Magdalena Trysińska
Kształcenie językowe a kompetencje tekstotwórcze – raport z Badań
Číslo: 1/2020
Periodikum: Didaktické studie
Klíčová slova: L1 education, language knowledge, language skills, competence writing, essay, grammar
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Anotace:
The starting point for the author‘s considerations is the languageeducation dispute, which has been the subjekt of discussions for researchers
in the field of teaching native language (L1) at a Polish school for years. Some
researchers think that language teaching, including grammar, is unnecessary
and does not bring the expected results, while others think it is necessary to
be able to speak and write correctly.
In the article, the author presents the results of survey done with from the
first grades students of secondary schools. She indicates correlation between
knowledge and langure skills (based on a test necking language knowledge
and skills) and text-writing skills (based on written work – an essay on a given
topic). The comparison of the reset sobtained from the test and the essay,
unfortunately, does not show the relationship between langure education
and text-writing competences. Both weak and strong classes, sometimes are
better at the test and sometimes at the essay. This is confirmed by the results
of the correlation between the test and the essay, which were different every
year, but were always below 45 %, and in some cases even close to 0 %. The
comparison of individual tasks with those aspekts of essay that have the most
in common with langure education, e. g. language and stylistic parameters,
also shows that test verifies completely different kompetences than essay.
The results presented by the author show that reflection on the shape of the
L1 program at all educational stages is still necessary. It is also necessary to
conduct research that would verify the real usefulness of grammar knowledge
and langure skills practised at schools.
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in the field of teaching native language (L1) at a Polish school for years. Some
researchers think that language teaching, including grammar, is unnecessary
and does not bring the expected results, while others think it is necessary to
be able to speak and write correctly.
In the article, the author presents the results of survey done with from the
first grades students of secondary schools. She indicates correlation between
knowledge and langure skills (based on a test necking language knowledge
and skills) and text-writing skills (based on written work – an essay on a given
topic). The comparison of the reset sobtained from the test and the essay,
unfortunately, does not show the relationship between langure education
and text-writing competences. Both weak and strong classes, sometimes are
better at the test and sometimes at the essay. This is confirmed by the results
of the correlation between the test and the essay, which were different every
year, but were always below 45 %, and in some cases even close to 0 %. The
comparison of individual tasks with those aspekts of essay that have the most
in common with langure education, e. g. language and stylistic parameters,
also shows that test verifies completely different kompetences than essay.
The results presented by the author show that reflection on the shape of the
L1 program at all educational stages is still necessary. It is also necessary to
conduct research that would verify the real usefulness of grammar knowledge
and langure skills practised at schools.