2022, 4(138); 216-233
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
L’insegnamento della cortesia come elemento della competenza comunicativa nei manuali d’italiano LS: sfide e soluzioni
Teaching politeness as a component of communicative competence in textbooks of Italian as a foreign language: challenges and solutions
Autorzy:
Miłkowska-Samul, Kamila
Powiązania:
https://bibliotekanauki.pl/articles/1048144.pdf
Data publikacji:
2020-06-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
politeness
pragmatics
textbooks
communicative competence
Opis:
The aim of this paper is to address the issue of teaching politeness in textbooks dedicated to learners of Italian as a foreign language. It is assumed that in today’s ever-changing world, full of conflicts and challenges of various kinds, polite communication has become of increasing importance as it helps overcome differences between the participants of the act of communication and promote a peaceful coexistence. Politeness is a phenomenon particularly sensitive to the situational context: the forms considered appropriate vary according to the parameters such as place, channel, age or status of the interactants. Since the complexity of politeness and the variability of its exponents make it difficult to teach, the purpose of this research is to analyze if and how the current textbooks of Italian deal with this aspect of communicative competence. The paper examines which aspects of politeness are taught and with what methods. The analysis is based on the selected textbooks of Italian published in Italy and Poland, in order to compare their approaches.
Źródło:
Studia Romanica Posnaniensia; 2020, 47, 2; 81-92
0137-2475
2084-4158
Pojawia się w:
Studia Romanica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Didactic capacity of selected Czech and Russian organic chemistry textbooks
Wartość dydaktyczna wybranych czeskich i rosyjskich podręczników chemii organicznej
Autorzy:
Karásková, Natálie
Doležal, Rafael
Maltsevskaya, Nadezhda
Kolář, Karel
Powiązania:
https://bibliotekanauki.pl/articles/106335.pdf
Data publikacji:
2019
Wydawca:
Towarzystwo Chemii i Inżynierii Ekologicznej
Tematy:
didactic capacity
analysis of textbooks
educational mean
Czech textbooks
Russian textbooks
organic chemistry
zdolność dydaktyczna
analiza podręczników
podręczniki czeskie
podręczniki rosyjskie
chemia organiczna
Opis:
This article presents the results of analysis of Czech and Russian textbooks intended for organic chemistry teaching at upper secondary schools. In principle, the estimation of textbook didactic capacity is based on decomposition of the textbook content into a set of different objects and their subsequent frequency analysis. In this study, three Czech textbooks and three Russian textbooks were characterized by particular and total didactic capacity coefficients. The indifference of the calculated didactic capacities was tested by chi-square statistics at a level of significance α = 0.05. The results show that the selected Czech and Russian textbooks are not significantly different.
Źródło:
Chemistry-Didactics-Ecology-Metrology; 2019, 24, 1-2; 61-76
2084-4506
Pojawia się w:
Chemistry-Didactics-Ecology-Metrology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Effective Use of Textbooks by Early Education Teachers
Sprawstwo nauczycieli edukacji wczesnoszkolnej w pracy z podręcznikiem szkolnym
Autorzy:
Nowicka, Marzenna
Powiązania:
https://bibliotekanauki.pl/articles/31804127.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
textbooks
early education teachers
shortcomings of textbooks
agency
podręczniki
nauczyciele edukacji wczesnoszkolnej
mankamenty podręczników
sprawczość
Opis:
Introduction: Schoolbooks are the basic didactic tool in early childhood education classes. As evidenced by numerous research reports, their content is significantly diversified in terms of quality. However, empirical research providing insight into teachers’ experiences of working with school textbooks is lacking. Research Aim: This study examines how teachers influence the use of a school textbook. It looks at their views on daily work with textbooks, the advantages and disadvantages they perceive, and their responses to these observations. Method: Six focus group interviews with 37 early childhood education teachers were conducted. The collected material was subsequently subjected to meaning-oriented content analysis. Results: On the basis of the collected data, it was established that teachers construe textbooks as: predestined fate, a stabilizing factor in the didactic process, a tool for everyday work, a subject-matter expert and a surety of their responsibility for the learning process. The work of educators with the school textbook is characterized by conformity, limited flexibility, adaptation to the range of children’s aptitudes, rationalization and, in rare cases, resistance. Conclusions: With respect to working with school textbooks, the agency of teachers manifests itself only as a superficial response to the identified shortcomings, without an autonomous approach to the content as well as tasks and instructions in school textbooks. Such a conclusion may offer grounds for a pedagogical discussion on the limitations and needs of training early education teachers in terms of enhancing their agency while working with a school textbook.
