- Warsaw, Poland
- Second Language Acquisition, Languages and Emotions, Polish Studies, Emotions in Second language learning, Sociology of Culture, Cultural Sociology, and 97 moreSociology of Emotion, Linguistics, Linguistics and Culture, Semantics, Semantyka, Lingwistyka kulturowa, Intercultural Learning, Intercultural Education, Languages and Linguistics, Cross-Cultural Studies, Emotion Recognition, Cultural Studies, Filologia polska, Language Acquisition, Vocabulary, Cultural Theory, Cultural History, Scandinavian Studies, Warszawa, Kulturoznawstwo, Anthropology, Philosophy Of Language, Meaning, Negative Emotions, Sociology, Education, Social Sciences, Teaching of Foreign Languages, Polish language, literature and culture, Glottodidattica, Polish Language, Foreign languages, Językoznawstwo, Polish Language Teaching, Glottodidactics. Teaching strategies, Teaching Polish as a Foreign Language, Glottodidactics, Teaching Polish Culture, Nauczanie Języków Obcych, Youtube, Polish As a Foreign or Second Language, Videos for Education, Swedish Language, Swedish culture, Warsaw, Ice Breakers, Christmas, Emotions, Language and Emotion, Emotions in Languages, Teaching and Learning, Mariavite Church, The Mariavite Church, Polish Culture and History, Coursebook, Taboo, język norweski, Norwegian (Bokmål), Bokmål, Sentences, Norwegian Language, Scandinavian languages, Syntax, Feelings, Nonverbal Communication and emotions, Affective Studies, Expressing emotions, Anna Wierzbicka, Emocje, Emotions in Different Languages, Emotions in Language, studia afektywne, studia nad afektami, afekty, uczucia, Social emotions, Sociology of Emotions, Theories of Emotions, History and Theories of the Emotions, emocje negatywne, wyrażanie emocji, emocje w języku obcym, emocje w języku polskim, Kulturlinguistik, Podręczniki, Język Polski, Glottodydaktyka, poziomy biegłości językowej, Język polski jako obcy, Nauczanie języka polskiego jako obcego, glottodydaktyka polonistyczna, Intercultural Communication, Sociolinguistics, Socjologia, Ethnography, Social and Cultural Anthropology, and Minority Studiesedit
- Doktor nauk humanistycznych w dyscyplinie językoznawstwo | Starszy asystent w grupie pracowników badawczo-dydaktyczny... moreDoktor nauk humanistycznych w dyscyplinie językoznawstwo | Starszy asystent w grupie pracowników badawczo-dydaktycznych na Wydziale Polonistyki Uniwersytetu Warszawskiego (Centrum Polonicum)
kontakt: barbara.lukaszewicz@uw.edu.pl
Doctor of Humanities in the discipline of linguistics | Senior Lecturer in the group of research and teaching staff at the Faculty of Polish Studies of the University of Warsaw (Polonicum Centre)
contact: barbara.lukaszewicz@uw.edu.pledit
This article addresses the issue of teaching history to foreigners learning Polish as a foreign language. The small number of publications in the field of Polish language glottodidactics discussing ways of teaching history to foreigners... more
This article addresses the issue of teaching history to foreigners learning Polish as a foreign language. The small number of publications in the field of Polish language glottodidactics discussing ways of teaching history to foreigners results in a lack of practical proposals for taking up this issue in foreign language classes. The authors present the possible methods of teaching Poland’s history in classes of Polish as a foreign language and of using cultural texts to deepen foreigners’ historical knowledge. The didactic proposals involve abandoning the discussion of selected historical events in chronological order in favour of showing the links between the past and the present. The manner of presenting events in the form of recurring collective behaviours in historically comparable situations is demonstrated. The possibilities of using cultural texts to enhance the knowledge of foreigners’ history are also described. In addition to the tradional analysis of texts telling about historical events explicitly, one can, among other things, talk about the genesis of the texts based on the historical processes that influenced their form. It is emphasised that addressing controversial topics provides an opportunity for learners to deepen their historical knowledge on their own and to strengthen a semi-autonomous attitude towards studying the Polish culture. The discussion falls into the area of research on teaching Polish as a foreign language and Polish culture as a foreign culture to adult foreigners learning Polish primarily in the academic system.
