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Abstract
Glottodidactics is obviously to be seen as a rather new discipline, situated between the humanities and social sciences. This area of studies is delineated first of all by its object and research aims. Although there is a clear consensus about defining this object as L2 teaching/learning, it seems much harder to agree on how to structure this area in a tenable way. This article will argue in favor of organizing the field of glottodidactics in a way that would be propitious for the discipline as a whole, and for studies conducted within it. Further, a proposal is formulated to arrange this field around a central axis which could, in the author’s view, be the process of fostering learners’ communicative competence.
References
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Grucza, F. 1978. Glottodydaktyka, jej zakres i problemy. Przegląd Glottodydaktyczny 1. 3 – 35.
Michońska-Stadnik, A. i Wilczyńska, W. 2010. Metodologa badań glottodydaktycznych. Wprowadzenie. Kraków: Flair. (w druku).
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Wilczyńska, W. 2002. „Osobista kompetencja komunikacyjna. Między postawą a działaniem”. W: W. Wilczyńska (red.), Autonomizacja w dydaktyce języków obcych. Doskonalenie się w komunikacji ustnej. Poznań: Wydawnictwo Naukowe UAM. 69 – 83.
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Copyright (c) 1970 Weronika Wilczyńska
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