Glottodidactica. An International Journal of Applied Linguistics
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Texte littéraire dans la glottodidactique
Get PDFReading in a foreign language is a skill which is important for an overall competence. The researches done in the 1980s and the 1990s proved the utility of the text and especially of the literary one in language teaching. The present article deals with the use of self instruction in language teaching. Self instruction aims not only at giving a learner some knowledge but also at making him able to leam by himself and at giving him an attitude of independence towards the society he lives in, which is possible only when he is aware of how a society works. Reading itself is an autonomous activity because it is a self-directed process of discovering the meaning of a text. In order to make this process efficient a leamer-reader should leam some strategies which will enable him not to use a dictionary too often. Tasks in relation to reading texts should lead a learner to think over the meaning of the text, to compare his opinions with those of the author, to speak about his reactions. And last but not least: reading literary works makes a learner get acquainted with the culture of people whose language he is learning.Reading in a foreign language is a skill which is important for an overall competence. The researches done in the 1980s and the 1990s proved the utility of the text and especially of the literary one in language teaching. The present article deals with the use of self instruction in language teaching. Self instruction aims not only at giving a learner some knowledge but also at making him able to leam by himself and at giving him an attitude of independence towards the society he lives in, which is possible only when he is aware of how a society works. Reading itself is an autonomous activity because it is a self-directed process of discovering the meaning of a text. In order to make this process efficient a leamer-reader should leam some strategies which will enable him not to use a dictionary too often. Tasks in relation to reading texts should lead a learner to think over the meaning of the text, to compare his opinions with those of the author, to speak about his reactions. And last but not least: reading literary works makes a learner get acquainted with the culture of people whose language he is learning
Modem hypermedia systems, which encompass the ability to adapt to the properties of human memory and cognition
No full textIn this article we would like to show the need for developing knowledge access systems that can account for the imperfections in human perception, information processing and memory (Higgins et al., 1996). The implementation of such systems will result in enormous savings in the process of learning at all three stages of knowledge acquisition (by the mind): (1) access knowledge to, (2) learning and (3) knowledge retention (Clark et al., 1997). In particular, we will try to stress the importance of repetition spacing algorithms (Woźniak and Gorzelańczyk, 1994), as well as the importance of (1) (2) and the application of the newly introduced concept of processing, ordinal attributes in hypertext documents, semantics (Wiesman et al., 1997; Gillham, 1988)
On the method of teaching Russian accent in Polish schools
No full textHaving 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.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\u27 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
Deutsch ale Fremdsprache. Zeitschrift zur Theorie und Praxis des Deutschunterrichts für Ausländer. Herausgeber Herder-Institut, Leipzig.
Get PDFGrundsätze für die Ausarbeitung von grammatischen Minima
Get PDFGrundsätze für die Ausarbeitung von grammatischen Minim
The Lectureship in Norwegian at the Adam Mickiewicz University, Poznan
Get PDFThe Lectureship in Norwegian at the Adam Mickiewicz University, Pozna
JAN RUSIECKI O nauczaniu języków obcych Zarys metodyki ogólnej kursu podstawowego. PZWS, Warszawa 1964
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