Research Interests: Cultural Competence, Historia, Polish Language, Integracja Cudzoziemców, Polish As a Foreign or Second Language, and 15 moreKomunikacja Międzykulturowa, historia Polski, Język Polski, Polonistyka, Teaching Polish as a Foreign Language, Glottodydaktyka, Kultura Polska, Język polski jako obcy, Polszczyzna, Nauczanie Języków Obcych, Nauczanie języka polskiego jako obcego, glottodydaktyka polonistyczna, nauczanie języków obcych w Polsce, Historia polska, and dydaktyka języka obcego
The article is devoted to the use of the concept of languaculture in Polish language teaching – its indispensable part is the teaching of a language understood as a basic cultural fact. The text consists of a description of reflections on... more
The article is devoted to the use of the concept of languaculture in Polish language teaching – its indispensable part is the teaching of a language understood as a basic cultural fact. The text consists of a description of reflections on the title issue, a presentation of the ways of combining the linguistic and cultural components in selected didactic materials, and a conclusion. The reflections on the place of languaculture in the process of teaching Polish were based, inter alia, on selected publications of linguists and glottodidactics. Attention was paid to the multitude of reflections and studies on the cultural background of lexis, which can be used in the teaching of the Polish lanuguage and culture as foreign. The article also presents selected methods of including linguistic content in two textbooks – “Zdaj się na polski!” and “Gramatyka z kulturą”. The authors included linguistic content in the texts and tasks they created, although the development of cultural competence is not their main goal. In the conclusion, attention was paid to building learners’ awareness of the existence of such elements of language, the explanation and correct use of which is related to the knowledge of the cultural context.
Research Interests: Cultural Competence, Polish Language, Podręczniki, Integracja Cudzoziemców, Polish As a Foreign or Second Language, and 13 moreKomunikacja Międzykulturowa, Język Polski, Polonistyka, Teaching Polish as a Foreign Language, Glottodydaktyka, Kultura Polska, Język polski jako obcy, Nauczanie Języków Obcych, Nauczanie języka polskiego jako obcego, glottodydaktyka polonistyczna, nauczanie języków obcych w Polsce, edukacja polonistyczna, and dydaktyka języka obcego
Teaching foreign cultures requires thorough analysis and research, for example by focusing on the needs and interests of foreign language learners. The aim of the presentation is to explore selected topics related to foreign cultures that... more
Teaching foreign cultures requires thorough analysis and research, for example by focusing on the needs and interests of foreign language learners. The aim of the presentation is to explore selected topics related to foreign cultures that may: (1) arouse the interest of foreign language learners; (2) help the learners develop cultural competence and foreign language knowledge; and (3) assist teachers in selecting appropriate methods for teaching a foreign culture. A theoretical analysis was conducted and compared with the results of a study involving 150 individuals learning Polish at proficiency levels B2-C2 in selected universities in Poland offering Polish language courses. The survey findings revealed that sports and the natural environment were the least interesting topics to the learners, while subjects such as the state and society, everyday life, science and work garnered the highest interest. The results regarding the preferred ways of teaching a foreign culture may be considered as concerning for the development of learners' productive language skills. The majority of respondents expressed a preference for traditional lecture-style instruction regarding foreign cultures, rather than actively seeking information independently, or engaging in discussions with classmates. The findings may be an inspiration for specialists in language education in creating curricula for teaching foreign culture and foreign language taught in the cultural context. Additionally, foreign language teachers can benefit from these results when designing their own teaching/learning materials.
Research Interests: Cultural Competence, Teaching of Foreign Languages, Polish Studies, Foreign language teaching and learning, Intercultural Competence, and 15 moreMethodology and Didactics of Foreign Language Teaching, Foreign Language, Foreign Language Education, Polish culture, Glottodidattica, Polish Language, Foreign languages, Foreign Languages and Cultures, Teaching Polish as a Foreign Language, Glottodydaktyka, Kultura Polska, Język polski jako obcy, glottodydaktyka polonistyczna, Thematic Areas , and dydaktyka języka obcego
The aim of the article was to present the issue of ethnic minorities in Poland in the context of teaching Polish language and culture as foreign ones. The text describes the most im-portant aspects related to such communities in Poland... more
The aim of the article was to present the issue of ethnic minorities in Poland in the context of teaching Polish language and culture as foreign ones. The text describes the most im-portant aspects related to such communities in Poland and reflects on the title issues during classes for foreigners who learn Polish. The work also contains theoretical findings situating the subject of ethnic minorities in the area of cultural geography. It also includes the results of a study on the knowledge of Polish language learners on the topic and their preferences concerning discussing minority issues during Polish language and Polish culture classes. The group of respondents included 91 par-ticipants of Polish language courses at the B2, C1 and C2 levels, and the presented data was obtained with the use of a survey consisting of questions mainly in the form of cafeteria-style checklist. Most of the respondents were able to name two or one ethnic minority, and expressed the willingness to explore the subject matter and include it in the curriculum of Polish language and Polish culture. The largest number of respondents declared their interest in monuments and tourist attractions related to the culture of ethnic minorities in Poland, which is included in the summary of the article and the proposals for practical use of the conclusions drawn from the described study. The theoretical analy-sis and interpretation of the survey results showed that the subject of ethnic minorities is an element of interest for foreigners learning about Polish society.