Wprowadzenie: Podręczniki stanowią podstawowe narzędzie pracy dydaktycznej na zajęciach edukacji wczesnoszkolnej. Ich zawartość jest znacznie zróżnicowana jakościowo, o czym świadczą liczne doniesienia badawcze. Brakuje empirycznych badań dających wgląd w doświadczenia nauczycieli w zakresie pracy z podręcznikiem szkolnym. Cel badań: Celem badań było rozpoznanie sprawstwa nauczycieli w obszarze pracy z podręcznikiem szkolnym, dlatego poszukiwano odpowiedzi na pytania o to, jakie znaczenia nauczyciele nadają codziennej pracy z książką szkolną, jakie wady i zalety w niej dostrzegają i jakie działania podejmują w kontekście tych spostrzeżeń. Metoda badań: Przeprowadzono sześć zogniskowanych wywiadów grupowych, w których uczestniczyło 37 nauczycieli edukacji wczesnoszkolnej. W pracy ze zgromadzonym materiałem zastosowano analizę treści zorientowaną na znaczenie. Wyniki badań: Na podstawie zgromadzonych danych ustalono, że podręcznik jawi się nauczycielom jako: przeznaczenie, stabilizator procesu dydaktycznego, narzędzie pracy codziennej, ekspert przedmiotowy i żyrant ich odpowiedzialności za proces uczenia się. Pracę pedagogów z książką szkolną cechuje konformizm, ograniczona elastyczność, dostosowywanie do skali uzdolnień dzieci, racjonalizowanie i, w rzadkich przypadkach, oporowanie. Wnioski: Sprawczość nauczycieli w obszarze pracy z książką szkolną objawia się wyłącznie jako powierzchowna reakcja na identyfikowane mankamenty, bez autonomicznego podejścia do oferty treściowej oraz zadań i poleceń z podręczników szkolnych. Przedstawiony wniosek może stać się podstawą pedagogicznej dyskusji na temat ograniczeń i potrzeb kształcenia nauczycieli wczesnej edukacji w zakresie wzmacniania ich sprawstwa w pracy z podręcznikiem szkolnym.
Źródło:
Lubelski Rocznik Pedagogiczny; 2023, 42, 4; 131-146
0137-6136
Pojawia się w:
Lubelski Rocznik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Discrimination in the discourse of Polish textbooks dedicated to civic education courses
Autorzy:
Cuprjak, Magdalena
Kopińska, Violetta
Powiązania:
https://bibliotekanauki.pl/articles/2012160.pdf
Data publikacji:
2015-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
discrimination
visual material
textbooks
civic education
Opis:
The study presents a critical analysis of visual materials contained in civic education textbooks with the purpose to identify traits of discrimination of individuals with a “skin colour” other than “white”. The undertaken quantitative and qualitative analyses allowed for drawing a conclusion that the depiction of persons in the researched visual material did in fact bear certain traits of discrimination. Moreover, it was concluded that what may be observed is compound discrimination. The studies presented in the article were conducted within a larger-scale project entitled Gender in textbooks.
