The Use of Past Tenses and Participles in French and Polish as Parallel Forms in the Teaching/Learning of French as a Foreign Language
No. 65/1 (2025), Articles
No. 65/1 (2025)

The Use of Past Tenses and Participles in French and Polish as Parallel Forms in the Teaching/Learning of French as a Foreign Language

Articles
https://doi.org/10.14746/n.2025.65.1.11
Published 2025-09-30
Karol Niewiadomski
https://orcid.org/0009-0006-1193-7589
John Paul II Catholic University of Lublin image/svg+xml
Poland
Journal cover Neofilolog, no. 65/1, year 2025, title The scientific context of foreign language learning and teaching: between theory and practice
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Keywords

foreign language teaching and learning
functional grammar of French
comparative linguistics
grammatical competence
contrastive approach

How to Cite

Niewiadomski, K. (2025). The Use of Past Tenses and Participles in French and Polish as Parallel Forms in the Teaching/Learning of French as a Foreign Language. Neofilolog, (65/1), 192–209. https://doi.org/10.14746/n.2025.65.1.11
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Abstract

This article aims to present a study on the relationship between the introduction of the contrastive approach in the teaching of functional grammar and the effectiveness of students’ acquisition of the mentioned grammatical concepts. The study is limited to learners of French whose native language is Polish. The theoretical section outlines the historical development of the contrastive approach in the Polish-French context. The methodological section briefly describes the research tools, including questionnaires, teaching materials, and grammar tests, as well as the study’s scope, methodology, and conditions. The analytical section interprets data collected from questionnaires and tests on grammatical topics. The results shed light on students’ needs and attitudes toward this teaching method and provide insights for improving future research. The study concludes that further exploration of this approach is worthwhile and suggests adapting the findings of contrastive linguistics to enhance the teaching of grammatical competence in foreign languages.

https://doi.org/10.14746/n.2025.65.1.11
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