Research Interests: Polish language, literature and culture, Polish Language, Romowie, Mniejszości Narodowe I Etniczne, Górny ŚLąsk, and 15 moreLemkos, Dydaktyka, Polish As a Foreign or Second Language, Dolny ŚLąsk, Polonistyka, Kaszubi, Tożsamość Etniczna, Teaching Polish as a Foreign Language, Glottodydaktyka, Lokalność, Język polski jako obcy, Nauczanie Języków Obcych, etniczność, Nauczanie języka polskiego jako obcego, and glottodydaktyka polonistyczna
The aim of the text is to present the possibilities and benefits of building the attitude of (semi-)autonomy among foreigners expanding their knowledge about Polish culture. Autonomy, semi‑ autonomy, and the related reflexivity are... more
The aim of the text is to present the possibilities and benefits of building the attitude of (semi-)autonomy among foreigners expanding their knowledge about Polish culture. Autonomy, semi‑ autonomy, and the related reflexivity are usually discussed in the context of developing language skills. The article analyzes the above‑ mentioned terms in relation to learning about Polish culture as part of the glottodidactic process. The results of a study on how to teach culture, which was carried out by the author, prove the need to support learners’ sense of responsibility for their development. Most of the respondents – 90 foreign students learning in groups at B2–C2 levels – prefer the use of the instructional method rather than method of active learning, broadening their knowledge about Polish culture. Therefore, there is a need to show learners the way to take some responsibility for getting to know Polish culture, and to encourage them to become more involved in shaping their own cultural competences.
Research Interests: Learner Autonomy, Cultural Competence, Cross-Cultural Communicaiton, Autonomia, Cross-Cultural Communication, and 15 moreLearner autonomy in language learning, Polish language, literature and culture, Polish Language, Polish Language Teaching, Polish As a Foreign or Second Language, Refleksyjność, Polonistyka, Teaching Polish as a Foreign Language, Glottodydaktyka, Kultura Polska, Język polski jako obcy, Nauczanie Języków Obcych, Nauczanie języka polskiego jako obcego, glottodydaktyka polonistyczna, and edukacja polonistyczna
The first publication dedicated entirely to the problem of expressing negative emotions in the context of teaching Polish culture and language as foreign contains a thorough, interdisciplinary theoretical analysis, which may be of... more
The first publication dedicated entirely to the problem of expressing negative emotions in the context of teaching Polish culture and language as foreign contains a thorough, interdisciplinary theoretical analysis, which may be of interest to researchers who work in different fields exploring the problem of emotions. The author describes her research on the ways in which foreigners learning Polish express their negative emotions. The results were used for preparing practical didactic solutions, which can be adopted by teachers of Polish as a foreign language.
Research Interests: Emotion, Cultural Competence, Emotions (Social Psychology), Polish culture, Glottodidattica, and 15 morePolish Language, Negative Emotions, Linguaculture, Polish Language Teaching, Anna Wierzbicka, Język Polski, Teaching Polish as a Foreign Language, Socjologia Emocji, Glottodydaktyka, Język polski jako obcy, Nauczanie języka polskiego jako obcego, linguacultural studies, cultural linguistics, ethnolinguistics, wyrażanie emocji, emocje w języku polskim, and glottodydaktyka polonistyczna
The article considers the possibility of translating the names of emotions into other languages, taking into account cultural and sociolinguistic factors. Based on the concepts created by researchers in traductology (e.g. John C. Catford)... more
The article considers the possibility of translating the names of emotions into other languages, taking into account cultural and sociolinguistic factors. Based on the concepts created by researchers in traductology (e.g. John C. Catford) or cultural linguistics (e.g. Anna Wierzbicka), it has been shown that the names of emotions can be perceived as untranslatable, especially in the context of searching for their one-word equivalents in other languages. Attention was paid to such names, the meaning of which is closely related to the culture of a given society (e.g. historical events) and therefore they should be classified as the so-called mentifacts, defined by Donald W. Klopf as affective and cognitive factors shaping the perception of the world by a given community. The proposed way of explaining the meanings of the names of emotions is the description of exemplary situations as a result of which they arise or with which they are commonly associated in a given society. In the summary, it was emphasized that the names of emotions are keywords with which you can learn not only a foreign language, but also culture.