Źródło:
The New Educational Review; 2015, 40; 38-47
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Critical thinking in the intercultural context: Investigating EFL textbooks
Autorzy:
Sobkowiak, Paweł
Powiązania:
https://bibliotekanauki.pl/articles/780461.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
critical thinking
intercultural competence
EFL textbooks
Opis:
The multicultural world has made intercultural teaching necessary. It should focus on students’ ability to comprehend quickly and accurately, and then act appropriately and effectively in a culturally complex environment in order to achieve the desired goal. Intercultural competence is important for successful communication across cultures, and so is critical thinking since the two, if they are not “parallel” (Bennett, 2013), at least overlap (Deardorff, 2009). This article tries to shed light on the linkage between intercultural and critical thinking skills and reports on the findings of research done on whether and to what extent EFL textbooks used in Polish schools contribute to fostering critical thinking skills in students. The study analyzed the cultural content of 20 coursebooks to check whether they go beyond merely depicting the target culture, or various foreign cultures, and involve students in practicing critical thinking, that is, prompt them to explore intercultural encounters and processes, and scrutinize how diverse cultures influence their own understanding of reality. The research revealed an insignificant and limited capacity of the textbooks to develop students’ critical thinking.
Źródło:
Studies in Second Language Learning and Teaching; 2016, 6, 4; 697-716
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Z czego uczyły i uczą się dzieci, czyli o podręcznikach… do nauczania języka polskiego jako obcego dla dzieci i młodzieży wydanych w Polsce
Autorzy:
Szelc-Mays, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/782840.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:
textbooks
teaching Polish
children
emigration
immigration
Opis:
The text is devoted to textbooks and didactic aids for teaching Polish as a foreign language, written and published in Poland, but addressed mostly to children. The target group are children of Polish descent who emigrated abroad and children of immigrants who settled in Poland. The review presents over 20 books and a few websites offering assistance in teaching children Polish.
Źródło:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia; 2016, 7, 223; 172-181
2082-0909
Pojawia się w:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Bierni na Wschodzie, ponoszący zbiorową winę i oczywiście obecni w Europie – krytyka niemieckich i polskich podręczników do historii w oparciu o kontrastywną lingwistykę dyskursu
Passive in the East, collectively guilty and obviously within Europe – criticism of German and Polish history text-books by contrastive discourse linguistics
Autorzy:
Dreesen, Philipp
Judkowiak, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/474073.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Warszawski i Uniwersytet Rzeszowski
Tematy:
contrastive discourse linguistics
textbooks
Polish-German affairs
Opis:
The goal of the article is to introduce school books as a possible object of study of contrastive discourse linguistics. The analysis of selected German and Polish history textbooks for the level Oberstufe II/Liceum provides, thanks to its contrastiveness, information about similarities and differences (or gaps, fr. le non dit) between the presented knowledge about neighbouring countries and binational relationships. The imparted knowledge order can be recognized at the word-level, in text strategies, text-image relations, and at the level of discourse. The article outlines several examples of these kinds of knowledge manifestations distinctive for Polish-German affairs. The result of the multi-level analysis serves to elicit the role of a textbook as a knowledge-canonising medium and its influence on formation of the normalization discourse as well as to criticize this medium especially in consideration of meta-linguistic aspects.
Celem artykułu jest zwrócenie uwagi na podręczniki szkolne jako na przedmiot badawczy kontrastywnej lingwistyki dyskursu. Analizie poddane zostały wybrane niemieckie i polskie podręczniki do historii na poziomie liceum/Oberstufe II. Analiza kontrastywna dostarcza informacji o podobieństwach i różnicach (także o „lukach treściowych”) występujących w sposobie przedstawiania wiedzy o danym kraju i o wzajemnych relacjach polsko-niemieckich. Porządek wiedzy obecny w polskich i niemieckich podręcznikach można wyśledzić w oparciu o zjawiska występujące na płaszczyźnie słowa, w strategiach tekstowych, relacjach tekst – obraz oraz na płaszczyźnie dyskursywnej. Wyniki analizy wielopłaszczyznowej wskazują na szczególną rolę podręczników w kształtowaniu kanonu wiedzy oraz dyskursu o normalizacji stosunków polsko-niemieckich, uwzględniają one przy tym także aspekty metajęzykowe.
Źródło:
tekst i dyskurs - text und diskurs; 2012, 5; 91-126
1899-0983
Pojawia się w:
tekst i dyskurs - text und diskurs
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 159

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