Research Interests: Language and Culture, Language and Emotion, Languages and Cultures, Languages and Emotions, Negative Emotions, and 15 moreCulturemes, Languaculture, Studia Kulturowe, Lingwistyka kulturowa, Tłumaczenia, Emocje, Kultura Polska, Nauczanie Języków Obcych, Emotions in Language, uczucia, emocje w języku obcym, emocje w języku polskim, nauczanie języków obcych w Polsce, edukacja polonistyczna, and dydaktyka języka obcego
The article concerns the category of everydayness, which is an inalienable part of culture expressed through language. Including it in the glottodidactic process is important for the development of linguistic and intercultural competences... more
The article concerns the category of everydayness, which is an inalienable part of culture expressed through language. Including it in the glottodidactic process is important for the development of linguistic and intercultural competences of learners. However, in the materials for teaching Polish, topics related to Polish holidays and customs are often highlighted. I believe that everyday life should be a superior category compared to festivities, the reasons for which I have presented in the article. Some of my considerations are devoted to the study of customs. Its presentation completes and explains many aspects of talking about everydayness and festivities on the basis of glottodidactics. I also discussed selected ways of incorporating the issue of everydayness into the process of learning Polish language and culture as foreigners.
Research Interests: Cultural Competence, Cross-Cultural Communication, Cross-Cultural Competence, Polish culture, Glottodidattica, and 15 morePolish Language, Customs, Colloquial Language, Linguaculture, Polish Language Teaching, Polish As a Foreign or Second Language, Everydayness, Teaching Polish as a Foreign Language, Glottodydaktyka, Festivities, Język polski jako obcy, Nauczanie języka polskiego jako obcego, linguacultural studies, cultural linguistics, ethnolinguistics, glottodydaktyka polonistyczna, and dydaktyka języka obcego
The paper discusses the shaping of intercultural competence in courses of Polish as a foreign language conducted during the pandemic. This is a topical issue which also fits within the framework of the multiple investigations into the... more
The paper discusses the shaping of intercultural competence in courses of Polish as a foreign language conducted during the pandemic. This is a topical issue which also fits within the framework of the multiple investigations into the challenges faced by teachers forced to switch to distance education. Apart from teaching Polish as a foreign language, glottodidactics specialists’ tasks also include preparing foreigners for the encounter with Polish culture, manifested for instance in and expressed through the language. The paper identifies changes, limitations, and opportunities in teaching of Polish culture as a foreign culture that it has been possible to observe over the last year or so. The investigation should be regarded as preliminary, as the phenomenon discussed is still present and continues to have an impact on language teaching. The principal observations concern the relevance and usefulness of the selected cultural material used during the language courses. These issues result from the changes observed in daily life after the start of the pandemic. The paper also presents reflections on the ways in which foreigners learning Polish experience the culture. The discussion undertaken in the paper fits in the field of teaching Polish culture and cultural studies glottodidactics, i.e. within the area of research on cultural background in teaching Polish as a foreign language.
Research Interests: Cultural Competence, Cross Cultural Communication, Cross-Cultural Competence, Glottodidattica, Polish Language, and 14 morePolish Language Teaching, Integracja Cudzoziemców, Polish As a Foreign or Second Language, Komunikacja Międzykulturowa, Polonistyka, Teaching Polish as a Foreign Language, Glottodydaktyka, Kultura Polska, Język polski jako obcy, Nauczanie Języków Obcych, Nauczanie języka polskiego jako obcego, glottodydaktyka polonistyczna, edukacja polonistyczna, and dydaktyka języka obcego
The textbook "Zdaj się na polski!" is a publication at the B1 level, which takes into account the needs of people taking state examinations. It presents typical tasks that make up all the written and oral exam modules. "Zdaj się na... more
The textbook "Zdaj się na polski!" is a publication at the B1 level, which takes into account the needs of people taking state examinations. It presents typical tasks that make up all the written and oral exam modules. "Zdaj się na polski!" can be both the basis for language courses and the source of supplementary tasks for the content of another textbook.
Research Interests: Glottodidattica, Podręczniki, Polish Language Teaching, Język Polski, Polonistyka, and 11 moreTeaching Polish as a Foreign Language, Glottodydaktyka, poziomy biegłości językowej, Język polski jako obcy, Nauczanie Języków Obcych, Nauczanie języka polskiego jako obcego, glottodydaktyka polonistyczna, Certyfikacja Języków Obcych, nauczanie języków obcych w Polsce, edukacja polonistyczna, and dydaktyka języka obcego
The text aims to present selected concepts and views, formed on the basis of sociology, which directly or indirectly refer to expressing negative emotions through language and culture. The article points out to these aspects of showing... more
The text aims to present selected concepts and views, formed on the basis of sociology, which directly or indirectly refer to expressing negative emotions through language and culture. The article points out to these aspects of showing emotions, which to a greater extent, are connected more with socio-cultural than biological factors. They are more related to discovering verbal and non-verbal ways of expressing emotions through language and culture, which are unfamiliar to foreigners, for example, those learning Polish as a foreign language, The text also discusses selected phenomena and trends in expressing negative emotions, which are characteristic of Polish culture. It is useful
knowledge for foreigners, who try to fi nd themselves in new linguistic and non-linguistic space. The summary underlines the importance of sociology in glottodidactics, which is based on the belief that language is part of culture and learning it is connected with becoming accustomed to life in new society.
knowledge for foreigners, who try to fi nd themselves in new linguistic and non-linguistic space. The summary underlines the importance of sociology in glottodidactics, which is based on the belief that language is part of culture and learning it is connected with becoming accustomed to life in new society.
Research Interests: Social emotions, Sociology of Emotions, Glottodidattica, Negative Emotions, Theories of Emotions, and 12 moreHistory and Theories of the Emotions, Expressing emotions, Polish As a Foreign or Second Language, Teaching Polish as a Foreign Language, Glottodydaktyka, Język polski jako obcy, Nauczanie Języków Obcych, Nauczanie języka polskiego jako obcego, glottodydaktyka polonistyczna, nauczanie języków obcych w Polsce, edukacja polonistyczna, and dydaktyka języka obcego
The article presents the most important aspects of the issue of emotions and theirexpressing in Polish as a foreign language and in Polish culture as a foreign culture. The basicassumption adopted in the text is the need of teaching the... more
The article presents the most important aspects of the issue of emotions and theirexpressing in Polish as a foreign language and in Polish culture as a foreign culture. The basicassumption adopted in the text is the need of teaching the ways of expressing emotions – includingnegative ones – in foreign languages and cultures. Learners are not sure whether they can commu-nicate e.g. anger, nervousness or fear in a comprehensible and adequate way without knowledgeabout the possibilities of communicating psychological experiences. The issue has been set in aninterdisciplinary context, taking into account the achievements of authors who perceive emotionsin the context of the culture-language relationship. The possibilities of perceiving the issue ofemotions in the glottodidactic process have been discussed. Author’s quantitative empirical re-search on the ability to recognize and express negative emotions by foreigners has also been de-scribed. Its results form the basis of the didactic implications formulated in the article. It has beenemphasized in the recapitulation of the argument that there is a need to include the issue discussedin the text in the Polish-language glottodidactic process.
Research Interests: Glottodidattica, Polish Language, Emotions in Languages, Polish Language Teaching, Język Polski, and 15 moreTeaching Polish as a Foreign Language, Emocje, Glottodydaktyka, Język polski jako obcy, Emotions in Different Languages, Nauczanie Języków Obcych, Emotions in Language, emocje negatywne, wyrażanie emocji, emocje w języku obcym, emocje w języku polskim, glottodydaktyka polonistyczna, nauczanie języków obcych w Polsce, edukacja polonistyczna, and dydaktyka języka obcego
The article discusses certain issues concerning expressing negative emotions in teaching Polish as a Foreign Language and in teaching Polish culture as a foreign culture. It describes the legitimacy of taking up this issue in Polish... more
The article discusses certain issues concerning expressing negative emotions in teaching Polish as a Foreign Language and in teaching Polish culture as a foreign culture. It describes the legitimacy of taking up this issue in Polish language teaching process, embedding the problem of expressing emotions in an interdisciplinary context, with particular emphasis on linguistics and sociology. The need to express states such as sadness, anger or fear is present also during communication in a foreign language. It has been proposed to include this issue in the teaching process once the foreigner has mastered the principles of politeness and is able to achieve success in basic communication situations.
Research Interests: Emotions, Feelings, Glottodidattica, Nonverbal Communication and emotions, Affective Studies, and 15 moreExpressing emotions, Anna Wierzbicka, Teaching Polish as a Foreign Language, Teaching Polish Culture, Emocje, Glottodydaktyka, Język polski jako obcy, Emotions in Different Languages, Emotions in Language, studia afektywne, studia nad afektami, afekty, uczucia, glottodydaktyka polonistyczna, and dydaktyka języka obcego
In this article we give a brief summary of how Norwegian and Polish sentences are classified in the widely acknowledged grammar books. Therefore, we review the definitions of sentences in both languages, and compare the various... more
In this article we give a brief summary of how Norwegian and Polish sentences are classified in the widely acknowledged grammar books. Therefore, we review the definitions of sentences in both languages, and compare the various classifications applied in Norwegian and Polish. Additionally, much focus is given to classification of sub clauses, which happen to be differently characterized in the respective languages. We would claim that there is a significant bias regarding features that determine classification of sub clauses in Norwegian and Polish. While in Norwegian a lot of emphasis is put on structural features, focusing on how particular units are organized within a sentence, the Polish classifications seem more semantic-oriented. As far as grammatical terms are concerned, Norwegian is featured by far more notions that might yield intransparency for a Polish learner or grammarian. On the other hand, the Norwegian classifications seem far more transparent. Due to a lack of 1-1 relation between terms used in Norwegian and Polish, we cater for this need by providing terms applicable for both languages. We believe that this may come into useful for all who try to systematize their knowledge about sentences in both languages.
Research Interests:
In the article, the author challenges the Polish verbs with prefixes created on the basis of -kładać (imperfect verb form) and -łożyć (perfect verb form), e.g. złożyć: składać (to fold, to deposit). Many foreigners have problems with... more
In the article, the author challenges the Polish verbs with prefixes created on the basis of -kładać (imperfect verb form) and -łożyć (perfect verb form), e.g. złożyć: składać (to fold, to deposit). Many foreigners have problems with recognizing the similarity between them because the root part of words don’t look alike. As a result, students cannot understand the meaning of some verb despite they know its imperfect or perfect form. The theoretical part is a short introduction to the theory of the Polish word formation and the way the topic is described in the Polish language coursebooks. The practical part involves showing tasks and exercises by introducing the meaning of the verbs and practicing using them.
Research Interests:
In the article, the author presents the problem of the similar sounding words, also known as paronyms. Many Polish words are written and pronounced almost in the same way. Except for articulation, they have nothing in common so confusion... more
In the article, the author presents the problem of the similar sounding words, also known as paronyms. Many Polish words are written and pronounced almost in the same way. Except for articulation, they have nothing in common so confusion of their meanings leads to an unsuccessful communication. It concerns Poles as well as foreigners who learn Polish. Getting to know the proper meaning of this kind of words helps to improve and expand the vocabulary which is not always clear and well-understood. In the theoretical part, there are presented the chosen texts about the Polish paronyms. It contains also the example of the similar sounding words which are divided according to the topic. The practical part shows exercises by practicing the paronyms connected with describing people.
Research Interests: Glottodidattica, Polish Language, Polish Language Teaching, Polish As a Foreign or Second Language, Język Polski, and 8 moreSłownictwo, Teaching Polish as a Foreign Language, Glottodydaktyka, Język polski jako obcy, kompetencja leksykalna, Paronimia, glottodydaktyka polonistyczna, and dydaktyka języka obcego
The aim of the article is to focus on the chosen aspects of talking about taboo during teaching Polish as a foreign language. The paper consists of a few parts. In the beginning, it is considered the relation between the cultural... more
The aim of the article is to focus on the chosen aspects of talking about taboo during teaching Polish as a foreign language. The paper consists of a few parts. In the beginning, it is considered the relation between the cultural differences and the role of taboo in the proper communication. The next topic is the character of the job of Polish as a foreign language teacher with the foreign students, dilemmas connected with introducing of the taboo topics on the Polish as a foreign language lesson and the ways of talking about taboo in the educational materials.
Research Interests: Teaching of Foreign Languages, Taboo, Polish language, literature and culture, Glottodidattica, Coursebook, and 9 morePodręczniki, Polish Language Teaching, Polish As a Foreign or Second Language, Teaching Polish as a Foreign Language, Glottodydaktyka, Nauczanie Języków Obcych, Nauczanie języka polskiego jako obcego, glottodydaktyka polonistyczna, and edukacja polonistyczna
The paper presents three places in Masovian Voivodeship connected with Buddhists and Mariavites: The Buddhist Retreat Centre in Kuchary, one of over six hundred centres of Diamondway Buddhism of the Karma Kagyu Lineage started by Lama... more
The paper presents three places in Masovian Voivodeship connected with Buddhists and Mariavites: The Buddhist Retreat Centre in Kuchary,
one of over six hundred centres of Diamondway Buddhism of the Karma Kagyu Lineage started by Lama Ole, The Temple of Mercy and Charity, The Old Catholic Mariavite cathedral in Płock, and The Mariavite Monastery in Felicjanów. There is described the history of the buildings which are important centres for the Polish Buddihsts and Mariavites. The history of Mariavite Church is strictly connected with Poland and Masovian Voivodeship – the place of religion’s origin.
one of over six hundred centres of Diamondway Buddhism of the Karma Kagyu Lineage started by Lama Ole, The Temple of Mercy and Charity, The Old Catholic Mariavite cathedral in Płock, and The Mariavite Monastery in Felicjanów. There is described the history of the buildings which are important centres for the Polish Buddihsts and Mariavites. The history of Mariavite Church is strictly connected with Poland and Masovian Voivodeship – the place of religion’s origin.
Research Interests:
The aim of the paper is to present the chosen aspects of teaching Polish as a foreign language at the very basic level which is often called the survival one. There is more and more foreigners who begin to work and live in Poland. They... more
The aim of the paper is to present the chosen aspects of teaching Polish as a foreign language at the very basic level which is often called the survival one. There is more and more foreigners who begin to work and live in Poland. They need to learn the most important Polish phrases as quickly as possible. In that case there is no time to work with the course books step-by-step and focus on each and every grammar topic which used to be taught at level A1. The key to the successful teaching of Polish as a foreign language during the survival courses for total beginners is adapting of the course program to the communication needs of foreigners. They are depended on many factors connected with job, studies or purpose of living in Poland. If the teacher know the basic information on the students, there is a high possibility of preparing materials which will be the most practical ones. It is worth to explain only the grammar topics with the highest frequency during the course while the other harder constructions should be drilled, regularly repeated and placed in the proper context.
Research Interests: Teaching and Learning, Polish language, literature and culture, Glottodidattica, Polish Language, Polish Language Teaching, and 9 morePolish As a Foreign or Second Language, Polonistyka, Teaching Polish as a Foreign Language, Glottodydaktyka, Język polski jako obcy, glottodydaktyka polonistyczna, nauczanie języków obcych w Polsce, edukacja polonistyczna, and dydaktyka języka obcego
Emotions called as the negative ones may be recognized in other people through signs sent verbally or non-verbally. Language enables communicating emotions which are related to the particular situations and other persons’ statements.... more
Emotions called as the negative ones may be recognized in other people through signs sent verbally or non-verbally. Language enables communicating emotions which are related to the particular situations and other persons’ statements. There are many state expressions which
indicate emotionality of statements. They are commonly known among native speakers, but they are new to foreigners who learn Polish as a foreign language. It is often complicated to decode their meaning because of their metaphoricalness or colloquiality and that is another barrier for foreigners. They may also have problems with the cultural symbols, which are connected with negative emotions and states, and differences between Polish culture and native culture. It is very
helpful to familiarize them with the sayings used by Polish people to express negative emotions. The authors of the coursebooks are aware of it and tackle the issue in a differential way. The article forms an analysis of the chosen teaching materials in terms of the way of expressing the negative emotions in Polish language. The books, which have been explored, are coursebooks, series of coursebooks and books concentrated on language abilities such as reading or speaking.
indicate emotionality of statements. They are commonly known among native speakers, but they are new to foreigners who learn Polish as a foreign language. It is often complicated to decode their meaning because of their metaphoricalness or colloquiality and that is another barrier for foreigners. They may also have problems with the cultural symbols, which are connected with negative emotions and states, and differences between Polish culture and native culture. It is very
helpful to familiarize them with the sayings used by Polish people to express negative emotions. The authors of the coursebooks are aware of it and tackle the issue in a differential way. The article forms an analysis of the chosen teaching materials in terms of the way of expressing the negative emotions in Polish language. The books, which have been explored, are coursebooks, series of coursebooks and books concentrated on language abilities such as reading or speaking.
Research Interests: Emotions, Language and Emotion, Polish language, literature and culture, Glottodidattica, Polish Language, and 11 moreNegative Emotions, Emotions in Second language learning, Emotions in Languages, Polish Language Teaching, Polish As a Foreign or Second Language, Język Polski, Teaching Polish as a Foreign Language, Glottodydaktyka, Język polski jako obcy, Nauczanie języka polskiego jako obcego, and glottodydaktyka polonistyczna
The subject of the article is talking about Christmas during the Polish language lessons. Students who learn Polish at higher levels have many information about the celebrating Christmas in Poland such as the typical dishes and popular... more
The subject of the article is talking about Christmas during the Polish language lessons. Students who learn Polish at higher levels have many information about the celebrating Christmas in Poland such as the typical dishes and popular customs. How to make more interesting lessons before Christmas for foreigners who want to widen their knowledge and get to know something new about Polish customs connected with Christmas? In this case the exercises related to the elements of popular culture and daily life conversations can be a good solution for teachers who want to spice up Christmas lessons.
Research Interests: Christmas, Polish language, literature and culture, Glottodidattica, Polish Language, Polish Language Teaching, and 9 morePolish As a Foreign or Second Language, Teaching Polish as a Foreign Language, Boże Narodzenie, Glottodydaktyka, Język polski jako obcy, Nauczanie Języków Obcych, Nauczanie języka polskiego jako obcego, glottodydaktyka polonistyczna, and nauczanie języków obcych w Polsce
The start of learning in a new group is often stressful, especially in the beginning of the course. The paper presents some practical and methodological techniques on how to integrate new students with each other and reduce their stress.... more
The start of learning in a new group is often stressful, especially in the beginning of the course. The paper presents some practical and methodological techniques on how to integrate new students with each other and reduce their stress. These exercised, called icebreakers, are also a good occasion to get to know their new students by a teacher.
Research Interests: Polish language, literature and culture, Glottodidattica, Polish Language, Ice Breakers, Polish Language Teaching, and 11 moreIntegracja Cudzoziemców, Polish As a Foreign or Second Language, Teaching Polish as a Foreign Language, Glottodydaktyka, Język polski jako obcy, Nauczanie Języków Obcych, Nauczanie języka polskiego jako obcego, glottodydaktyka polonistyczna, nauczanie języków obcych w Polsce, edukacja polonistyczna, and dydaktyka języka obcego
The article shows a few videos which present how Warsaw looks both nowadays, and in the Interwar Period. The videos can be a good way to present the city in a more exact way than the other ways e.g. city maps. The videos represent... more
The article shows a few videos which present how Warsaw looks both nowadays, and in the Interwar Period. The videos can be a good way to present the city in a more exact way than the other ways e.g. city maps. The videos represent different points of view at the city and are based on different techniques of video’s creating.
Research Interests: Warsaw, Warszawa, Polish language, literature and culture, Glottodidattica, Polish Language, and 15 morePolska, Polish Language Teaching, Polish As a Foreign or Second Language, Teaching Polish as a Foreign Language, Videos for Education, Glottodydaktyka, Lokalność, Kultura Polska, Język polski jako obcy, Regionalizm, Nauczanie języka polskiego jako obcego, glottodydaktyka polonistyczna, nauczanie języków obcych w Polsce, edukacja polonistyczna, and dydaktyka języka obcego
The article shows the most important Swedish polite phrases which are compared with Polish polite phrases. The most important differences between Polish and Swedish are connected with the word "thank you" (in Swedish: "tack") and words... more
The article shows the most important Swedish polite phrases which are compared with Polish polite phrases. The most important differences between Polish and Swedish are connected with the word "thank you" (in Swedish: "tack") and words "sir" and "madam" which don’t exist in Swedish language and are very problematic for Swedes who learn Polish as a foreign language.
Research Interests: Swedish Language, Polish language, literature and culture, Glottodidattica, Polish Language, Swedish culture, and 12 morePolish Language Teaching, Polish As a Foreign or Second Language, Język Polski, Polonistyka, Teaching Polish as a Foreign Language, Glottodydaktyka, Kultura Polska, Język polski jako obcy, Nauczanie języka polskiego jako obcego, edukacja polonistyczna, Grzeczność Językowa, and dydaktyka języka obcego
The article decribes a few of the channels to learn Polish as a foreign language on YouTube. It displays how YouTube videos can impact the human brain and how they can help students in the learning process. Moreover, the article shows... more
The article decribes a few of the channels to learn Polish as a foreign language on YouTube. It displays how YouTube videos can impact the human brain and how they can help students in the learning process. Moreover, the article shows both advantages and disadvantages of using the particular videos. A part of them can help e.g. to do a dictation excersise or to extend lexical resources. On the other hand, there is a few videos which can confuse students by an unclear or vulgar content.